The Use of Appellatives in the Senegalese Rap Discourse: A Strategy of Demonization
Mame Sémou NDIAYE
DOI : 10.36344/ccjhss.2019.v05i12.013 | Cross Current Int J Peer Reviewed J Human Soc Sci, 2019; 5(12): 349-353.
Downloads : 8 | Views : 2
In the Senegalese rap discourse, terms of address such as appellative are generally used to address others or to designate something. This article aims at analyzing the different forms of diabolic appellatives used by rappers when they are addressing the politician or are talking about the political system. The corpus is composed of fifteen songs produced during the last 20 years by rappers well known in the Senegalese hip hop scene. The obtained results indicate that the categories of appellatives most frequently used by the rapper are neological, qualifying, anthroponymic, kinship and metaphorical appellatives. These appellatives have a negative connotation and aim at caricaturing the politician or the political system.
Transference between Teenager Students and Their Teachers Nowadays
Henrique Magro de Siqueira and Geraldo A. Fiamenghi-Jr*
DOI : 10.36344/ccjhss.2019.v05i12.014 | Cross Current Int J Peer Reviewed J Human Soc Sci, 2019; 5(11): 354-357.
Downloads : 6 | Views : 3
This research aimed to observe and reflect on transference in adolescence, specifically in student-teacher relationship, within school contexts. Therefore, theoretical concepts based in Psychoanalysis were identified and related to observations conducted in a government full-time school in a country town in São Paulo State, Brazil. This research was important to investigate the correlation between reality and literature, taking in account the historical, social and cultural scenarios in which adolescence is inserted nowadays.
Effect of Life Stress on Ethical Behavior: Evidence from Thai College Students
Dr. Chaiyaset Promsri
DOI : 10.36344/ccjhss.2019.v05i11.009 | Cross Current Int J Peer Reviewed J Human Soc Sci, 2019; 5(11): 329-332.
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Numerous studies indicated that stress can lead to unethical behavior. Nonetheless, many of these studies focused on fostering relationship between work stress and unethical behavior. Despite academic stress in relation to dishonesty and cheating has been widely discussed, a little empirical research evidence has been found in the literature, particularly in Thai context. The aim of this present study was to examine the effect of life stress on ethical behavior. Data were collected from 191 accounting students at a selected government university by using an online questionnaire through Google platform. Analysis of simple linear regression showed the relationship between life stress and ethical behavior (F(1, 191) = 6.930, which R2 of .035. Nonetheless, a low R2 value indicated that life stress did not explain much in the variation of ethical behavior. Additional independent variables should be added for the further study. As the negative relationship between life stress and ethical behavior was found, this research suggests develop curricular activities to help students relieve their stress leading to support their ethical behavior response
Common Perspectives of Integrated Skills Outreach Programme That Can Benefit both the Individuals and Communities
DOI : 10.36344/ccjhss.2019.v05i11.011 | Cross Current Int J Peer Reviewed J Human Soc Sci, 2019; 5(11): 336-341.
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The important field of TVET is an essential element in reducing rural poverty but has been put aside for many years by policy makers, donors and the private sector. On one side, this resulted in a general neglect which is evident in the lack of technical expertise and crafts people at all levels. On the other side, There is a multitude of training and capacity building initiatives that provide only short term solutions and cannot circumvent the larger problem of low levels of education and persistent illiteracy. Many of these initiatives might be well-intended, but often do not produce the results desired. There is a non-respect of basic principles of adult education and a lack of coordination between private and public providers. Too often training does not address the needs of target groups nor anticipate how the training skills will be set to use. The lack of attention to employability leads to a situation where a lot of resources are being wasted. The Integrated Skills Outreach Program is one such example of a TVET programme to the unskilled people.
Attempts at Empowering Rural Communities through Vocational Skills: Some Guiding Theories
DOI : 10.36344/ccjhss.2019.v05i11.010 | Cross Current Int J Peer Reviewed J Human Soc Sci, 2019; 5(11): 333-335.
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The high unemployment rates in the rural areas call for the empowerment of both the young and old on survival skills. This will help them to participate in the informal economy for their livelihoods. Informal jobs offer valuable opportunities for young unskilled workers in terms of skill acquisition and career advancement. To be specific, they serve as a stepping stone to formal jobs, which offer better conditions in terms of pay, insurance, job security, and other amenities at work. Although the existence of a large informal sector may distort tax collection and reduce productivity, informal job opportunities may in fact be welfare enhancing for the young and unskilled workers in developing countries, because these jobs help workers gain expertise and build professional networks for improving their career prospects. Integrated Skills Outreach Programme is one TVET way of equipping rural populations with skills to fend for themselves.
Major Barriers and Challenges to Integrating ICT in Education
DOI : 10.36344/ccjhss.2019.v05i11.012 | Cross Current Int J Peer Reviewed J Human Soc Sci, 2019; 5(11): 342-348.
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From the start of the information age, ICT has upheld an essential role in improving the quality of education. Thus, lots of countries desire to perk up the effectiveness and quality of the learning process, and consider ICT as one tool to attain that target. This role in education involves assisting students to learn and teachers to execute their teaching vocation more efficiently. As a result of quick developments in a short period, ICT has turned out to be the focus of interest for pedagogical settings. Swift developments in ICT have also led to radical conversions in education. This brings about the significance for training teachers and students for these changes in the information society. Integration of ICT is essential to upgrade the quality of education and how ICT might permit teachers to construct different pathways. In these backgrounds, educator’s shifting role in the 21st century entails a vital role, which is to be the leader for connecting technological novelties to teaching/learning process. At this point, essential competencies and the degree of willingness are key factors in the implementation process of new ICT. The major objective of this study is to get experiential data on the current use of ICT by teachers and students to come up with strategies and action plans for integrating educational technologies in the Algerian higher educational system. More purposely, the study endeavours to investigate teachers' perceptions of barriers and challenges that may influence integrating ICTs in the teaching process, . The findings will be discussed in relation to learning theories in addition to the pedagogical outcomes for the use of ICT in EFL context.
Teachers Who Face the Challenges of Educational Integration in Palestine
Dr. Ashraf M. H Abu Khayran*
DOI : DOI: 10.36344/ccijhss.2019.v05i10.004 | Cross Current Int J Peer Reviewed J Human Soc Sci, 2019; 5(10): 287-293.
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The objective of this study was to investigate and recognise teachers’ perceptions regarding the most significant difficulties faced by the programme for integrating students with disabilities into regular classes in Bethlehem; in particular, perspectives of the current situation and the ideal scenario were obtained. A descriptive methodology was utilised, and the parameters of reliability and validity were applied to the elaboration of a survey. The results were organised in accordance with the topics addressed by teachers’ opinions, which included students, teachers, parents, schools, curricula, extracurricular activities, classroom management, teaching methodology, and awareness and attitude.