902 research outputs found
Sort by
Values and power dynamics of languages in higher education
Full text linkThis second issue is focusing on different ways in which language or what we could call the semantic level of the reality is relevant for thinking,
and in particular for knowledge acquisition at the university or in education institutions. 1) Language could be understood as an obstacle if a person needs to learn a new language to go to school, but cannot have a generous access to his/her own culture: this is the case in the so-called the 'bilateral lingual' experiences, during the colonial eras, for many people living in Africa, but also in many countries where borders have been shifting over the 20th century. 2) As 'interpersonal phenomenon', or 3) as musical universal medium for peace and compassion, one language could represent 4) a space open for 'hospitality', as when speaking our mother tongue, we take the language of the speaker's dominant and home language. Of course, instrumentalisation remains not only a welcoming mastering of grammar, as language is necessary for the transmission or exchange of information, it plays a role in the control of the behaviour of others. 5) The Word of God, in particular through the written form of the language and the interpretation of sacred texts of great religious traditions shows how from an humble speech we may discover not only sincerity, authenticity
and the power of communication but also the majesty of words, which symbolically inspire us and transmit faith. 6) The deep challenges of
translation of concepts are related to the double side of each exercise of translation: the first is a purely linguistic phenomenon, captured by
the obvious differences in the languages themselves, the second is more complex, it has to do with the difference between cultures.
7) The development of emerging technologies have made not only a 'society of communication' almost a kind of tautology, it is generating
unexpected ethical problems, as when artificial intelligence becomes difficult to detect in learning assignments
Conflict sensitive reporting in the Nigerian print media : Boko Haram crisis as a case study
Full text linkConflict sensitive reporting has become an important field of research
since the Norwegian prof. Johan Galtung started his research into peace
and conflict resolution, which has been further developed by several
authors, such as Mari Holmboe, Jake Lynch, Annabel McGoldrick, Erving
Goffman, or Nadine Bilke. In the present work, this model has been used
to analyse the conflict reporting of the Boko Haram crisis in Nigeria,
which has become the 2nd deadliest conflict in the country only after the
Nigerian civil war of 1967-1970 and has claimed more than 16,000 lives
since its start in 1999. This research will conclude that the Nigerian print
media were not equally conflict sensitive in the coverage of the Boko Haram crisis
in recent period
Academic integrity in Spanish higher education : three parallel worlds
Full text linkDespite the measures implemented by Spanish universities to combat malpractice and raise awareness among students and researchers, the reality may seem discouraging, as (i) students continue to plagiarise freely encouraged by an increasing volume of digital resources at their disposal; (ii) researchers face an extremely competitive and demanding university system with its own rules; and (iii) universities fail to tackle this socially rooted phenomenon. Although studies on academic integrity have a long tradition at the international level, this is not the case in Spain. However, since the 1990s, researchers have been working on this issue. However, they take undergraduate studies rather than postgraduate studies as their field of observation. And above all, they do not consider the world of research. Thus, when it comes to combating academic dishonesty, there is a growing gap between members of the academic community (students, researchers and institutions), which shows the lack of consensus on the issue. This article aims to describe how academic dishonesty is viewed in three worlds that coexist, but are independent of each other: students, researchers and institutions
Ownership, access, and sharing of data : what does Quebec law say?
Full text linkOwnership over data may depend on their qualification (common goods or public goods) and their typology (personal, raw, derived, or compiled data). This paper raises the question about how to strike a balance between accessing and sharing research data for science knowledge and serve broader public interest with restrictive data ownership
La conversion progressive et le rôle d’apôtre dans l’histoire du salut : les cas de Simon Pierre et Paul de Tarse dans Luc-Actes : étude exégétique
Full text linkDoctoral thesis. 2017. Université Libre des Pays des Grands Lacs, Goma, RDC.Fruit d’une thèse de doctorat légèrement modifiée, le présent ouvrage vise à montrer que l’œuvre de Luc présente la conversion comme le résultat d’une longue marche en vue d’atteindre la consécration voulue par Dieu. Il ne s’agit pas là d’un état d’être tout abouti, mais d’un cheminement qui s’étend jusqu’à la Parousie du Christ. Pour cette étude, les textes choisis se sont concentrés sur Simon Pierre et Paul de Tarse, deux grandes figures du Nouveau Testament représentant pour tout croyant des modèles de conversion progressive dans le diptyque de Luc–Actes. À l’image de ces deux figures paradigmatiques, le converti, à l’ère moderne, est exhorté à faire sauter les verrous du cloisonnement religieux, social et politique afin de devenir un ferment du développement, un charisme pour la paix et la réconciliation de sa société
Driving economic growth with the power of small businesses : the University of Stellenbosch Business School’s Small Business Academy
Full text linkThe University of Stellenbosch Business School, known as SBS, forms a part of the University of Stellenbosch, a leading global research university. Located in the suburbs of Cape Town, South Africa, SBS offers postgraduate-level academic and executive programmes in Business Management and Administration, Development Finance, and Futures Studies to students from all over the globe. The Small Business Academy, a project of the University of Stellenbosch Business School (SBS), is a multi-stakeholder educational initiative that upskills and uplifts South African small-business owners in low-income communities to capacitate them for long-term business success. The chapter highlights the Small Business Academy (SBA) and how it serves as a development vehicle for economic growth and decent work as set forth in Sustainable Development Goal 8, within a country where the informal sector and small businesses are in desperate need of capacity building interventions. Key stages of the SBA's development will be conveyed: how the project began, how its target population was determined, and ways in which its development programme was adapted to better serve its participants and stakeholders, including the addition of coaching and mentoring as a key enabler for participant progress. Relevant lessons learned and success factors for implementing learning interventions in complex environments are shared, particularly the importance of programmatic agility and the holistic benefits of directly engaging stakeholders in the program. The chapter concludes with a reflection on the project’s impacts and contributions toward SDG 8
Actioning 'Be Good' : how Torrens University Australia's research contributes to sustainable development goals and impacts communities and practices
Full text linkSustainability is an important agenda embedded in Torrens University Australia (TUA)'s research strategy. To illustrate how Sustainable Development Goal (SDG) targets are addressed by Torrens University researchers, this chapter identifies real-world problems and reports on research that has delivered sustainable change. The four case studies presented in this chapter demonstrate impactful research on education, health, and business contexts. These studies show how to address challenges unique to these contexts and implement sustainable improvements. A strategic priority of TUA is to provide research and education outcomes that improve people's health and wellbeing. To 'be good' and 'be well' are core TUA values. These institutional values influence the research process and assessment of research impact at TUA. The 'Be Good' agenda shapes the university's interdisciplinary approach to addressing quality education (SDG 4). Notably, TUA's intentional prioritisation of access and equity values in research enables multiple SDGs to be addressed, as identified within the case studies reported in this chapter. TUA's research strategy encourages such studies that develop sustainable solutions, by promoting research focused on helping people and their communities enact positive and enduring change
What models of integrity should doctoral schools apply?
Full text linkThe counterpart of academic freedom and scientific autonomy is personal and collective responsibility. This responsibility must be based on contractual foundations in relation to the objectives of knowledge. Ensuring scientific integrity therefore requires the institutionalisation of integrity practices, rather than a mechanical incentive to ethical behaviour. This implies first sharing a reference framework with all actors, and then setting up action mechanisms. The following chapter emphasises the importance of initiating integrity procedures in institutions through the certification of doctoral schools: it presents the various types of action to which institutions must respond in the face of possible breaches: guiding principles, involvement of managers, communication, monitoring and control, training, handling of complaints and sanctions
How to build digital trust? : Swiss Digital Trust Whitepaper
Full text linkPaper available for download from:https://digitaltrust-label.swiss/wp-content/uploads/2021/11/Digital-Trust-final-forpublication.pdfReprinted with permission of the publisher.Trust is a key ethical value and virtue in all human interactions. Trust is also a key requirement and a key challenge in the digital world. In September 2019, the first Swiss Global Digital Summit took place in Geneva, Switzerland, to provide a platform to promote in-depth discus-sions on “Ethics and Fairness in the Age of Digital Transformation” and aiming at building digital trust in the digital world. As a result, the Swiss Digital Initiative (SDI) was launched at the World Economic Forum in Davos in 2020. It is supported by over two dozen high-ranking personalities and institutions from academic, private and pub-lic sector. In 2021, the Swiss “Digital Trust Label” was launched. The following whitepaper analyses the needs of building trust in the digital world. The editors/Christoph Stückelberger
Access Repository Dashboard
Do you manage Globethics Repository? Access insider analytics, issue reports and manage access to outputs from your repository in the CORE Repository Dashboard!