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Topic Review
Revolutions of 1848
The Revolutions of 1848, known in some countries as the Springtime of the Peoples or the Springtime of Nations, were a series of political upheavals throughout Europe in 1848. It remains the most widespread revolutionary wave in European history. The revolutions were essentially democratic and liberal in nature, with the aim of removing the old monarchical structures and creating independent nation-states. The revolutions spread across Europe after an initial revolution began in France in February. Over 50 countries were affected, but with no significant coordination or cooperation among their respective revolutionaries. Some of the major contributing factors were widespread dissatisfaction with political leadership, demands for more participation in government and democracy, demands for freedom of the press, other demands made by the working class, the upsurge of nationalism, the regrouping of established government forces, and the European Potato Failure, which triggered mass starvation, migration, and civil unrest. The uprisings were led by temporary coalitions of reformers, the middle classes ("the bourgeoisie") and workers. However, the coalitions did not hold together for long. Many of the revolutions were quickly suppressed; tens of thousands of people were killed, and many more were forced into exile. Significant lasting reforms included the abolition of serfdom in Austria and Hungary, the end of absolute monarchy in Denmark, and the introduction of representative democracy in the Netherlands. The revolutions were most important in France, the Netherlands, Italy, the Austrian Empire, and the states of the German Confederation that would make up the German Empire in the late 19th and early 20th century.
  • 1.2K
  • 05 Dec 2022
Topic Review
Virtual Reality and Metacognition for Learning Disabilities
Learning disabilities are defined as a set of neurodevelopmental disorders of biological basis that induce cognitive abnormalities as well as symptoms related to emotional and behavioral disorders. Metacognition is defined by Drigas and Mitsea as the “set of regulatory meta-abilities and meta-skills that are consciously applied aiming at the smooth operation of the cognitive & psychophysiological mechanism as a means of achieving functional capability, self-efficacy, independent living & life satisfaction. Virtual reality (VR) is commonly regarded as a technology that induces virtual immersion in a digital world via the use of a computerized graphic simulation that allows users to immerse themselves in an interactive three-dimensional world brimming with various sensory and emotional experiences.
  • 1.2K
  • 21 Oct 2022
Topic Review
Gendered Citizenship, Inequality, and Well-Being in Qatar
The impact of gendered citizenship on the well-being of cross-national families following the political blockade imposed on Qatar in 2017. More specifically, it examines how these families, women, and children face challenges related to their lives, well-being, and rights. Twenty-three face-to-face interviews were conducted with Qatari and non-Qatari women and men married to non-Qatari spouses residing in Qatar. 
  • 1.2K
  • 15 Jun 2022
Topic Review
ICTs for Education during COVID-19
The educational field has experienced a significant variation with the inclusion of information and communication technologies (ICTs), applying a wide range of tools, from drones, for the explanation of theoretical ideas, to virtual learning environments and virtual realities. These tools and multidisciplinary structures have given more flexibility, adaptability, and dynamics to the education system. The educational structures tend to include ICTs with a higher compliance capacity, accessibility, and end-user attractiveness. Additionally, the utilization of virtual realities via mobile devices and headsets is increasing, as they allow the immersion and acquiring of theoretical or practical skills. In mid-2020, the pandemic of COVID-19 forced the higher institutions (HEIs) to include several ICTs and to move to online teaching, trying to guarantee the continuity and quality in their teaching process.
  • 1.2K
  • 22 Jun 2021
Topic Review
Reading (Process)
User:RMCD bot/subject notice Reading is a complex "cognitive process" of decoding symbols in order to construct or derive meaning (reading comprehension). Reading is a means of language acquisition, communication, and of sharing information and ideas. The symbols are typically visual (written or printed) but may be tactile (Braille). Like all languages, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement. In addition, reading requires creativity and critical analysis. Consumers of literature make ventures with each piece, innately deviating from literal words to create images that make sense to them in the unfamiliar places the texts describe. Because reading is such a complex process, it cannot be controlled or restricted to one or two interpretations. There are no concrete laws in reading, but rather it allows readers an escape to produce their own products introspectively. This promotes deep exploration of texts during interpretation. Readers use a variety of reading strategies to assist with decoding (to translate symbols into sounds or visual representations of speech) and comprehension. Readers may use context clues to identify the meaning of unknown words. Readers integrate the words they have read into their existing framework of knowledge or schema. Other types of reading are not speech based writing systems, such as music notation or pictograms. The common link is the interpretation of symbols to extract the meaning from the visual notations or tactile signals (as in the case of Braille).
  • 1.2K
  • 20 Oct 2022
Topic Review
Self-Regulation in E-Learning Environment
The COVID-19 pandemic has contributed to the accelerated spread of e-learning around the world. In e-learning, self-regulation becomes more relevant than ever. Reducing the influence of traditional features of the face-to-face learning environment and increasing the impact of the e-environment place high demands on students’ self-regulation. The author’s self-regulation e-learning model emphasizes the position of e-learning at the intersection of the electronic environment and the learning environment.
  • 1.2K
  • 12 Jan 2022
Topic Review
Diversity Jurisdiction
In the law of the United States, diversity jurisdiction is a form of subject-matter jurisdiction in civil procedure in which a United States district court in the federal judiciary has the power to hear a civil case when the amount in controversy exceeds $75,000 and where the persons that are parties are "diverse" in citizenship or state of incorporation (for corporations being legal persons), which generally indicates that they differ in state and/or nationality. Diversity jurisdiction and federal-question jurisdiction (jurisdiction over issues arising under federal law) constitute the two primary categories of subject matter jurisdiction in U.S. federal courts. The United States Constitution, in Article III, § 2, gives the Congress the power to permit federal courts to hear diversity cases through legislation authorizing such jurisdiction. The provision was included because the Framers of the Constitution were concerned that when a case is filed in one state, and it involves parties from that state and another state, the state court might be biased toward the party from that state. Congress first exercised that power and granted federal trial circuit courts diversity jurisdiction in the Judiciary Act of 1789. Diversity jurisdiction is currently codified at 28 U.S.C. § 1332. In 1969, the American Law Institute explained in a 587-page analysis of the subject that diversity is the "most controversial" type of federal jurisdiction, because it "lays bare fundamental issues regarding the nature and operation of our federal union".
  • 1.2K
  • 18 Oct 2022
Topic Review
Chemish in Chemistry Teaching and Learning
Chemish, as defined by Markic & Childs as the scientific language of chemistry, is essential for communicating in and understanding chemistry. At the same time, Chemish is one of the major difficulties in teaching and learning chemistry in the school context.
  • 1.2K
  • 26 May 2022
Topic Review
Dyscalculia
Dyscalculia (/ˌdɪskælˈkjuːliə/) is a disability resulting in difficulty learning or comprehending arithmetic, such as difficulty in understanding numbers, learning how to manipulate numbers, performing mathematical calculations and learning facts in mathematics. It is sometimes informally known as "math dyslexia", though this can be misleading as dyslexia is a different condition from dyscalculia. Dyscalculia is associated with dysfunction in the region around the intraparietal sulcus and potentially also the frontal lobe. Dyscalculia does not reflect a general deficit in cognitive abilities or difficulties with time, measurement, and spatial reasoning. Estimates of the prevalence of dyscalculia range between 3 and 6% of the population. In 2015 it was established that 11% of children with dyscalculia also have ADHD. Dyscalculia has also been associated with Turner syndrome and people who have spina bifida. Mathematical disabilities can occur as the result of some types of brain injury, in which case the term acalculia is used instead of dyscalculia which is of innate, genetic or developmental origin.
  • 1.2K
  • 14 Oct 2022
Topic Review
Gender Gap in Academic Self-Concept
Using a combination of creative music workshops and gaming. A Widening Participation project.  Ornette D Clennon, Hannah R Wilson, Dana Baker Cerda, Janice Brown and Yolanta Boti We worked with year 5 and year 6 children (aged 8-10yrs) from two local primary schools (N=94) and two local care homes in Crewe, in the UK. We conducted quasi experimental mixed mode research on an intergenerational Widening Participation project that used creative music sessions. We used the Attitudes to Higher Education Questionnaire (AHEQ) developed by Pam Maras and the ‘Map of Me’ graffiti chart developed by Ornette D Clennon to measure and track the children’s changed attitudes towards Higher Education as a result of the creative music interventions. We found that despite the apparent creative freedom given to our cohorts in terms of negotiating their own learning outcomes in the creative music sessions, the boys (n=43) still lagged far behind their female counterparts (n=51) when it came to their attitudes towards Higher Education and academic self-image. However, the post-intervention data did point towards the boys’ preference for gaming as a form of social and collaborative learning, which led us to write a brief Appreciative Inquiry into the intervention we could have run had we known this from the start.
  • 1.2K
  • 25 May 2022
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