Suchergebnisse

El presente proyecto de investigación contiene una mirada al desarrollo de las competencias ciudadanas específicamente el pensamiento social incluido y evaluado (ICFES, SaberPro) puntualmente en el área de las Ciencias Sociales, es así que focaliza el quehacer docente en la articulación del ejercicio y promoción de las competencias ciudadanas, con el mejoramiento del ambiente de aula, en el cual se desarrollan unidades pedagógicas que potencializan la responsabilidad y participación democrática; esto considerando las reiteradas situaciones comportamentales presentadas al interior del aula de clase de grado 6°02 del Colegio Andrés Bello de la ciudad de Cúcuta. Se aplican herramientas psicoeducativas que además de brindar un diagnóstico inicial el cual se haya apoyado en los procesos disciplinarios abarcados por el comité de Convivencia Escolar y tipificadas según la Ley 1620 de Convivencia Escolar, inmersa en el Manual de Convivencia Institucional- permiten explorar y desarrollar habilidades en los estudiantes, incluidas: la creatividad, la redacción, el análisis crítico, la comunicación asertiva, la empatía, la resolución de conflictos; y otro aspecto también involucrado y de trascendental importancia como lo es, la familia (Primer núcleo de apoyo). Evidencia en los resultados que luego de la comisión final de evaluación el número de situaciones disciplinarias presentadas en dicho grado se redujo en un 60%, confirmando así que una vez el estudiante se apropie de procesos democráticos, maneje conceptos básicos de la convivencia escolar y sus implicaciones en el ambiente de aula, se logran disminuir las situaciones de conflicto, es decir, la información -Mecanismos de participación, DHSR- y las competencias ciudadanas promueven el desarrollo de relaciones interpersonales sanas y fomentan conciencia ciudadana. ; RESUMEN 8 ABSTRACT 9 INTRODUCCIÓN 10 CAPITULO I: PROBLEMA DE INVESTIGACIÓN 11 1.1 Contextualización del problema 11 1.1.1 Descripción del problema 13 1.1.2 Objetivos 13 1.1.2.1 Objetivo General 13 1.1.2.2 Objetivos Específicos 13 1.1.3 Justificación 14 1.2 Contextualización de la Institución 16 CAPÍTULO II: MARCO REFERENCIAL 19 2.1 Antecedentes 19 2.1.1 Internacionales 19 2.1.1.1 La empatía y su relación con el acoso escolar 19 2.1.1.2 Superhéroes Vs. Bullying 20 2.1.2 Nacionales 21 2.1.2.1 Diseño de una estrategia de gestión educativa para mejorar los niveles de convivencia escolar en el Colegio Rafael Uribe Uribe de ciudad Bolívar, en la jornada de la mañana 21 2.1.2.2 Guía No. 49, Guía pedagógica para la convivencia escolar 23 2.1.3 Regional 24 2.1.3.1 Red de una Escuela sin violencia 24 2.2 Marco Teórico 25 2.2.1 Convivencia Escolar 26 2.2.2 Unidades didácticas 27 2.2.3 Competencias ciudadanas 28 2.2.4 Competencias evaluadas por el ICFES 29 2.2.5 Competencia Pensamiento Social 32 2.2.6 Índice Sintético de Calidad Educativa ICSE 33 2.3 Marco legal 34 2.3.1 Ley 115 de 1994, Ley General de Educación 34 2.3.2 Ley 1620 de 2013, Por la cual se crea el sistema nacional de convivencia escolar y formación para el ejercicio de los derechos humanos, la educación para la sexualidad y la prevención y mitigación de la violencia escolar 35 CAPITULO III: METODOLOGÍA 37 3.1 Naturaleza y diseño de la investigación 37 3.2 Tipo y método 37 3.3 Fases de la Investigación 38 3.4 Población y muestra 38 3.5 Recursos 39 3.5.1 Recursos Humanos 39 3.5.2 Recursos Físicos 39 3.5.3 Recursos Materiales 39 3.5.4 Recursos Tecnológicos 39 3.6 Instrumentos 39 3.7 Unidades Didácticas 40 3.8 Análisis de datos 52 3.9 Resultados 53 CAPÍTULO IV: PROPUESTA PEDAGÓGICA 58 4.1 Presentación 59 4.2 Justificación 61 4.3 Objetivos 62 4.4 Indicadores de desempeño 62 4.5 Metodología 63 4.6 Fundamento Pedagógico 71 CAPÍTULO V: CONCLUSIONES Y RECOMENDACIONES 87 Conclusiones 87 Recomendaciones 88 BIBLIOGRAFÍA 89 ANEXOS 90 ; Maestría ; This research project contains a look at the development of civic competences specifically included and evaluated social thinking (ICFES, SaberPro) specifically in the area of Social Sciences, thus it focuses the teaching work on the articulation of the exercise and promotion of citizen competencies, with the improvement of the classroom environment, in which pedagogical units are developed that enhance democratic responsibility and participation; This considering the repeated behavioral situations presented inside the 6th grade classroom 02 of the Andrés Bello School in the city of Cúcuta. Psychoeducational tools are applied that in addition to providing an initial diagnosis which has been supported by the disciplinary processes covered by the School Coexistence committee and typified according to Law 1620 on School Coexistence, immersed in the Institutional Coexistence Manual - allow exploring and developing skills in students, including: creativity, writing, critical analysis, assertive communication, empathy, conflict resolution; and another aspect that is also involved and of transcendental importance, such as the family (First nucleus of support). Evidence in the results that after the final evaluation commission the number of disciplinary situations presented in said grade was reduced by 60%, thus confirming that once the student appropriates democratic processes, handles basic concepts of school coexistence and its implications in the classroom environment, conflict situations are reduced, that is, information -participation mechanisms, DHSR- and citizenship competencies promote the development of healthy interpersonal relationships and promote citizen awareness.

Hintergrund : Die Feminisierung der Medizin, die sich durch einen wachsenden Anteil an Ärztinnen auszeichnet, wird in medizinischen Gremien, der Politik und in den Nachrichten vor allem in Hinblick auf eine Mitverursachung des Ärztemangels vielfach diskutiert. Es gibt jedoch bisher keine Kenntnisse darüber, wie angehende und jetzige Ärzte zu diesem Trend stehen. Fragestellung : Studienbewerber, Medizinstudierende und Ärzte sollten zu Ursachen, Rele-vanz und Auswirkungen des Trends Stellung beziehen: Wie wird diesbezüglich das derzeitige Auswahlverfahren für Studienbewerber an der Universitätsmedizin Göttingen (UMG) bewer-tet? Ist das Thema Feminisierung für den Arztberuf von Relevanz? Welche Erfahrungen und Einschätzungen zu den Auswirkungen des Trends bestehen? Methode : Eine Gesamtstichprobe von 3813 Personen wurde an der UMG im Rahmen einer Querschnittsstudie mithilfe eines elektronischen Befragungsbogens, der per Email versandt wurde, zu den drei Themenkomplexen Ursachen, Relevanz und Auswirkungen befragt. Insgesamt 181 Studienbewerber für das Wintersemester 2014, 590 Medizinstudierende und 225 Ärzte nahmen an der Befragung teil. Die Antworten wurden mithilfe des Statistikpro-gramms IBM SPSS Statistics 22 ausgewertet. Freitextantworten wurden nach dem Schema der "Basiswissengeleiteten offenen Kategorienfindung" (BoK) nach Werner Früh qualitativ ausgewertet, kategorisiert und für die statistische Auswertung kodiert. Ergebnisse : In Bezug auf das Auswahlverfahren befürwortete die Mehrheit der Befragten eine geringere Gewichtung der Abiturnote von maximal 20-50%. Andere Auswahlkriterien wie eine abgeschlossene medizinische Ausbildung, Auswahlgespräche, Studierfähigkeitstests und praktische und soziale Fähigkeiten waren für die Befragten wichtiger. Hier bestanden zum Teil signifikante Zusammenhänge mit dem Geschlecht der Teilnehmer oder der Abitur-note der Bewerbergruppe. Ein ebenfalls eindeutiges Ergebnis ergab die Frage nach einem ausgewogenen Geschlechterverhältnis unter den Ärzten: 77% der Bewerber, 68% der Stu-dierenden und 61% der Ärzte werteten dies als wichtig oder sehr wichtig. Dieses Ergebnis korrelierte bei Studierenden und Bewerbern signifikant mit dem weiblichen Geschlecht. Das Geschlecht des Arztes wurde von 43% der Bewerber und Ärzte und von 52% der Studieren-den als relevant empfunden, wenn diese selbst die Rolle des Patienten einnahmen. Wurden die Befragten gebeten, die Relevanz ihres Geschlechts in der eigenen Arztrolle zu beurteilen, ging die Antworttendenz hier zu "unwichtig". In Freitexten wurden andere Eigenschaften des Arztes hervorgehoben, die wichtiger als das Geschlecht seien. Zum Thema Auswirkungen wurde von der Mehrheit der Befragten bestätigt, dass die Feminisierung Auswirkungen auf den Arbeitsplatz habe. Auswirkungen betrafen unter anderem das Thema Teilzeitarbeit und Arbeitsorganisation sowie die Berufsvielfalt. Die Kommentare wurden hierbei mehrheitlich als negativ eingestuft. Schlussfolgerungen : Die Feminisierung wurde von den Befragten in weiten Teilen kritisch betrachtet. Das Auswahlverfahren der UMG, welches zu den Hauptfaktoren der Entstehung des Trends zählt, fand in der derzeitigen Form wenig Unterstützung. Die Befragten empfin-den das Geschlecht als für den Beruf relevant und befürworten eine diverse Ärzteschaft. Die Rolle des eigenen Geschlechts wird jedoch für die Berufsausübung unterschätzt. Hier be-steht Aufklärungsbedarf. Die zum größten Teil negativen Kommentare in Bezug auf die Aus-wirkungen der Feminisierung zeigen, dass Handlungsbedarf besteht, um die derzeitigen Arbeitsstrukturen an den Trend anzupassen. ; Background : The feminisation of medicine, which is characterised by a growing proportion of female doctors, is a current topic of discussion in medical committees, politics and the news, mainly because this trend is a contributing factor to the present lack of doctors in the German medical system. However, there has been to date no systematic survey of the view-point of present and future doctors on this matter. Objective : Applicants, medical students and doctors were surveyed on causes, relevance and impact of the feminisation trend. Questions of interest included the following. Concerning the feminisation trend, how do participants rate the current selection process of the medical school in Göttingen (Universitätsmedizin Göttingen, UMG)? Is the trend of feminisation of relevance to the medical profession? What are participants' experiences and evaluations on this topic? Methods : Of a total sample of 3813 people, 181 applicants for the winter term 2014, 590 medical students and 225 doctors of the UMG participated in this cross-sectional electronic questionnaire, inquiring about the aforementioned topics. The answers were analysed by means of the statistics program IBM SPSS Statistics 22. Open answers were qualitatively evaluated and categorised using the "Basiswissengeleitete offene Kategorienfindung" (Werner Früh, technique of categorization led through basic knowledge) and coded for statis-tic analysis. Results : The majority of the participants favoured a lessened emphasis on Abitur grades in the selection process, with a maximum of 20-50% of the selection score generally consid-ered appropriate. Other selection criteria, such as a completed medical apprenticeship, interviews, medical admission tests and practical and social skills were considered more important by the respondants. Significant correlations of the selection criteria were found relating to the gender of the participant or, in the case of the applicants, their Abitur grade. Aditionally, a clearly positive verdict was reached on the question of a balanced gender-ratio among the doctors: 77% of applicants, 68% of students and 61% of doctors rated this as important or very important. The result from the student and applicant groups correlated significantly with female gender. When in the position of being a patient, the doctor's gender was found to be relevant by 43% of applicants and doctors and 52% of the students; when respondants were asked to evaluate the relevance of their own gender when in the position of the doctor, the tendency was shifted more towards "unimportant". In open answers the participants rated other doctor characteristics such as competence and empathy as more important than gender. The majority of the respondants opined that the feminisation had had an impact on their workplace: particular factors included part-time work, work-related organi-sation and the diversity of the medical profession. Commentaries were mostly categorised as negative. Conclusions : The feminisation was mostly viewed critically by the participants of this study. The current selection process of the UMG, which largely contributes to this trend, found little support. The respondants evaluated gender as being relevant for the medical profession and favoured a diverse workforce. However, the significance of one's own gender in medical practice was underrated in comparison, implying a need for more awareness. The mainly negative comments concerning the impact of feminisiation shows the need for action to adapt the current medical work practices to address this trend. ; 2017-12-27

The main aim of this thesis is to investigate the experiences that can be traced to the notion of "withholding" (or trattenimento according to the Italian more precise way to literally describe this phenomenon). By this term I refer to those physical spaces of social inclusion and exclusion within which existences are held without an apparent (at least at the beginning) normative justification. I consider these situations inherently anomic but surprisingly recurring in our century and the latter part of the previous one. The coercive restraintment in well-defined spaces, brought by the breach of a rule of criminal law, defines a new status of existence, that of "withheld" (or trattenuti). The reality of this (relatively) new form of life has been the main subject of my research as direct product of the obsession for securitization. Withholding is presented to the researcher as a sort of permanent state of exception.The heterogeneity of the places of withholding of existences has been studied from the point of view of the geographical location. From this analysis I have been able to underline the global nature of the phenomenon and, thanks to the concrete forms of execution, to legitimize the image of continuity with the experience of the internment camps, mentioned above. For the withholding process, in some cases, a whole geographical space is directly used: islands, archipelagos and enclaves. Other times it uses urban structures: I am referring to ghettos (from the Parisian suburbs, or banlieux, to the ghetto of Shanghai) and even to boundary walls. Walls and borders carry an inherent exclusion, but sometimes their meaning is much more profound. The story of the Berliner Mauer is, from this point of view, absolutely paradigmatic. Behind the justification of action and preventive safety, the lives and rights are deleted. Even the name periodically returns with the strength of the model and example, although negative. It is the "wall of shame", the wall of Tijuana that separates Mexico from the United States, the wall that separates the Western Sahara territories Moroccan domination from those of Arab domination, the separation wall between Israel and the West Bank. In other cases withholding takes place in constructed and ad hoc delimited situations: like centers of temporary stay and assistance (CPTA), today CIE following the intervention of the EU law; the safety devices terrorism in national and international transport (waiting rooms in airports and train stations); the "red zones" at the summits of heads of state and government of the world (not least the Genoese one in 2001). We can observe, together with Foucault, the mutation of the police apparatus in a system of "governmentality". But places of withholding are not just a European experience. I'm thinking about the internment camps in Libya or Palestinian occupied territories. They have now really assumed the form of an anonymous "archipelago – gulag" of segregation and detention. Especially after the second Intifada, the territories seem to have taken almost spontaneously the structure of the internment camp, while the freedom of movement of Palestinians fades, the principle of detention seems to appear with ever greater clarity. We are really confronted with the genesis of a biopolitics of progressive isolation of the Palestinian territories; the confinement of a people in a dimension of functional enclave of control. A state of emergency becomes a form of government. Looking to withheld existences, the common feature seems to be the rejection of normalization of difference. We are dealing with lives or threatening, social pathologies that power must identify and separate. The referent is mainly represented by minorities (ethnic-racial, linguistic, religious, political) deserving, if not elimination, of some concealment. Screw deviant, but also, and especially meaningful in the sense that has been indicated above, anomic as stolen from the ordinary processes of criminalization with the intervention of the criminal law. It is a "sacred" existence in a process of reflection that starts with Jean Marie Guyau, passes through Emile Durkheim, and finally comes to Giorgio Agamben. Withheld's lives are worthless, according to Hannah Arendt' "exemplary human being reduced to the most elementary reactions, the model citizen of a totalitarian state, a city that can be produced only imperfectly outside the camp." A distinction, however, seems possible and reasonable, in light of the observations made so far. According to Bauman withheld can be divided in outsiders and insiders. The first earn their subjection to detention just because they come from another jurisdiction which makes them extra-national (stateless) or, more generally, foreigners; while on the other side we look at that surplus of native humanity who, unable to be violently amputee, should be at least hidden or fenced, building spaces of anti-city in cities. The last part of my research is dedicated to an ethnographic study of these dimensions, a qualitative research carried out in many centers of detention and "reception". Empathy has been one of the most important instruments in the interviews in order to understand. to verstehen, in a weberian way and approach, the existences and spaces between criminal and non criminal Law. Ethnography is always the writing of difference, but with the aim to make closer words that seem to be only apparently far from each other (especially in terms of understanding).

El presente artículo tiene como propósito acercar al lector-investigador a que analice y profundice en el tema de la Formación Ciudadana en el contexto actual colombiano a partir de la presente caracterización que desde nuestro entorno laboral, escolar y pedagógico hemos logrado detectar. Según Freire, como el mundo está siendo, la Formación del sujeto está en constante construcción; por tanto, la realidad social no es algo acabado que marcha en un único sentido y si el poder se construye, podemos comprender que la construcción de un mundo diferente, un mundo inclusivo, globalizado pero no mercantilizado ni estandarizado, que no elimine los rasgos particulares, es posible. En esa dirección, el contexto social es creado por la propia praxis a través de la concreción de patrones de conductas colectivas cotidianas; por lo que la identidad es un factor de cohesión que permite estructurar las comunidades desde el sentimiento de pertenencia y la solidaridad recíproca. Las identidades son puntos de inclusión que proporcionan seguridad, empatía, autoestima e intercambio colectivo. Teniendo en cuenta la situación social colombiana por la que casi la mayoría de los niños y niñas sufren a diario, se ubica nuestro problema de investigación dentro deldebate político, social y pedagógico del quehacer docente en miras de Formar Ciudadanos desde el reconocimiento de la identidad sociocultural local. En Colombia la educación cívica fue una preocupación muy temprana de nuestra historia, y los estudiantes han debido aprender, desde hace casi 200 años, en buena parte como un catecismo que se memoriza, las reglas de conducta cívica, mientras las prácticas reales en la escuela o la sociedad contradecían esas reglas. Desde ese fin: el de Formar Ciudadanos, el problema de investigación lo formulamos de la siguiente manera: ¿Cuál es la caracterización de la enseñanza y el aprendizaje de la formación ciudadana para el reconocimiento de la identidad sociocultural local en el curso novecientos uno de educación básica secundaria, de las instituciones educativas Carlos Ramón Repizo Cabrera de San Agustín y Jesús María Aguirre Charry de Aipe en el departamento del Huila? Y establecidos tres momentos los puntos de convergencia entre el marco teórico y la información hallada se ha podido caracterizar el problema de investigación en a través de la técnica: "triangulación de la información". El primer momento, corresponde a la etapa descriptiva de la investigación, en el segundo se hará referencia al aspecto metodológico del análisis y, en un tercer momento se caracteriza desde los hallazgos, cómo está la situación de la formación ciudadana en nuestras instituciones educativas en las que trabajamos y así dar luces de cuáles podrían ser los fines, los contenidos y las estrategias para pensar en una Formación para la ciudadanía desde el reconocimiento de la identidad sociocultural local. ; This article is intended to bring the reader and researcher to analyze and delve into the topic of Citizenship Education in the current Colombian from this characterization from our workplace, school and teaching have been detected. According to Freire, as the world is, the formation of the subject is under constant construction, so the social reality is not finished marching in one direction and if the power is built, we understand that building a different world, an inclusive world, but notcommercialized globalized and standardized, do not delete the particular features, is possible. In this sense, the social context is created by the very practice through the realization of collective daily behavior patterns, so that identity is a cohesive factor for structuring communities from the feeling of belonging and mutual solidarity. Identities are points included that provide security, empathy, self-esteem and collective exchange. Taking into account the social situation in Colombia for almost most of the children suffer every day, lies our problem of research within the political debate, social and pedagogical teaching work in order to train citizens from the recognition of identity sociocultural. In Colombia, civic education was a concern early in our history, and students have had to learn, for almost 200 years, largely as a catechism to be memorized, the rules of civic behavior, while actual practices in school society or contradicted those rules. From this purpose: to train citizens, the research problem formulated as follows: What is the characterization of teaching and learning of citizenship education for the recognition of socio-cultural identity in the course of nine hundred and one education basic secondary educational institutions Repizo Carlos Ramon Cabrera of St. Augustine and Jesus Maria Aguirre of AipeCharry in the department of Huila And set the points of convergence between the theoretical and the information found has been able to characterize the research question three times through the technique: "triangulation of information." The first moment corresponds to the descriptive phase of research, the second will refer to the methodological aspect of the analysis and, in a third stage is characterized from the findings, what is the situation of civic education in our educational institutions in we work and thus shed light on what might be the purpose, content and strategies to think of a training for citizenship since the recognition of cultural identity.

Die Zusammenarbeit von Bauern, Beratern, Forschern und ihren Organisationen zur Entwicklung des ländlichen Raumes befindet sich in Brasilien in einer Krise. Es fehlen Entscheidungen und überzeugende Vorschläge seitens der Regierung für die Zukunft der landwirtschaftlichen Beratung. Die vorliegende Arbeit hat daher zum Ziel, zur Verbesserung der landwirtschaftlichen Forschung und Beratung in Brasilien und der Zusammenarbeit der Akteure im ländlichen Raum beizutragen. Als eine spezifische Form der Partizipation wird die Partnerschaft eingeführt, bei der die Akteure Organisationen sind und deren Wirkung über die mikrosoziale Ebene hinaus die meso- und makrosoziale Ebene einbezieht. Zunächst werden die bisher in der brasilianischen Agrarforschung und Beratung vertretenen Konzepte untersucht. Das Verständnis ihrer Grenzen und Möglichkeiten erlaubt, den Spielraum für die Einführung neuer Ansätze besser einzuschätzen. In der Arbeit werden zwei partizipative Erfahrungen im brasilianischen Bundesstaat Pará als Fallbeispiele aufbereitet: eine Entwicklungsorientierte Forschung mit Gruppen von Bauern im Rahmen einer Partnerschaft zwischen einer Forschungsorganisation (LAET) und einer Bauernorganisation (MPST) und der Aufbau eines landwirtschaftlichen Beratungsdienstes (Lumiar). Die Tatsache, daß beide Projekte im gleichen Kontext in der Region der Transamazônica angesiedelt sind, erleichtert das Verständnis der verschiedenen Dimensionen von Partizipation und Partnerschaft. Die Fallstudien werden in einem Dialog zwischen Theorie und Praxis anhand von Schlüsselelementen analysiert: Einstellung, Motivation und Fähigkeit; Bedarf; Macht; Organisationen; Konflikte; Vertrauen und Verhandlungen. Die Arbeit gelangt zu der Schlußfolgerung, daß eines der größten Probleme in der Praxis die Unklarheit über die Art der Partnerschaft ist, die unterschiedlich eng gestaltet werden kann. Im Prinzip wird die Möglichkeit der partizipativen Zusammenarbeit zwischen verschiedenen sozialen Welten (Bauern, Forscher, Berater) bestätigt, wobei deren wesentliche Schwierigkeit die Vermittlung zwischen verschiedenen Interessen ist. Erst durch die Einbeziehung der Ebene der Organisationen mit ihren Interessen können die Handlungen der Akteure verstanden werden, die auf diesem Niveau durch die zunehmende Notwendigkeit gekennzeichnet sind, Ungewißheitszonen zu sichern. Hegemoniestreben und die Gefahr von Mißverständnissen werden größer. Machtbeziehungen und Konflikte sind normale Erscheinungen, mit denen die Forscher und Berater umzugehen lernen müssen. Die Freiheit der Akteure bietet Spielraum zur Verwirklichung neuer Ansätze, beschränkt jedoch auch ihre verordnete Einführung. Einerseits ermöglicht sie die Einbindung offizieller Institutionen in die Agrarentwicklung. Andererseits verwandeln sich Organisationen, die als homogen angesehen werden, in zahlreiche Akteure mit unterschiedlichen Interessen. Verhandlungen sind im allgemeinen keine Auseinandersetzung um Argumente, sondern es geht um Interessen und Macht. Vertrauen kann es wegen der Machtbeziehungen und der zu ihrer Aufrechterhaltung notwendigen Ungewißheitszonen nur in eingeschränktem Maße geben und ist eher auf die mikrosoziale Ebene beschränkt, wo Strategien und Machtspiele eine geringere Rolle spielen. Zahlreiche Phänomene offenbaren sich erst durch die Aktion, darunter die Verhältnisse zwischen den Beteiligten, der soziale Bedarf und die Motive für die Zusammenarbeit. Die Integration zwischen Forschung und Beratung sowie die Zunahme von Interdisziplinarität kann nur durch die Auseinandersetzung vor Ort erreicht werden. Subjektive Faktoren, an erster Stelle Empathie, spielen eine entscheidende Rolle bei der Beratung, der Verhandlung und der Konfliktbehandlung. Die Erfahrungen aus den Fallstudien werden zu einem Vorschlag für einen kombinierten Forschungs- und Beratungsdienst aufgearbeitet. Dieser ordnet sich in die aktuellen Bemühungen um eine Neudefinition der Dienstleistungen für die bäuerliche Landwirtschaft ein, bei der die brasilianische Bundesregierung und die Bauernorganisationen Auseinandersetzungen und Dialoge um Veränderungen in der Agrarpolitik führen. ; The cooperation among farmers, extensionists, researchers and their organisations to develop the rural areas in Brazil is in a crisis. Decisions as well as convincing proposals from the government are lacking about the future of the rural extension. The aim of this work is to contribute to the improvement of research and rural extension services in Brazil and also the cooperation among the actors in the rural areas. Partnership is introduced as a specific form of participation, in which organisations are the actors. Its impacts go beyond the micro social level to include the meso and the macro levels. Current approaches in Brazilian research and rural extension are analyzed first. Based on an understanding of their limits and possibilities, the opportunities for the introduction of new approaches are evaluated. Case studies on two participatory experiences in the Brazilian state of Pará are presented in this work: a research project with farmer groups in a partnership between a research organisation (LAET) and a farmer`s organisation (MPST), and the creation of a rural extension service (Lumiar). The fact that these studies are situated within the same context in the Transamazonian region facilitated the assessment of the various dimensions of participation and partnership, allowing the analysis of the research as well as the extension aspects. The case studies are discussed through key elements: attitude, motivation, ability, demand, power, organisations, conflicts, trust and negotiations. The results show that one of the biggest problems was the uncertainty about the type of partnership, which may take different forms: distant or close. The results of the dialogue between theory and practice, which were structured by the key elements, confirm the possibility of participatory work among different social worlds (farmers, researchers and extensionsts), whose main problem is the mediation between different interests. Only through the consideration of the organisational level can the actions of the actors be understood, which are characterized at this level by the growing need to protect uncertainty zones. The search for hegemony becomes relevant and the danger of disagreement grows. Power relations and conflicts are natural phenomena which the researcher and the extensionist have to learn to deal with. The actors´ freedom of action provides opportunities for the introduction of new approaches. However, it also limits its regulated implementation. Organisations, initially considered homogeneous, turn into many actors with diverse interests. In negotiations, arguments are less important than interests and power. Because of the power relations and the uncertainy zones, trust is only possible in a limited way. That is why it is more limited to the micro social level, in which the strategies and the power games play a minor role. Many phenomena only become apparent through action, such as the relationship between the stakeholders, their social needs and reasons for cooperation. The integration of research and extension, as well as an increase in interdisciplinarity can be achieved only through common action on the local level. Subjective factors, especially empathy, play a decisive role in advising, negotiation and conflict management. Based on the case studies, a proposal is presented for an integrated research and extension service. It can be part of the current efforts aimed at redefining services for smallholder agriculture, in which the Brazilian government and farmers` organisations are using confrontation and dialogue to achieve changes in the agrarian politics.

After decades of forced interruption the social work profession development started again in 1990´s. Since then social work is a rapidly developing profession in Estonian society. Now, when there is more than fifteen years of work practice, professional development and academic teaching, it is time to research how social workers experience self-development and development of social work profession. The theoretical framework of this research ties together different conceptions of social workers self and professional self context, professional growth and factors supporting it and development of social work profession in society. Important models and theories in this research are London and Mone´s (1987) three-dimensional interpretation of factors motivating professional growth (with professional identity as one dimension of thereof), conceptions of development of professional identity and professional growth according to Dubin (1990), Farr and Middlebrooks (1990), Maurer and Tarulli (1994), Ruohotie (1995, 1999), Ruohotie?s (2005) theory of growth-oriented atmosphere and model of Lord, Brown and Freiberg (1999) about working self-concept. The study goal is to describe the development of professional identity and opportunities for professional growth of social workers and get an overview of the self-concept tendencies of social workers and social work students; understand how social workers perceive the development of a new profession based on their experiences. The sample (N=122) consisted of social workers that had received academic education in the Tallinn University (N1=41/vilistlased), undergraduate students of the Open University engaged in practical social work, who one month after participating in the survey graduated from the university with a BA degree (N2=52/lõpetajad) and future social workers, first year social work students (N=29/statsionaar). The criterion for inclusion in the sample was academic vocational education from the Tallinn University. The present research is descriptive multi-strategy research, where the first part of the research is survey type and the second part is based on theme interviews and covers the conceptions of social workers about their development to professional social workers and development of the social work profession in Estonian society. Survey data were analyzed by using statistical methods (factor analysis, bivariate correlation, variance analysis) in order to describe and explain relation between self-concept and professional identity of social workers; and to find the differences between the sample groups. Survey results show that social workers´ and social work students´ self-concept components are empathy, innovativeness, self-confidence and need of achievement. These self-identity components are extremely suitable for shaping the social workers professional identity. Professional-self of social workers is characterized by commitment to work, professional growth, willingness to take risk and ability to cooperate. They also feel togetherness and strong commitment to collective (work team). All above mentioned characteristics form the basis for the development of professional identity of social workers. The qualitative data added depth and context to the results of survey. On the basis of the conceptions of social workers, the qualitative content analysis brought out eight main categories and fifty-three subcategories. These categories show professional identity elements of social workers and different aspects of their work on the basis of conceptions of social workers about their experiences of their personal development and the development of social work profession in the newly independent Estonia. Respondents have all experienced stress and as social work is stressful to psyche, the workers? psychosocial coping should not be just their personal work problem. However, the organizational support mechanisms (such as supervision services) are not available for everyone and therefore social workers have only few personal coping strategies at their disposal support from the colleagues (who are also burdened) or family and network of friends. Too often, work difficulties also bring social workers too often to the limits of their endurance there is too much bureaucracy and politicization. Research results describe social workers as innovative and ready to take risks enterprising people with strong self-confidence and strong need for achievement. Surprisingly, the features remind one of successful entrepreneurs in the business field. All this might be explained by the fact that in our society both social system and social work profession are in developmental phase, the well-organised system waits yet to be established. During the developmental phase the people participating in the process have more opportunities to find different workable solutions but they also have to be more creative and driven to implement a vision. Based on my research results it may be concluded that in the future social work may be threatened by lack of recognition. Social workers are often left alone with their heavy workload and they do not receive necessary understanding and support from their organization nor society in general (lack of recognition is proved by the relatively low level of salaries). As there is a clear need of professionals in social work, the society and organizations should support these professionals with strong professional identity and growth motivation that are committed to their work. There should be more acknowledgement and support e.g. with salary rise and by enabling every social worker with supervision service, before the number of those leaving from the field due to the burnout increases. In summary, it can be said that the research has shed light upon professional identity and professional growth of social workers and the development of social work profession in Estonia. As social work as profession has been little researched in Estonia, it is natural that this research brought out many topics that would need further research. New knowledge is needed in vocational education, it would also be used to help and support social workers in their work environment. ; After decades of forced interruption the social work profession development started again in 1990´s. Since then social work is a rapidly developing profession in Estonian society. Now, when there is more than fifteen years of work practice, professional development and academic teaching, it is time to research how social workers experience self-development and development of social work profession. The theoretical framework of this research ties together different conceptions of social workers self and professional self context, professional growth and factors supporting it and development of social work profession in society. Important models and theories in this research are London and Mone´s (1987) three-dimensional interpretation of factors motivating professional growth (with professional identity as one dimension of thereof), conceptions of development of professional identity and professional growth according to Dubin (1990), Farr and Middlebrooks (1990), Maurer and Tarulli (1994), Ruohotie (1995, 1999), Ruohotie?s (2005) theory of growth-oriented atmosphere and model of Lord, Brown and Freiberg (1999) about working self-concept. The study goal is to describe the development of professional identity and opportunities for professional growth of social workers and get an overview of the self-concept tendencies of social workers and social work students; understand how social workers perceive the development of a new profession based on their experiences. The sample (N=122) consisted of social workers that had received academic education in the Tallinn University (N1=41/vilistlased), undergraduate students of the Open University engaged in practical social work, who one month after participating in the survey graduated from the university with a BA degree (N2=52/lõpetajad) and future social workers, first year social work students (N=29/statsionaar). The criterion for inclusion in the sample was academic vocational education from the Tallinn University. The present research is descriptive multi-strategy research, where the first part of the research is survey type and the second part is based on theme interviews and covers the conceptions of social workers about their development to professional social workers and development of the social work profession in Estonian society. Survey data were analyzed by using statistical methods (factor analysis, bivariate correlation, variance analysis) in order to describe and explain relation between self-concept and professional identity of social workers; and to find the differences between the sample groups. Survey results show that social workers´ and social work students´ self-concept components are empathy, innovativeness, self-confidence and need of achievement. These self-identity components are extremely suitable for shaping the social workers professional identity. Professional-self of social workers is characterized by commitment to work, professional growth, willingness to take risk and ability to cooperate. They also feel togetherness and strong commitment to collective (work team). All above mentioned characteristics form the basis for the development of professional identity of social workers. The qualitative data added depth and context to the results of survey. On the basis of the conceptions of social workers, the qualitative content analysis brought out eight main categories and fifty-three subcategories. These categories show professional identity elements of social workers and different aspects of their work on the basis of conceptions of social workers about their experiences of their personal development and the development of social work profession in the newly independent Estonia. Respondents have all experienced stress and as social work is stressful to psyche, the workers? psychosocial coping should not be just their personal work problem. However, the organizational support mechanisms (such as supervision services) are not available for everyone and therefore social workers have only few personal coping strategies at their disposal support from the colleagues (who are also burdened) or family and network of friends. Too often, work difficulties also bring social workers too often to the limits of their endurance there is too much bureaucracy and politicization. Research results describe social workers as innovative and ready to take risks enterprising people with strong self-confidence and strong need for achievement. Surprisingly, the features remind one of successful entrepreneurs in the business field. All this might be explained by the fact that in our society both social system and social work profession are in developmental phase, the well-organised system waits yet to be established. During the developmental phase the people participating in the process have more opportunities to find different workable solutions but they also have to be more creative and driven to implement a vision. Based on my research results it may be concluded that in the future social work may be threatened by lack of recognition. Social workers are often left alone with their heavy workload and they do not receive necessary understanding and support from their organization nor society in general (lack of recognition is proved by the relatively low level of salaries). As there is a clear need of professionals in social work, the society and organizations should support these professionals with strong professional identity and growth motivation that are committed to their work. There should be more acknowledgement and support e.g. with salary rise and by enabling every social worker with supervision service, before the number of those leaving from the field due to the burnout increases. In summary, it can be said that the research has shed light upon professional identity and professional growth of social workers and the development of social work profession in Estonia. As social work as profession has been little researched in Estonia, it is natural that this research brought out many topics that would need further research. New knowledge is needed in vocational education, it would also be used to help and support social workers in their work environment.

What is persistent pain? How do we communicate pain, not only in words but in visual images and gesture? How do we respond to the pain of another, and can we do it better? Can explaining how pain works help us handle it? This unique compilation of voices addresses these and bigger questions. Defined as having lasted over three months, persistent pain changes the brain and nervous system so pain no longer warns of danger: it seems to be a fault in the system. It is a major cause of disability globally, but it remains difficult to communicate, a problem both to those with pain and those who try to help. Language struggles to bridge the gap, and it raises ethical challenges in its management unlike those of other common conditions. Encountering Pain shares leading research into the potential value of visual images and non-verbal forms of communication as means of improving clinician–patient interaction. It is divided into four sections: hearing, seeing, speaking, and a final series of contributions on the future for persistent pain. The chapters are accompanied by vivid photographs co-created with those who live with pain. The volume integrates the voices of leading scientists, academics and contemporary artists with poetry and poignant personal testimonies to provide a manual for understanding the meanings of pain, for healthcare professionals, pain patients, students, academics and artists. The voices and experiences of those living with pain are central, providing tools for discussion and future research, shifting register between creative, academic and personal contributions from diverse cultures and weaving them together to offer new understanding, knowledge and hope. Praise for Encountering Pain 'This book is the result of a collaborative, multi-disciplinary investigation into the experience of pain and how it might be understood and ameliorated. Deborah Padfield's photographs, made in collaboration with pain sufferers, reveal how an otherwise debilitating, highly subjective and individualising experience might become a topic for intersubjective communication. Through her innovative and experimental photography we learn that the photographic image can potentially play a role in the medical field by addressing 'what is felt' by the patient alongside the usual indexical medical documentation of 'what is there'. In so doing photography may provide a means of sharing perceptual experience and stimulating doctor-patient discussion around the emotional interplay of body and mind. – Gina Glover, a photographic artist working in the fields of health, genetics and science.www.ginaglover.com 'This is a majestic volume. Visually striking, intellectually challenging, and experientially transformative, this book promises to change how everyone encounters pain.' – Dr Rob Boddice, Freie Universität Berlin 'From a remarkable variety of disciplinary and cultural perspectives – from medicine and therapy to the creative arts and philosophy – this inspirational and eye-opening collection succeeds in articulating the mysterious and overwhelmingly complex sensory experience that is pain. Pain, the encounters in this volume suggest, defies definition; it is subjective and unpredictable; it can be phantom or real. Through its radical and engaging use of testimonies, Encountering Pain never shies away from metaphor and the unfounded fear, that the allegorising of pain will dilute its reality. Examined through a multitude of verbal and non-verbal paradigms, contributors discuss the physicality of pain and its political, administrative and medical regulation; the body's trauma and expressiveness; how pain is transmuted into art. The communication of something that resists being expressed straightforwardly in verbal form metamorphoses, as you read this extraordinarily rich and innovative volume, into a metaphor for life itself, for who we are, how we become social beings by developing empathy and respect for the pain of others, for how we develop and then question through these interactions our sense of identity.' – Professor Stella Bruzzi, Dean, Faculty of Arts and Humanities, UCL 'Deborah Padfield's book, Perceptions of Pain (2003), introduced a ground-breaking strategy through which photography became an effective tool to interpret pain – an aspect of human experience that can, so often, appear inexplicable. The powerful images in this book are further evidence of the collaborative strength of photography and its special ability to give voice to those who are excluded.' – Dewi Lewis, Publisher 'A work that brings photographic, figurative and poetic images of chronic pain to the clinic and demonstrates how visual, communicative frameworks can re-voice experiences and diagnoses of pain. This major, deeply reflective collection of papers represents a turning-point in defining the multifaceted importance of painscapes in clinical, therapeutic, and humanistic advocacy work. It firmly situates the arts and humanities, alongside the sciences, in responding to the pressing need for new strategies to alleviate chronic pain.' - Prof Brian Hurwitz, Emeritus Professor of Medicine and the Arts, King's College London 'Pain and its ever-increasing numbers of sufferers inhabit a kind of night world isolated from the "normal" day world. 'A bandage hides the place where each is living', W.H. Auden once wrote, while we, the healthy, 'stand elsewhere'. Encountering Pain is an attempt to narrow this rift by making sure sufferers are heard, seen, and able to speak again – so that they might be better understood. Padfield and Zakrzewska have assembled an impressive team of patients, healthcare providers, artists and academicians, all determined to make pain more visible and communicable. The authors compellingly demonstrate that language -- whether in the form of words, gestures or images – is a necessary first step towards alleviating pain. That it can often be as powerful as medicine. '- Dr David Biro, Associate Clinical Professor of Dermatology at SUNY Health Science Center @ Brooklyn and author of The Language of Pain: Finding Words, Compassion, and Relief.

This text has been prepared within the project Our Mythical Childhood. The Reception of Classical Antiquity in Children's and Young Adults' Culture in Response to Regional and Global Challenges, which has received funding from the European Research Council (ERC) under the European Union's Horizon 2020 Research and Innovation Programme under grant agreement No 681202, ERC Consolidator Grant (2016-2021), led by Katarzyna Marciniak, Faculty of "Artes Liberales", the University of Warsaw. Medusa ist eine der bekanntesten Figuren der Mythologie, ein Monster par excellence. Die antike Literatur überliefert zwei Versionen ihrer Geschichte – ein Urzeitwesen aus vorolympischen Zeiten (Hesiod, Theogonie 270-285) und eine junge Frau, die in Athenes Tempel von Poseidon vergewaltigt und von der Göttin, die den Vorfall als unsagbares Sakrileg (miss)deutete, in ein schreckliches Ungeheuer verwandelt wurde (Ovid, Metamorphosen 4,753-803). Im Lauf der Jahrtausende klassischer Rezeption trat Medusa hauptsächlich als mörderisches Ungeheuer in Erscheinung, das ein Held auf seinem "Campbellischen" Weg zum Ruhm besiegen muss (Campbell 2004). Dann konzentrierte sich Hélène Cixous auf ihre Stimme als Opfer – mit einem speziellen Fokus auf ihrer Weiblichkeit – und machte Medusa zu einer Ikone für Generationen von Frauen, die unschuldig und aufgrund einer Reihe sozialer Faktoren Leid erfuhren (Cixous 1976).Greift ein ähnlicher Perspektivenwechsel auch in der kulturellen Aneignung für ein junges Publikum? Erscheint Medusa vor diesem kulturellen Hintergrund einfach als Ungeheuer oder doch eher als Opfer? Oder spielt sie sogar noch mehr Rollen? Wir unternehmen den Versuch, Antworten auf diese Fragen zu finden, indem wir die Analyse von Medusas Rezeption in zwei Filmen – Clash of the Titans im Original (1981) und seinem Remake (2010) – als Ausgangspunkt nehmen. Diese Analyse enthüllt charakteristische Züge eines Bildes, das in den 1980er-Jahren geschaffen wurde, einer für die Entwicklung der Populärkultur besonders wichtigen Epoche, und vergleicht und kontrastiert sie mit der Repräsentation, die die Realität des 21. Jh. transformiert hat. Die Untersuchung des Medusa-Charakters in den beiden Clashes-Filmen ist durchzogen von einem Überblick über die wichtigsten antiken Quellen und das zeitgenössische Narrativ durch Wissenschaftler*innen und Autor*innen, deren Ziel die Popularisierung der klassischen Antike ist.Weiters stellen wir eine kurze Übersicht ausgewählter, zumeist weltweit zugänglicher Werke vor. Jedes einzelne ist einem bestimmten Abschnitt in Medusas Leben gewidmet. Als erstes treffen wir ein Kind, das seine ersten Schritte in die Welt macht (im Bilderbuch Brush Your Hair, Medusa! von Joan Holub und Leslie Patricelli). Dann stehen wir einer Teenagerin gegenüber, die die Bedeutung wahrer Akzeptanz entdeckt (The Goddess Girls-Serie von Joan Holub und Suzanne Williams). In einem dritten Teil folgen wir einem heranwachsenden Mädchen (und ebenso einem Burschen), die ihre Identität entwickeln (in den TV-Serien Monster High und Legacies – einem Spin-off von The Vampire Diaries). Später sehen wir eine erwachsene Frau, die für ihr Recht auf Glück kämpft (BBC TV-Serie Atlantis). Danach beobachten wir eine ältere Frau, zerrissen zwischen Liebe und Hass (Rick Riordans Percy Jackson). Und schließlich begegnen wir einer Mutter, die ihre Rolle in der Gesellschaft findet (im Bilderbuch Mère Méduse von Kitty Crowther).Dieser aus literarischen und audiovisuellen Elementen zusammengestellte Lebenslauf der Medusa erlaubt uns einen neuen Blick auf die mythologische Figur. Versteinert sie immer noch mit ihrem Blick als Ungeheuer, ist sie ein Opfer, oder kann sie überhaupt eine Leitfigur für moderne Kinder und Jugendliche werden, um sich selbst besser kennenzulernen und gegenüber Anderen größere Empathie zu entwickeln? ; This text has been prepared within the project Our Mythical Childhood. The Reception of Classical Antiquity in Children's and Young Adults' Culture in Response to Regional and Global Challenges, which has received funding from the European Research Council (ERC) under the European Union's Horizon 2020 Research and Innovation Programme under grant agreement No 681202, ERC Consolidator Grant (2016-2021), led by Katarzyna Marciniak, Faculty of "Artes Liberales", the University of Warsaw. Medusa is one of the best known mythical creatures, a monster par excellence. Ancient literature transmits two versions of her story – a primordial being from pre-Olympian times (Hesiod, Theogony 270-285) and a young woman who was raped by Poseidon in Athena's temple and punished by being transformed into a hideous beast for what the goddess presumed was a dreadful sacrilege (Ovid, Metamorphoses 4,753-803). Down through the millennia of classical reception, Medusa appeared mainly as a killing monster to be defeated by the hero on his "Campbellian" journey to glory (Campbell 2004). Then Hélène Cixous listened to her voice as that of a victim – with a particular focus on her womanhood – and made Medusa an icon for generations of women who suffered innocently due to a range of societal factors (Cixous 1976).Is a similar reversal of perspective also valid in the culture for a young audience? Does this culture feature Medusa simply as a monster, or rather as a victim? Or perhaps there are more roles for her still? We have attempted to answer these questions by taking as our starting point an analysis of Medusa's reception in two movies – namely, Clash of the Titans, the original from 1981 and the remake from 2010. This analysis reveals characteristic traits of her image as encoded in the 1980s, a period of particular importance for the development of popular culture, and compares them with the representation transformed into a believable 21st-century protagonist and following the demands of a 21st-century audience. The study of the Medusa characters in the two Clashes is interspersed with an overview of the most relevant ancient sources and the contemporary narrative both by scholars and popularizers of Classical Antiquity.Then, we propose a short survey of selected, mostly globally accessible works. Each is dedicated to a specific stage of Medusa's life. First, we meet a child taking her first steps in the world (the picture book Brush Your Hair, Medusa! by Joan Holub and Leslie Patricelli). Second, we face a teen who discovers the meaning of true acceptance (The Goddess Girls series by Joan Holub and Suzanne Williams). Third, we follow a maturing girl (and boy) building her (his) identity (the TV series Monster High and Legacies – a spin-off of The Vampire Diaries). Subsequently, we see a grown-up woman who fights for her right to happiness (BBC TV series Atlantis). Next, we observe an elderly lady torn between love and hate (Percy Jackson by Rick Riordan). And finally, we encounter a mother who learns her role in society (the picture book Mère Méduse by Kitty Crowther).This composite, literary-audio-visual curriculum vitae of Medusa permits us to risk casting a new look at this mythical creature. Does she still petrify with the gaze of a monster, or is she a victim? Or, above all, is she able to become a guide for contemporary children and young adults to better awareness of themselves and greater empathy towards the Other?

Language is the main aspects of human life to cummunicate ideas, information andpeople's emotions or feelings by using sounds, gestures, and signals that have paterns. Thiscan submit people to convey or receive information. Language style is a variation of thelanguage based on factors such as, address, setting, task or topic (Stewart and Vailette, 2001:337 ). The variation of language is not only found in daily communication but also in slogan,magazine, newspaper, short story, novel and another. However, this research focus onanalyzing the language style used in presidential compaign slogans. Slogan is a briefattention-getting phrase used in advertising or promotion (Merriam-Webster online, 2019 ).Advertising is a business in which language is used to persuade to do thing. In thepresidential campaign, the slogans used various style to persuade and motivate people to vote.The language used can be standard and non-standard language in terms of formal andinformal style. The slogans used the different style to convince people about the ideas thatcan persuade people to do thing and vote. Because of that, This study aims to find out thetypes of the language style in the presidential campaign slogans and to describe thefunctions of the style in the presidential campaigan slogans.In this research the writer used the sociolinguitics approach. Sociolinguistics is a studyof language use in society. In the society people use various forms of words to communicateideas or things. The theories used refer to sociolinguistic theories stated by Holmes (2013).Holmes states that there are many ways to say something by considering the social factors; andlanguage also has many variety in terms of non standard language and standard language.Standard language is the language which has the structural patterns of subject (s), verb (v), andobject (o). Besides that a non standard language is a language which not has the structural inthe writing. Joos (2007) states that there are five types of language style, those are; frozen,formal, consultative, casual, and intimate. The particular speech functions are expressed in averiety of contexts, identifying the range of linguistics forms they take (Holmes, 2013). Thefunctions of language is not only found in speaking (oral ) but also in written text. However,this research also apply the functions of speech in the presidential campaigan slogans. Thereare a number of functions used in the speech, namely expressive function, it refers toindividual feelings or emotions to express the idea; directive function, it is giving orders ormaking requests by using imperative statement or utterances attempt to request someone to dosomethings; referential function, it relies on the balance between given and presupposedinformation; metalinguistic function, it is replacement of the uknown and verified in thestructure aand content of the object in interpretation or it uterances comment on languageitself; poetic function, this is using poetic features such as metaphor, metonymy, alliteration,rhyme, ambiguity, repetition, silime, and antisthesis; and phatic function, it refers to theutterances that express solidarity and empathy with others, it consists of greetings,complements, gossip, etc).Data used in this research were taken from the website of the top 15 campaignslogans made by presidential hopefuls and 99 creative political slogans & buttons to help getelected in terms of the written text of the presidential campaign slogans in America. Incollecting the data, the writer observed all of the language styles used in the slogans, wrote allof the varieties, classified the data based on the purposes of the research, analyzed theclassified data, interpreted based on the theories used and got the conclusion. In representingand analyzing the data, the writer used descriptive qualitative method that explain in informalmethod. Informal method is the way used by the writer to interpret and analyze the data byusing words, determined all types and functions of language style in the presidential campaignslogans which related to the purpose of the study. Then, the writer obtained the conclutionsfrom the data analysis based on the types and functions of language style in the presidentialcampaign slogans.From the data analysis, the results show there are two types of language style; standardlanguage and non standard language. Then, from the two types used, the writer found both ofthe types used in terms of standard language and non standard language used in the presidentialcampaign slogans, And, from the types, the type of non standard language style is moredominant used in the campaign slogans. Futhermore, there are six functions of speech used inthe campaign slogans, they are; expressive function, directive function, referential function,metalinguistics function, poetic function, and phatic function. From those functions, the writeronly found three (3) functions of speech in the presidential campaign slogans, those are;expressive function, directive function, and referential function, in which the referentialfunction is mostly used in the presidential campaign slogans. So, from the analysis of languagestyle in the presidential campaign slogans dominantly used non standard language andreferential function to make public interest to vote the presidential slogans. In conclusion, theresults show the varieties of language style in terms of the standard language that can be used informal situation that refers to formal style or frozen language and in informal situation thatrefers to casual style. The study gives the information for people especially for English studentsabout types of language style and functions of using the various style in the presidentialcampaign slogans.Finally, the contributions of this study, especially for linguistics study, it can giveinformation about language style itself and to give contribution to development ofsociolinguistics research and can enrich people knowledge in learning language use in thesociety that consist of varieties. Overall, the writer hopes this research can avoid themisunderstood about the words used in the presidential campaign slogans. For further research,there are still various language style that can be analyzed in other types of slogans, such asbusiness and advertising slogans.Keywords: type of language style, functions of language style, political slogans

Certaines romancières de la deuxième partie du XIXe siècle dénoncent de manière extrêmement claire et virulente les violences sexuelles faites aux femmes. Ces autrices font montre à travers leurs romans de courage, d'empathie, mais également d'une très grande habileté rhétorique et de qualités d'argumentation par le biais de la fiction. Elles paient leur audace au prix fort dans un univers littéraire majoritairement masculin souvent peu sensible au consentement sexuel féminin et qui prétend confiner la littérature féminine au rang d'ornement inoffensif. Ces romancières pour la plupart méconnues ont incarné dans leurs personnages féminins leur douloureuse bataille contre un désir masculin préhensif et violent. Elles ont porté haut la bannière d'un désir féminin libre, reposant sur le consentement verbal et la confiance mutuelle des deux partenaires. Si la postérité a consacré le souvenir de Colette, au féminisme parfois ambivalent, l'on entreprend ici de restituer leur place aux romancières de talent trop souvent oubliées que sont, entre autres négligées, Louise Colet et Lucie Delarue-Mardrus. L'analyse littéraire à la fois micro et macro structurelle de certaines de leurs œuvres, associée à la méthode sociocritique, permettent de souligner les interactions entre les discours culturels, sociaux et politiques du second XIXe siècle et les écrits romanesques de ces amazones en bas bleus. En nous concentrant sur la question du combat contre les violences sexuelles, on aura entrepris ici de revaloriser ces écrivaines polémiques, qui ont consacré leur vie et leurs œuvres à tenter de changer la condition féminine en ouvrant la voie vers une nouvelle éthique de la sexualité. ; Algunas novelistas de la segunda parte del siglo XIX denunciaron de manera bastante clara y virulenta las violencias sexuales hechas a las mujeres. En sus novelas, estas autoras dan prueba de valor y empatía, además de una gran destreza retórica y de cualidades de argumentación gracias a la ficción. Pagaron caro por su osadía en un universo literario esencialmente masculino y poco sensible al consentimiento sexual femenino y que pretende confinar la literatura femenina en un nivel de ornamentación inofensiva. Estas novelistas, generalmente desconocidas, encarnaron en sus personajes femeninos la dolorosa batalla contra el deseo masculino violento. Defendieron la necesidad de un deseo femenino libre, basado en el consentimiento verbal y la confianza mútua entre dos personas. La posteridad ha consagrado el recuerdo de Colette, dotada de un un femenismo a veces ambivalente. Intentaremos devolverles el lugar que merecen a dos novelistas talentuosas pero olvidadas o despreciadas : Louise Colet y Lucie Delarue-Madrus. El análisis literario tanto micro como macroestructural de algunas de sus obras, asociado al método sococrítico, permiten subrayar las interacciones entre los discursos culturales, sociales y políticos de la segunda parte del siglo XIX y las novelas de las amazonas.Al focalizarnos en la cuestión de la lucha contra las violencias sexuales, trataaremos de valorizar estas escritoras polémicas que dedicaron sus vidas y sus obras al cambio de la condición femenina, abriendo el camino hacia una nueva ética de la sexualidad. ; Certos romancistas da segunda parte do século XIX denunciaram de maneira bastante clara e virulenta a violência sexual provocada pelas mulheres. Em seus romances, esses autores dão provas de coragem e empatia, além de uma grande habilidade retórica e qualidades de argumentação graças à ficção. Eles pagaram caro por sua ousadia em um universo literário essencialmente masculino e pouco sensível ao consentimento sexual feminino e que visa limitar a literatura feminina a um nível inofensivo de ornamentação. Esses romancistas, geralmente desconhecidos, incorporavam em seus personagens femininos a dolorosa batalha contra o desejo masculino violento. Eles defendiam a necessidade de um desejo feminino livre, baseado no consentimento verbal e na confiança mútua entre duas pessoas. A posteridade consagrou a memória de Colette, dotada de um feminismo às vezes ambivalente. Tentaremos retornar à posição que dois romancistas talentosos, mas negligenciados ou desprezados merecem : Louise Colet e Lucie Delarue-Madrus.A análise literária, micro e macroestrutural, de algumas de suas obras, associada ao método sococrítico, permite sublinhar as interações entre os discursos culturais, sociais e políticos da segunda parte do século XIX e os romances das Amazonas.Ao focalizar a questão da luta contra a violência sexual, tentamos reavaliar esses escritores polêmicos que dedicaram suas vidas e suas obras à mudança da condição feminina, abrindo caminho para uma nova ética da sexualidade. ; Some female writers of the second half of the nineteenth century denounced sexual violence against women clearly and virulently. Throughout their work, those female authors showed courage and empathy as well as great rhetorical skills. They highlighted the consequences of rape in fiction. Their boldness came at great cost in a literary world predominantly ruled by men, some of whom did not feel concerned about sexual consent. In those days, novels written by women were supposed to remain harmless and dainty. Those female writers, most of whom remain unknown to this day, used the female characters in their novels to embody their own struggle against violent male desire. They defended the idea of free female desire, based on verbal consent and mutual trust of both partners. If Colette and her sometimes ambivalent feminism remain famous, in this project, my colleagues and I also study forgotten though talented female writers such as Louise Colet and Lucie Delarue-Mardrus. Literary macro and mostly micro analysis of some of their literary work, combined with a sociological approach, enabled us to highlight the ways in which the cultural, political and social discourses of the time and those particular novels were intertwined. Focusing on the struggle against sexual violence, we tried to pay homage to those polemical writers who devoted their lives and work to change women's condition, paving the way for a new sexual ethics.

La disciplina constituye uno de los principales elementos del proceso de enseñanza aprendizaje, y trasciende del contexto educativo, al familiar y al social; ya que desde el colegio los alumnos aprenden a vivir como miembros activos de la sociedad y sus comportamientos y formas de relacionarse inciden positiva o negativamente en la comunidad donde viven (Nelsen, 2007). Los educadores, aunque están de acuerdo en que es necesario mantener un orden en sus clases, coinciden en señalar que, en muchas ocasiones, las actuaciones y las estrategias para mejorar la disciplina resultan insuficientes. La disciplina, con frecuencia relacionada con rigidez y autoritarismo, debe ser vista y tratada dentro de la escuela como un elemento capaz de propiciar el respeto por el otro, y que ayude a través de la modelación del maestro a la construcción de espacios democráticos, respetuosos y con estudiantes capaces de asumir sus responsabilidades (García, 2008). La presente investigación muestra los avances en el desarrollo de procesos de resolución de conflictos en el aula de clase y del buen trato mediante la implementación de la Disciplina Positiva como estrategia metodológica. El propósito de este proyecto es ofrecer herramientas metodológicas a los docentes para que a través de la implementación de la Disciplina Positiva se promuevan actitudes de buen trato en la relación estudiantes - docentes y la comunidad educativa en general. La investigación cualitativa de enfoque explicativo, inicia con la fase diagnóstica que incluye la realización de cuestionarios para maestros y alumnos con el propósito de conocer los comportamientos y las formas de relacionarse en el aula de clase de 5°, una fase de capacitación en Disciplina Positiva para los maestros, junto a una fase de diseño para implementar a partir de los diagnósticos las herramientas a desarrollar en 5° y una fase de ejecución, donde se implementaran las estrategias planteadas y que se irán evaluando a través de cuestionarios, observaciones y análisis de contenidos. Finalmente, es preciso mencionar que la Disciplina Positiva, es una estrategia metodológica que busca corregir a niños y jóvenes sin hacer uso del castigo, se centra en la búsqueda de soluciones y en el desarrollo de habilidades para la vida a través de la amabilidad, la firmeza, la empatía y el respeto mutuo, asegurando de esta manera aprendizajes significativos en los diferentes espacios en los que se desenvuelven (Nelsen, 2007). ; Capítulo 1: Planteamiento del Problema 12 Antecedentes de la Investigación 13 Definición del Problema 16 Pregunta de Investigación 18 Objetivos……… 19 Objetivo general. 19 Objetivos específicos. 20 Supuestos de la Investigación 20 Justificación de la Investigación 21 Limitaciones y Delimitaciones 24 Limitaciones 24 Delimitaciones. 24 Definición de Términos 24 Capítulo 2: Marco Teórico 27 Disciplina Escolar 27 Disciplina escolar en diferentes países. 30 Disciplina escolar en Colombia. 34 Definiendo la disciplina positiva. 38 Teoría Adleriana. 40 Modelo Disciplina Positiva. 42 Experiencias y aproximaciones significativas sobre Disciplina Positiva 54 Capítulo 3: Método 61 Método de Investigación 61 Población participante 62 Marco contextual 63 Categorías de análisis. 64 Instrumentos de recolección de datos. 67 Prueba Piloto. 70 Procedimiento para la aplicación de instrumentos. 70 Análisis de datos. 72 Aspectos éticos 75 Capítulo 4: Análisis y Discusión de Resultados 76 Capítulo 5: Conclusiones 136 Bibliografía 144 Anexos 151 Curriculum Vitae 223 ; Maestría ; Discipline is one of the main elements of the teaching-learning process, and it goes beyond the educational, family and social contexts; since the school the students learn to live as active members of society and their behaviors and ways of relating affect positively or negatively in the community where they live (Nelsen, 2007). Educators, although they agree that it is necessary to maintain order in their classes, they coincide that, on many occasions, the actions and strategies to improve discipline are insufficient. Discipline, often related to rigidity and authoritarianism, must be seen and treated within the school as an element capable of fostering respect for the other, and helping through the modeling of the teacher to the construction of democratic and respectful spaces also, with students capable of assuming their responsibilities (García, 2008). The present investigation shows the advances in the development of processes of resolution of conflicts in the class room and of the good treatment by means of the implementation of the Positive Discipline like methodological strategy. The purpose of this project is to offer methodological tools to teachers so that, through the implementation of Positive Discipline, attitudes of good treatment in the student - teacher relationship and the educational community in general are promoted. The qualitative research of explanatory focus, begins with the diagnostic phase that includes the realization of questionnaires for teachers and students with the purpose of knowing the behaviors and the ways of relating in the classroom of 5th grade , a phase of training in Positive Discipline for the teachers, together with a design phase to implement, based on the diagnoses, the tools to be developed in the 5th grade and one execution phase, where the proposed strategies will be implemented and which will be evaluated through questionnaires, observations and analysis of content Finally, it is necessary to mention that Positive Discipline is a methodological strategy that seeks to correct children and young people without using punishment, focuses on the search for solutions and the development of life skills through kindness, firmness, empathy and mutual respect, thus ensuring significant learning in the different spaces in which they operate (Nelsen, 2007).

Includes bibliographical references (p. 163-187). ; Number of sources in the bibliography: 263 ; Thesis (Ph. D.) -- University of Cyprus, Faculty of Social Sciences and Education, Department of Social and Political Sciences, 2013. ; The University of Cyprus Library holds the printed form of the thesis. ; Η παρούσα διατριβή εξετάζει την αποτελεσματικότητα της εφαρμογής της Κοσμοθεωρίας του Μετασχηματισμού «(ΚΜ)». σε ένα καινοτομικό πλαίσιο της εκπαίδευσης για την Ειρήνη (Danesh & Danesh 2002a, 2002b, 2004b). Η Κοσμοθεωρία του Μετασχηματισμού (ΚΜ) ως διαδικασία της παιδαγωγικής για την Ειρήνη, σε προηγούμενες έρευνες και μελέτες, έχει αποδειχθεί εξαιρετικά αποτελεσματική στη μετατροπή της αρνητικής και διχαστικής κοσμοθεωρίας σε θετικές και διαλλακτικές πεποιθήσεις. Συγκεκριμένα μετά την συμφωνία του Dayton στη Βοσνία-Ερζεγοβίνη εφαρμόστηκε ένα παιδαγωγικό πρόγραμμα για την Ειρήνη βασισμένο στις αρχές της ΚΜ με στόχο την επούλωση τραυμάτων του παρελθόντος και την προώθηση θετικών πεποιθήσεων μεταξύ Σέρβων, Βόσνιων και Κροατών. Η παρούσα διατριβή εξέτασε την αποτελεσματικότητα της ΚΜ στα πλαίσια μιας παρατεταμένης εθνοκοινοτικής σύγκρουσης: την περίπτωση της Κύπρου. Ένα πρόγραμμα ΕΓΕ, παρόμοιο με αυτό που χρησιμοποιήθηκε στη Βοσνία – Ερζεγοβίνη, αναπαράχθηκε και εφαρμόστηκε σε τέσσερεις Ελληνοκυπριακές τάξεις σχολείων πρωτοβάθμιας εκπαίδευσης. Μια ομάδα εθελοντών δασκάλων επιλέχθηκε και στη συνέχεια εκπαιδεύτηκε με στόχο την κατανόηση των αρχών της ΚΜ, καθώς και το πώς αυτή η μέθοδος μπορεί να ενταχθεί στα προγράμματα των μαθημάτων τους. Το πρόγραμμα της ΚΜ υλοποιήθηκε κατά τη διάρκεια ενός ακαδημαϊκού εξαμήνου από τον Ιανουάριο έως τον Ιούνιο του 2012. Οι τρείς βασικοί στόχοι της παρούσας μελέτης ήταν η αποτελεσματική αξιολόγηση των κοσμοθεωριών των μαθητών και μαθητριών, η καταγραφή πληροφοριών που επιβεβαιώνουν την πρακτική εφαρμογή αυτών των αντιλήψεων και η ακριβής επισήμανση οποιασδήποτε βελτίωσης στις κοσμοθεωρίες και εθνοτικές αντιλήψεις. Συνεπώς σχεδιάσαμε και χορηγήσαμε ερωτηματολόγια στους μαθητές/μαθήτριες καθώς και σε ομάδες ελέγχου πριν και μετά το πείραμα που αξιολογούν τους προαναφερθέντες στόχους. Τα αποτελέσματα του πειράματος δείχνουν ότι το πρόγραμμα ΕΓΕ ήταν πράγματι αποτελεσματικό στη βελτίωση των αντιλήψεων, αλλά τελικά ήταν ανεπαρκή για την επίτευξη σημαντικών μεταλλαγών. Η Ανάλυση Συνδιακύμανσης (Analysis of Covariance) χρησιμοποιήθηκε για να επισημάνει τις σημαντικές διαφορές μεταξύ της ομάδας παρέμβασης και της ομάδας ελέγχου. Συγκεκριμένα, οι μαθητές μεγαλύτερης ηλικίας παρουσίασαν σημαντικές αλλαγές στην αντίληψη της κοσμοθεωρίας τους, ενώ οι νεότεροι μαθητές επέδειξαν πιο θετική στάση απέναντι στον «άλλο » μετά την παρέμβαση . Όσον αφορά τη στάση τους απέναντι στη «σύγκρουση», η συμμετοχή στην παρέμβαση επέφερε μια μέτρια θετική αλλαγή. Τα αποτελέσματα έδειξαν ότι σε αντίθεση με τις αρχικές εικασίες, οι μαθητές δεν διατηρούσαν ισχυρές κοσμοθεωρίες βασισμένες στη σύγκρουση ή φανερά αρνητική στάση. Η συνεχιζόμενη παράταση της σύγκρουσης και η ελλιπής παιδαγωγική θεωρούνται ότι έχουν αρνητική επίδραση στην επιτυχή εφαρμογή της προσέγγισης ΚΜ. Περαιτέρω έρευνα απαιτείται για την απομόνωση και εξερεύνηση των προαναφερθέντων παραγόντων με μεγαλύτερη λεπτομέρεια. Η έλλειψη της κοσμοθεωρίας με βάση την επιβίωση ανάμεσα στα παιδιά συμπληρώνει τις πρόσφατες θεωρίες της κοινωνικής ψυχολογικής ανάπτυξης και, επομένως, αντιτάσσεται τη θεωρία του Danesh για την εξέλιξη της κοσμοθεωρίας. ; This dissertation explores the effectiveness of a particular approach to peace education, known as Worldview Transformation (WT) (Danesh & Danesh 2002a, 2002b, 2004b). The WT approach to peace education, in previous experiments, has been shown to be an effective pedagogical model. Following the cessation of violence in Bosnia-Herzegovina (BiH), an educational program, based on the principles of WT was implemented to reconcile past traumas and foster positive attitudes between the Bosniaks, Serbs and Croats. This research sought to test the applicability of the WT approach in the conflict of Cyprus While the cases of Cyprus and BiH retain many similarities, particularly in their ethno-nationalist origins, each conflict however, retains unique dynamics, characteristics and root causes. The results of this research are particularly significant due to the incredibly limited scientific evaluation of in-school peace education programs in Cyprus. While many studies have explored the effectiveness of peace education in overcoming nationalist narratives, increasing empathy, mutual tolerance and respect in the case of Cyprus, they have all been conducted in out-of-school contexts. Furthermore, this research also represents the first exploration of the effectiveness of WT in protracted conflicts generally. An EFP program, similar to that which was utilized in BiH was replicated and implemented in four Greek Cypriot primary school classrooms. Intrinsically motivated volunteer teachers were selected and subsequently trained to understand the principles of WT, as well as how it can be integrated into their classrooms. The EFP program was implemented over the course of one academic semester from January to June 2012. A total of 64 primary school students participated in the EFP program in the intervention group, with 42 students comprising the control groups. Pre and post intervention surveys were given to both groups which were designed to extract their worldviews in accordance with the principles and concepts of WT. Analysis of covariance was utilized to reveal significant differences between the intervention and control groups. Specifically, the older students reported significant change in the perception aspect of their worldview, while the younger students exhibited more positive attitudes toward the 'other' following the intervention. With respect to their attitudes toward 'the conflict', participation in the intervention resulted in a moderately positive change. The results showed that contrary to the initial assumptions, the students did not maintain strong conflict-based worldviews or overtly negative attitudes. The continued protraction of the conflict and a challenging pedagogy are assumed to have a negative effect on the successful application of the WT approach. Further research is needed to isolate and explore the aforementioned factors in greater detail. The lack of survival-based worldview amongst the children complements the recent theories of social psychological development and thus contradict Danesh' theory of worldview progression.

In the last few years there has been a growing tendency on the part of some social sciences researchers to adopt a broad definition of diversity (including, for instance, not only cultural values, but also gender, age, socio-economic status, and sexual orientation) and to use this term as a synonym of "the other", the non-ego. This fact has been particularly helpful both from an epistemological and an educational point of view. The relationship with diversity is a basic and continuous aspect of human experience, as the self develops through its relations with others. Thus,the meaning and the "management" of diversity are closely associated with issues like social cohesion, social and political conflict, and social/educational interventions aiming to foster social cohesion. A positive and real social cohesion in an ingroup rests on the acknowledgment of and the dialogue with the diversities of the various members of the ingroup itself, which inevitably results in the ingroup members' becoming familiar with and getting used to diversity in general. This means that diversity relating to the outgroup and to the various members of the outgroup is understood and accepted, given that diversity among the members of the ingroup is also understood and accepted. This way, cross-cultural relations within an ingroup and between the ingroup and the outgroups are fostered. That is to say, social cohesion within the ingroup is automatically extended and generalized to the relations with outgroups, which contradicts some traditional assumptions in social psychology research according to which social cohesion in the ingroup is accompanied by its hostility toward the outgroup. It goes without saying that not all kinds of diversities should be accepted. All diversities should be analyzed and evaluated, which means that some diversities can be accepted, while others should be rejected (like, for example, the diversity of a Nazi). Indeed, social cohesion should be grounded in what we might define as a " well reasoned analysis of diversities". At the psychological level, human beings' education must be fundamentally based on the awareness that at any given time the self, far from being immutable, is an entity which needs to be understood and, in case, modified as a result both of the continuous contact with others, who are inevitably diverse, and of the analysis and understanding of this contact. One of the most significant results of a research study we conducted in Italian state schools on youths' (aged 15-19) attitudes toward multiculturalism with the use of focus groups was the realization that most of our participants have lost or have never even experienced a feeling of general social cohesion (at the level of the nation, home town, or community at large), this fact being especially related to their lost confidence on public institutions and especially on political institutions. Their view can be very synthetically summarized in some participants' phrases, like "the law is wrong, the whole system is wrong", "there is no control, no security service", "the Italian state is weak", "politicians are Mafiosi", "where is justice?", and "political parties are not reliable". Besides, our data indicate that not only participants' perception of social cohesion is nonexistent or is only very partially existent, but also social cohesion itself is actually non-existent or is only very partially existing, since a real social cohesion in a group implies on the part of the members of the group a good knowledge of the various aspects of the group itself. Instead, participants' views were often characterized by a certain degree of misinformation regarding significant aspects of present Italian social reality. Frequent examples of misinformation were, for instance, the sometimes contradictory beliefs that all Italians are unable to make both ends meet, that immigrants receive a lot of money from the Italian state when they arrive in Italy, that immigrants who commit a crime very easily get away with it while Italians are severely punished and are put in jail for less serious wrongs, and that jails are nice places to live in. Our participants' discussions also indicated that insecurity and lack of general social cohesion create fear and that fear can provoke aggression. Vehement exclamations against immigrants, who are frequently perceived as dangerous criminals, pronounced by some of these youths, like "Get back to your bloody country!" or "A curse on those that made you come here!" clearly express hate and resentment. In most cases during the focus groups these same participants expressed sincere interest and even empathy toward their immigrant classmates when they were telling the stories of their arrival in Italy and of their previous hard life in their countries of origin. This means that at school level or, at least, at class level, positive cross-cultural contact has been created and social cohesion has been built. This also means that in their work teachers should always provide concrete examples of social cohesion and, what is more, should try to enable their students to become aware of their contradictory views when dealing with the problems of immigrants in general and when dealing with the problems of their specific immigrant classmates. Finally, the adoption of a broad concept of diversity also on the part of teachers can boost their efforts to improve their pupils' cross-cultural relations, as teachers are aware that at the same time their efforts can also improve their pupils' relations with other kinds of diversities since from a psychological point of view the logical structure of that complex process which is constituted by the understanding of diversities is always the same.

An up-close account of policing during the Ferguson protests, providing insights from both police officers and members of the communityPolicing Unrest presents the frontline experiences of police officers during the intense three weeks of protest, vigils, looting, violence, and large civil demonstrations in and around Ferguson, Missouri, following the fatal shooting of Michael Brown by a police officer. Looking closely at the lived experiences of police officers and community residents, Tammy Rinehart Kochel raises important questions about police-community relations and the role of police as peacekeepers in support of social justice.Drawing on interviews with dozens of police personnel who policed the protests, Kochel offers insight into their shared experiences and provides compelling personal accounts of how they performed their jobs during the protest. The book covers a range of topics such as police-community relationships and community policing principles; how factors such as police subculture and organizational culture stacked up against social identity during this crisis; the role of an officer's characteristics, especially an officer's race, play in an officer's self-legitimacy; and the implications for police recruitment and training. Kochel's unique access allowed her to provide a balanced perspective on police officers' cynicism and public protests against police that were rampant in the year following Ferguson against the need to restore police-community relations and police legitimacy through increased transparency, accountability, and procedural justice. Policing Unrest explains how the Ferguson protests ushered in an era of police reform and reveals what it is like being a police officer facing public unrest, particularly in the wake of widely publicized incidents of police brutality around the country

Analysis of Social Networks on Multiculturalism: Youtube Reaction Videos Abstract Multiculturalism is one of the most important concepts brought about by the disappearance of borders in the geographical and cultural areas, the acceleration of mobility and information flow in the international arena, and especially in the 20th century. The concept of multiculturalism, which has the ideals of preventing racism and discrimination, increasing tolerance and sensitivity towards differences and providing intercultural interaction, has been moved to a different dimension at the point where today's world has come. Multiculturalism serves cultural processes by gaining meaning in internet environments as a field that allows cultural construction processes to take place. The study aims to contribute to the definition of the concept of multiculturalism at the level of state policies as well as its definition in the digital field. In this direction, it is aimed to reveal the contribution of multiculturalism with examples via YouTube, one of the most used social networks worldwide. On YouTube, the channel containing the reactions of a user of different cultures by watching Turkish music videos and examples from this channel were analyzed using content analysis method. Structured Abstract: The most common interpretation of globalization is the idea that the world has become more homogeneous and standardized through a technological, commercial and cultural synchronization spreading from the West, and that globalization is connected with modernity. Globalization, which is frequently discussed today, is a comprehensive concept that is based on geographical discoveries and extends to the state it has taken under the influence of today's technological developments. In today's world, globalization has turned into a way of life and has become the normal of our daily lives. Globalization in general; the disappearance of national borders, allowing the free movement of goods, services and cultures around the world. Robertson says that globalization is centered around two main orientations. While the first refers to economic interdependence, the other refers to the globalization of institutions, communities and practices (2013: 136). Globalization includes several dimensions. The cultural dimension is among the most important of these. The cultural dimension of globalization can be considered within the scope of transportation, communication and communication as a result of its economic basis. The fact that different parts of the world are in contact with economic purposes has allowed different cultures to get to know each other, and cultures that include small groups to be noticed. Intercultural interaction has reached a high level with digital communication channels. The cultural dimension of globalization has led to the emergence of various concepts. Multiculturalism is one of these concepts. Multiculturalism, as a system of thought, defines the fair promotion of different cultures in the public sphere and the peaceful coexistence of different cultural communities within the same political organization (Dotycheva, 2009:12). In the digital age we live in, every field has a multicultural structure. The fact that communication tools enable universal communication has led to the emergence of social networks. The borderless structure of social networks directly serves multiculturalism. Youtube, chosen as the subject of analysis of the study, is a social network that is visited and content is produced by millions of people around the world. Cultural content is also produced on YouTube, where all kinds of videos can be shared. It allows a culture to introduce itself and spread it from various aspects. It does this effectively with the power of visuality. By accessing the content on this network from all over the world, it is possible to watch videos, obtain information, give feedback and contribute to the expansion of the content by producing. YouTube's "Kingdom of Luke" channel, chosen as the field of study, shows its experiences about different cultures by watching music clips from different countries. While creating content, it does a preliminary research about the video to watch instead of just watching. Considering the five videos selected as a sample, 60% of the videos explain the content and give information about the song. It gives information about the song genre in 40% of the videos. Explains the musical genres that have their own characteristics as "anthem" and "folk song" and indicates their characteristics. The channel owner gives information about the singers in 100% of the videos. Explain what kind of music the singers make, their life, their place and importance in Turkish music. In this way, he gets information about the culture he is foreign to through the artists. It gives historical information on 60% of the pieces. The channel owner makes inferences about culture in 60% of the videos he examines. All of these videos are pieces with historical content. He states that as a result of his viewing experience, he was influenced by pieces with historical content and shared a sense of victory and struggle. This shows that even though it is experienced by different societies, all world rights can develop common feelings in situations such as war, destruction and victory. There are Turkish and English comments in all of the videos and in the comments under the video. This shows that besides being watched by users from Turkey, it is watched by different cultures or that users use the universal language English to appeal to all cultures. Thanks to the video content, a content producer from a different culture gained knowledge as a result of his researches and impressions about the culture he is foreign to; It has made them accessible to millions of people by publishing them on the most used video sharing site all over the world. Many people had the opportunity to access this video, and those who watched the content had the opportunity to have information about Turkish culture. These contents, which contribute to the multicultural structure in the digital field, contribute to the empathy of different cultures with each other and to develop positive thoughts about culture; It emphasizes love and respect by preventing racism and discrimination. Keywords: Social Sciences, Social Networks, Globalization, Multiculturalism, YouTube