Education - Science topic

2024 International Conference on Education, Humanities, Arts and Management Sciences (EHAMS 2024) will be held in Kuala Lumpur, Malaysia on August 02-04, 2024.

The topics of interest include, but are not limited to:

1. Education

· English Education

· Foreign Language Teaching

· Digital Learning

· Educational Science

· Educational Technology

......

2. Humanities and Arts

· Music and Dance Studies

· Drama and Film and Television Studies

· Literature and Poetry

· Art and Animation

· Language and Broadcasting Hosting

......

3. Management Sciences

· Administrative Management

· Social Management

· Economic Management

· Information Management

· Business Management

......

*Other contributions related to humanities and social science topics will be accepted.

All accepted papers will be published byClausius Scientific Press (CSP) or BIO-Byword Scientific Publishing (BIO) and will be submitted to CNKI, Google Scholar.

Full Paper Submission Date: July 29, 2024

Registration Deadline: July 26, 2024

Final Paper Submission Date: August 01, 2024

Conference Dates: August 02-04, 2024

--- Paper Submission---

Please send the full paper(word+pdf) to Submission System :

At least in the economic arena, by this time the norm should have been green microeconomics and green macroeconomy since 2012 Rio +20 as the tools to be taught to deal with the environmental crisis as consensus on paradigm change to green market, green growth, and green economies was reached/RIO +20 Conference/UNCSD 2012, but traditional economic thinking and traditional macroeconomic thinking is still the norm, which means that universities knowingly or not are normalizing paradigm shift avoidance, and blocking the growth of knowledge a la Thomas Kuhn; and this raises the question: Paradigm shift avoidance and universities, do they have a duty to science based paradigm evolution of knowledge?

what do you think?

Simply state Yes and give your opinion on why you think Yes or say No, and state your opinion on why you think No.

I'm doing some research on how stores can be used as educational tools... so looking for actual examples of t

I have come across some ideas which I hope will be pursued by academics in the associated disciplines:

1) Topics Broadly outlined in the following articles

Fathabadi OS (2022) Voluntary Selection; Bringing Evolution at the Service of Humanity. Scientific J Genet Gene Ther 8(1): 009-015.DOI: http://dx.doi.org/10.17352/sjggt.000021

Fathabadi OS (2023) The way of future through voluntary selection. Glob J Ecol 8(1): 034-041. DOI: 10.17352/gje.000079

2) Explanation of how violence is the link between evolution and society. What is not clear in the articles above is that just as a disease shows symptoms such as fever in its early stages, violence that is caused by the lack of evolutionary order in society also shows itself in the form of problems like bullying, harassment, discrimination, passive aggression, coercive control, etc and then It may appear in the form of an increase in the rate of crimes and social riots and finally in the form of naked violence, civil wars, genocides and foreign wars. The purpose of the topics raised in both articles is to realize the evolutionary order through the methods proposed in control engineering and by achieving the desired statistical goals, not only to prevent violence, but also to spread satisfaction in the society and to provide internal and external security.

3) Interpretation of historical events including genocides and world wars through the lens of insights provided above for example how passive aggression became widespread prior to such events.

4) The articles above argue that Control Theory, in conjunction with data science, can help establish and maintain democracies with an unprecedented level of stability and provide optimal levels of living standards by regulating evolutionary health of societies and the relationships between them. This goal however, requires interpretation of the theory widely used in engineering, for application in Humanities. Control Engineering remains a rather challenging field to learn and its theoreticians and practitioners are mostly active in areas other than humanities - most critically politics - and even despite the large number of engineering graduates receiving education in Systems and Control Theory as part of their curriculum, the specific practical pathway for application of the theory for solving problems in Humanities remains rather unclear; let alone the inaccessibility of the field to the practitioners of humanities even to the extent necessary to allow them to express the problems in terms approachable by control engineering experts. Projects should therefore be defined to develop highly targeted educational materials and tools which provide a shortcut to applying the theory in solving practical problems in humanities. It is particularly important to understand that the type of Control Theory applicable to Humanities would be "Non-Linear Time-Varying Control" which is an extension of control Theory as relevant to most engineering problems and as such, the specific theory will need to be developed specifically beyond what a classically educated expert in Control Engineering would be comfortably equipped with even if educated with a PhD. For example the types of time constants and uncertainties relevant in Humanities and the types of irregularities which can be created by collective mis-intentions of social groups as well as moral aspects of implications of such techniques on human population will extend to matters associated in politics, biology, culture, education, and media. Actually it is important to understand that the knowledge and tools, will not act as a pill to fix problems but through insights, they provide directions and "Decision Support Systems" with local applicability and temporal relevance which despite their limitations, will provide unprecedented powers for providing better living standards for all populations and individuals. Such tools need to be maintained in order to remain relevant to the changes in the system under control and time. The developed materials will help students, researchers and practitioners get started and up to speed with the expertise through minimal training or self-study and the impact I believe would be revolutionary. In addition to Systems and Control Theory, the mentioned books/educational materials/tools may also cover topics such as Programming, Differential Equations, Numerical Optimisation, System Identification, Artificial Intelligence and to some extent Statistics. The set of these topic may one day help establish an independent field of study namely "Humanities Engineering".

5) Applications of the theory, educational materials, and tools mentioned above, to solve practical problems associated in sociology, psychology, politics and other fields of humanities is the ultimate goal and such projects make great topics for research in universities, Think tanks, and governments. It is important to mention that using the mean-values and standard deviations defining phenotypic profiles of populations is a way of taking into account the differences of different populations in achieving desirable results within them and in regulating the relationship between them.

6) It is also possible to characterise discourses, and broadcasted contents by defining relevant indices that quantify various aspects of them and then model and predict their relationship with the outcomes in society. These models can then act as decision support systems to identify and implement adjustments for achieving the desired social outcomes. If sufficiently predictive, they can also be used in combination with other models or in isolation as part of the control loops associated in Control Theory in order to achieve the desired outcomes in terms of sustainability, social stability, freedoms, economic welfare, health, national security, psychological security, gender equality, and optimal levels of happiness in all individuals and social groups, etc.

7) It is possible to compile a set of contents including matters mentioned in the articles above, to act as a mental anchorage for people. Something that is scientifically proven, convincing and understandable by those who put in the effort and allows them to remain motivated, morally directed, socially responsible and supported and mentally healthy. I believe adding a content starting from Genetics explaining how "Life is a complex Product of Nature" and how "Survival and Reproduction are Complex Interpretations of Laws of Nature" is necessary. Topics such as cosmology and Quantum Physics can also be included.

8) It is possible to define a project on optimal forms of democracy for different populations with emphasis on the fact that peoples' choices represent their interests as they understand them as individuals while much of what comprises our existing living standards or is necessary for achieving higher standards of living are a result of societies and mechanisms maintaining them. Societies were formed by cultures/religions as an aftermath of painful evolutionary events which occurred when people pursued their personal interests and emerged as optimal ways of achieving a better average standard of living for larger numbers of individuals over a larger proportion of their lives. In other words, many aspects of our existing living standards are by-products of societies and could not be achieved or maintained only pursuing our individual choices which is what a democracy guarantees. Democracies should be pursued for optimum living standards and preventing abuse however, it is necessary to have democracies in place to guarantee the maintenance of society itself (what you can call an evolutionary order) and realise/maintain its desired levels of standards of living and this should not be compromised by the choice of individuals.

9) Ethics of Voluntary Selection and application of methods concerned in Control Theory and AI in solving problems in Humanities specially to prevent abuse of individuals, and minorities under the flag of interests of society and to prevent creating senseless scientific approvals for imposing disadvantage on individuals and social groups. It is also necessary to minimise pain imposed on individuals and social groups in transitions as a result of adjustments.

10) While the first article introduces the concept of "Voluntary Selection" and a methodology to use it in a calculated way, it only acts as a beginning and if it is going to be implemented, a huge methodological and experimental effort is needed for identifying relevant phenotypes, developing phenotypic maps for distinct populations, identifying the results when choosing donor and receiver populations, and developing tools to predict and monitor the progress of such programs besides studying the implications for society, economy and beyond. Research can also dig deeper and take into account genotype-phenotype relationships in achieving the desired results.

the quantity of credentials or problems solved?

Is The Introduction Or AI Good For Our Academic System?

Clinical > book. Therefore, if a barber was trained and had a track record of successfully giving a very specific surgery then, is more likely to succeed than an MD who only has read books without clinical experience.

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2)

Disinformation is currently the most frequently cited problem occurring in social media from which children and young people gain knowledge. Companies engage advertising companies that specialize in running online advertising campaigns, in which advertising spots, videos and banners informing people about promotional offers for products and services sold are posted on social media. The aforementioned online social media are also viewed by children and teenagers. For some of these social media, the primary audiences for profiled information and marketing messages are mainly school-aged youth. Children and adolescents are particularly susceptible to the influence of information transferred through the aforementioned online media. Advertisements are thematically profiled to correlate with issues that are in the field of the main interests of children and adolescents. Unfortunately, many offers of various products and services promoted through online advertising campaigns are not suitable for children and adolescents and/or generate a lot of negative effects. Nowadays, applications based on generative artificial intelligence technology, intelligent chatbots, are increasingly used to generate banners, graphics, photos, videos, animations, advertising spots. With the help of these tools, which are available on the Internet, it is possible to create a photo, graphic or video on the basis of a written command, i.e. a kind of digitally generated works of such high graphic quality that it is very difficult to determine whether they are, for example, authentic photos taken with a camera or smartphone or are supposedly photos generated by an intelligent chatbot. It is especially difficult to resolve this kind of issue for children and young people who view these kinds of artificial intelligence technology-generated "works" used in banners or advertising videos. It is necessary, therefore, that education should develop in children the ability to think critically, to ask questions, to question the veracity of the content of advertisements, not to accept uncritically everything found in online social media. It is essential to add the issue of learning critical thinking to the process of educating children and young people. The goal of such education should be, among other things, to develop in children and young people the ability to identify disinformation, including the increasingly common factoids, deepfakes, etc. in online social media. In connection with the fact that in the creation of disinformation occurring mainly in the aforementioned social media are involved applications based on artificial intelligence, so children and adolescents should, within the framework of education, learn about the applications available on the Internet based on generative artificial intelligence technology, through which it is possible to generate texts, graphics, photos, drawings, animations and videos in a partially automated manner according to a given verbal command. This is how the applications available on the Internet based on the new technologies of Industry 4.0/5.0, including generative artificial intelligence and Big Data technologies, should be used to help develop critical thinking and a kind of resistance to misinformation in young people. During school lessons, students should learn about the capabilities of AI-based applications available on the Internet and use them creatively to develop critical thinking skills. In this way, it is possible to reduce disinformation directed through online social media towards children and young people.

I described the key issues of opportunities and threats to the development of artificial intelligence technology in my article below:

OPPORTUNITIES AND THREATS TO THE DEVELOPMENT OF ARTIFICIAL INTELLIGENCE APPLICATIONS AND THE NEED FOR NORMATIVE REGULATION OF THIS DEVELOPMENT

I described the applications of Big Data technologies in sentiment analysis, business analytics and risk management in my co-authored article:

APPLICATION OF DATA BASE SYSTEMS BIG DATA AND BUSINESS INTELLIGENCE SOFTWARE IN INTEGRATED RISK MANAGEMENT IN ORGANIZATION

In view of the above, I address the following question to the esteemed community of scientists and researchers:

And what is your opinion about it?

What is your opinion on this issue?

Please answer,

I invite everyone to join the discussion,

Thank you very much,

Best regards,

Dariusz Prokopowicz

I would be interested in your opinions and own experiences on Jaron Lanier and Tristan Harris' case on how social platforms and the modern age of (monetized) big data manipulate behavior and deteriorate the ability to think critically in an individual.

I don't mean how sophisticated algorithms suggest the best-placed advertisings, that's a commonly known fact and everybody is aware of that nowadays.

What I mean is the perceived "stupification" of younger generations, fueled by overuse of technology in general, and social platforms in particular. The sophisticated tailoring of those platforms to the short attention spans, the mainly senseless content, the biased bubbles and so on, to me, appear to lessen the critical thinking abilities (and -willingness), paired with the Dunning-Kruger-Effect, that those who are the least informed have overwhelming confidence in their ill-informed opinions.

I have a very strong opinion on this, but it may also be biased by experiences I have made throughout the past years as an educator, and deterred by the sort of students I have worked with. I would like to see a bigger picture, not research trends.

So, what are your subjective impressions on the phone- and social platform addicted young generation and their cognitive abilities, their willingness to achieve excellence, and the influence new media has on them?

I am ready. I’m an autistic antiracism educator.

Success stories of global young students who came to the developed countries as immigrants with their families to seek for a better life and achieve formal education. This student population included young learners, families, orphans, refugees from war-torn countries, etc. such as: Cambodia, Laos, Vietnam, China, South & Central America, Brazil, Mexico, Iraq, Yemen, India, Afghanistan, Russia, Bosnia, Ukraine, Pakistan, Jordan, Palestine, and others.

I completed my PhD last year and am currently not affiliated with or employed by a university. I continue to utilize my previous affiliation for manuscripts resulting from the projects I undertook during my PhD. However, I am involved in other collaborative projects. I am curious about the possibility of obtaining an honorary status from a university or research institute for the purpose of publication, allowing me to use their affiliation until I secure a post-doc or research position in a university or institution. Is this feasible?

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1)

2)

"Online Education is going to be a new normal."

As the world is moving (or forced to move) towards the online mode of education what and how the field of Design and Architecture Education is going to reconfigure itself? In a skill, mentor, material/physical resource based discourse, the challenge is to find a meaningful, competitive and progressive alternative to the established paradigms. Or do you think the old paradigms (like Bauhaus or Ulm) are obsolete in the current state of affairs.

How do teachers / lecturers around the globe use AI tools in language courses?

Maybe I should start my own museum for all my unique ideas. I could be the curator and professor.

Children and adolescents represent the youngest generations using online social media. The youth currently attending schools and studying in universities are mainly the so-called Generation Z, who grew up with smartphones equipped with Internet access, including online social media. Today, the children and young people of Generation Z are thus at the greatest risk of being negatively influenced by online social media, including various types of misinformation, fake news, misleading unreliable offers of advertised products and services, influencers and youtubers promoting themselves, etc., which are increasingly appearing in them. In addition, there are many untrustworthy offers of products and services in social media, offers presented by influencers and youtubers, offers presented as part of advertising campaigns conducted in these media, offers promoted through spots, animations and advertising videos, in which generative artificial intelligence technology is increasingly used. It is increasingly common for advertising companies to create AI-generated influencer avatars based on intelligent chatbots for their online advertising campaigns. AI-generated fictional influencer personas look, speak and behave like real people in videos posted on social media. Internet users watching these digital influencers often don't realize that they are watching not real people but digitally generated non-sisterly real characters. In addition, in recent years there has been a growing scale of hate speech most often generated by peers from class, school. The developing hejt was the reason for the increasing scale of child and adolescent suicides in some countries in recent years. In addition, many people, especially young girls, have psychological problems due to a sense of low self-worth and self-esteem which is related to spending a lot of time on online social media and watching influencers promoting certain sublime standards, what is in a certain subculture of youth recognized and promoted as informal canons of beauty, attitudes, possession of certain material goods, etc. In addition, such psychological problems were exacerbated during the Covid-19 pandemic, which was associated with locdowns imposed in some countries on selected sectors of the economy, bans on being in certain types of public places, periodically introduced national quarantines and education conducted remotely in the form of e-learning. In some countries, the scale of such bans and restrictions, which were intended to slow down the transmission of the SARS-CoV-2 (Covid-19) coronavirus, was exceptionally large. This was the case, for example, in the country where I operate. Unfortunately, the mortality rate of citizens during the Covid-19 pandemic in Poland, despite the large-scale introduction of the aforementioned anti-pandemic bans and restrictions, was exceptionally high. Besides, the mentioned anti-pandemic bans and restrictions were introduced without adequate public consultation, on the basis of special legal regulations in the form of laws and ordinances, with the bases of prior research and analysis of the potential negative effects of such controversial measures. At present, in 2024, it is known that in the country in which I operate the negative effects of the aforementioned introduced on a record large scale so-called anti-pandemic measures, including bans, lockdown-type restrictions, periods of national quarantine were much more in comparison with the expected but not realized positive effects. In view of the above, taking into account the available technological solutions and applications offered by ICT service providers, as well as the growing scale of psychological problems of children using smartphones and online social media, it is necessary to improve the computerized systems and applications running on smartphones that enable effectively conducted parental control of what a child does on the aforementioned social media. On the other hand, citizens should influence politicians, and politicians should influence the technology companies that run online social media, so that these companies also take much greater care of the safety of children and young people using these media. The aforementioned technology companies should not treat children and young people merely as potential customers for product and service offers presented during advertising campaigns conducted on social media. The technology companies running these media should not create algorithms that promote posts, posts, comments, banners, animations, videos, etc. that contain negative and socially harmful content. That this is how this kind of media works was proven during the Senate committee hearings of former managers who previously worked at Meta, for example, and developed certain solutions within Facebook and Instagram. TokTok has also grown rapidly in recent years, which also features many examples of disinformation, factoids, posts, memes, entries, banners, videos, etc., containing unreliable and factually incorrect content, as well as many advertisements presenting various product and service offers aimed mainly at children and young people.

I have described the key issues of the determinants of the development of social media with attention to the issue of cyber security and the technologies used Industry 4.0 in my article below:

The postpandemic reality and the security of information technologies ICT, Big Data, Industry 4.0, social media portals and the Internet

I described the key issues of opportunities and threats to the development of artificial intelligence technologies in my article below:

OPPORTUNITIES AND THREATS TO THE DEVELOPMENT OF ARTIFICIAL INTELLIGENCE APPLICATIONS AND THE NEED FOR NORMATIVE REGULATION OF THIS DEVELOPMENT

In view of the above, I address the following question to the esteemed community of scientists and researchers:

And what is your opinion about it?

What is your opinion on this issue?

Please answer,

I invite everyone to join the discussion,

Thank you very much,

Thank you,

Best wishes,

Dariusz Prokopowicz

Dear connections and viewers,

Kindly support my search for a funded doctoral program. I welcome any helpful information and advice.

Research areas: Mental health, trauma, families, domestic violence, wellbeing, psychosocial health, substance abuse & addiction, counseling practice, special education (SEN), ageing, etc.

Overview: I am a mental health counselor, social worker, graduate lecturer, and researcher skilled in quantitative and qualitative research methods. I am proficient in SPSS, STATA, NVivo, 'R', fs/QCA, and Excel. My experience includes roles as a lecturer, mental health counselor, and currently, a social pedagogist, with over four years in various settings.

Qualifications: B.Ed (Hons) in Guidance and Counseling (Psychotherapy), 3.61/4.0. MSc (Hons) in Social Work, Distinction - 4.0/4.0. Advanced diplomas in Cognitive Behavioural Therapy, Psychological Research, Child Psychology, and Psychological Humanities and Narrative Medicine.

Available documents: CV, WES evaluation report, IELTS, transcripts, recommendation letters. LinkedIn: https://www.linkedin.com/in/oluwaseun-a-jegede/

Email: [email protected]

We academics love our coffee and our computers, but we are also supposed to think critically. With this is in mind, should coffee shops ban laptops?

Some folks are saying they should:

The question is which arguments emerge as most compelling, so what are your thoughts?

Are people more likely to mix up words if they are fluent in more languages? How? Why?

No one has the mental capacity to know all languages. Additionally, the more languages one is fluent in, the more likely that individual will mix up words. Thus, knowing enough languages for survival is optimal while artificial intelligence could and potentially will bridge language barriers. Of course knowing three languages or more is somewhat of an advantage.

The topics of interest for submission include, but are not limited to:

(1) Art

· Art

· Xiqu

· Design

· Animation

· Cultural Industry

· Music and Dance

· Theatre and Film and Television Studies

(2) Education

· Pedagogy

· Psychology

· Science Education

· Special Education

· Physical Education

· Intelligent Education

· Sports Rehabilitation

(3) Manage

· Safety Management

· Public Administration

· Business Administration

· Safety Science and Engineering

· Agricultural Economic Management

· Information Resource Management

· Management Science and Engineering

All accepted papers will be published in Clausius Scientific Press (CSP) and will be submitted for CNKI,Google Scholar.

Full Paper Submission Date: January 25, 2024

Registration Deadline: January 29, 2024

Final Paper Submission Date: January 29, 2024

Conference Dates: February 23-25, 2024

In line with the changing university strategic directions you may face with the following phenomenon that the importance of the high quality publications (Q1, Q2) and the University service (PhD supervision, being member of PhD different communities, organizing conferences or tracks) got a growing significance during our carrier path. These needs called this community into existence.

Minimum entry criteria to join this community is to be a researcher with PhD.

Let's expand this community here!

How can we ensure that current STEM pedagogy will prepare children for their future in an ever changing technological world?

Does current 'teacher training' provide aspiring teachers with the adequate skills necessary for successful STEM pedagogy?

Role of educational technology in enhancing SEL programs and providing resources for students and educators is still elaborated. Do share some needful researches for the same.

Hello,

I am developing a training framework for cyber security. I proposed curriculum based on my observations and discussions. Now, I would like to verify its effectiveness using a scientific method. Your comments and recommendations would be much appreciated. Thank you in advance.

8 billion + population on this planet need guidance on the above three key factors from best brains associated with research activity across various discipline.

Our organization, the International Council of Academics for Progressive Education, welcomes and invites you to contribute your opinions and statements around the topic

for our November newsletter. Whether you're an educational professional, policymaker, psychologist, social scientist, etc. pp. and you would like to contribute something to this topic, please don't hesitate reach out.

There are no constraints regarding the topics and questions, all that currently matters in the realm of education and ethical questions shall be adopted into this multi-perspective issue.

We are looking forward to your replies.

Prof. Dr. Tobey Gross

The development of artificial intelligence, like any new technology, is associated with various applications of this technology in companies, enterprises operating in various sectors of the economy, and financial and public institutions. These applications generate an increase in the efficiency of the implementation of various processes, including an increase in human productivity. On the other hand, artificial intelligence technologies are also finding negative applications that generate certain risks such as the rise of disinformation in online social media. The increasing number of applications based on artificial intelligence technology available on the Internet are also being used as technical teaching aids in the education process implemented in schools and universities. On the other hand, these applications are also used by pupils and students, who use these tools as a means of facilitating homework, the development of credit papers, the completion of project work, various studies, and so on. Thus, on the one hand, the positive aspects of the applications of artificial intelligence technologies in education are recognized as well. However, on the other hand, serious risks are also recognized for students, for people who, increasingly using various applications based on artificial intelligence, including generative artificial intelligence in facilitating the completion of certain various works, may cause a reduction in the scope of students' use of critical thinking. The potential dangers of depriving students of development and critical thinking are considered. The development of artificial intelligence technology is currently progressing rapidly. Various applications based on constantly improved generative artificial intelligence subjected to learning processes are being developed, machine learning solutions are being created, artificial intelligence is being subjected to processes of teaching the implementation of various activities that have been previously performed by humans. In deep learning processes, generative artificial intelligence equipped with artificial neural networks is taught to carry out complex, multifaceted processes and activities on the basis of large data sets collected in database systems and processed using Big Data Analytics technology. Since the processing of large data sets is carried out by current information systems equipped with computers of high computing power and with artificial intelligence technologies many times faster and more efficiently than the human mind, so already some research centers conducting research in this field are working on an attempt to create a highly advanced generative artificial intelligence, which will realize a kind of artificial thought processes, however, much faster and more efficiently than it happens in the human brain. However, even if someday artificial consciousness technology could be created that would imitate the functioning of human consciousness, humans should not be deprived of critical thinking. Above all, students in schools should not be deprived of artificial thinking in view of the growing scale of applications based on artificial intelligence in education. The aim should be that the artificial intelligence-based applications available on the Internet used in the education process should support the education process without depriving students of critical thinking. However, the question arises, how should this be done?

In view of the above, I address the following question to the esteemed community of scientists and researchers:

What do you think about this topic?

What is your opinion on this issue?

Please answer,

I invite everyone to join the discussion,

Thank you very much,

Warm regards,

Dariusz Prokopowicz

The topic is related to the use of artificial intelligence, namely the ChatGPT tool in the educational process in the open system, as well as in the open system in the financial field. What direct implications do you think will be in the field of education, finance and in the future of jobs.

I am looking for people representing international research institutes, to co-create articles that I have the opportunity to publish in a highly ranked journal - International Journal of Pedagogy, Innovation and New Technologies. Preferred publications in the field of education and new technologies. For additional information, please contact the portal.

Hello, I'm a student just getting involved in the sphere of research, and the topic I found interesting was the lack of interest in history within all spheres of education in my country the Philippines. I mean, unless the students are interested in history (who I might add are few and far between), the general population seem to have a disinterest in it...

I'm a communication student, and I wanted to see if its something related to how history itself is being taught, and if it might be a misunderstanding between student and teacher that is causing it, or maybe the way it is being taught is not interesting enough to the general public anymore...

So far, the only related research I found on this site was "‘Clio’ in Danger: The Causes, Condition and Consequences of the Decline of Interest in History in Perspective" written by Adjei Adjepong, Charles Adabo Oppong & Joseph Udimal Kachim from the University of Cape Coast, Cape Coast, Ghana.

Thank you if this ever gets the attention it needs (honestly don't know if I'm supposed to be posting this here)

The development of artificial intelligence applications today is almost limitless. Artificial intelligence technologies have been developed for many years, but it is in the last few years that this development has significantly accelerated. On the other hand, thanks to the artificial intelligence system made available on the Internet, which is the ChatGPT language model, the topic of artificial intelligence has, since the end of 2022, become one of the main topics of discussion in various fields of knowledge and in the context of different scientific disciplines, business applications, etc. ChatGPT has also become one of the most popular online platforms rapidly gaining new users at a rate comparable to the most popular and fastest growing social media sites. However, the currently developing applications of ChatGPT's intelligent language model have also started to generate negative effects and have overtaken the process of adapting systemic solutions and regulations to the situation. There has emerged a serious risk of the rapid development of disinformation in online social media, with images, videos and texts generated by various artificial intelligence solutions that present what can be described as 'fictitious facts', which present something that is difficult to distinguish from real facts, real events taking place and to diagnose who or rather what created them. There is a serious risk of non-compliance with copyright in the creation of certain types of 'works' created by artificial intelligence. This also raises the question of the ethics of the creation of new works, works in which a reliably realised creativity is or should be included. Newly created works, such as photographs, films, textual studies, literary works, paintings, graphics, sculptures, architectural designs, technical and other innovations, computer programmes, patents, etc., contain the element of new solutions, concepts, innovation, etc., which are the result of human creativity. However, in the context of thousands of years of evolution of human abilities and creativity, it is only relatively recently that man has begun to assist himself in the processes of creative creation of something new, innovative solutions, new concepts, artistic works, etc., assisted by advanced technology that does this in principle for man, but according to assumptions and rules that man determines. In recent years, the aforementioned processes of using artificial intelligence in the creation of a kind of "works" created with the application of more and more data and information and within the framework of processes that are becoming more and more automated have been taking place at an increasingly rapid pace. The development of the ChatGPT intelligent language model technology, which is available on the Internet, shows how dynamically the use of new technology is taking place in order to, as it were, cede creative work that requires multi-criteria processing of large amounts of data and in increasingly automated processes. Since, for example, ChatGPT-created texts often lack full descriptions of data sources, source publications, bibliographic descriptions and lack information on the extent of possible plagiarism, the scale of possibilities for copyright infringement is large. Therefore, in the context of thesis texts written by students, essays for course credit at university, the use of a tool such as ChatGPT for this purpose generates serious risks of unreliability of writing this type of work. Therefore, it is necessary to create a system of digital marking of various types of "works" created by various artificial intelligence solutions, i.e. in addition to texts created by artificial intelligence, also the creation of photographs, films, innovations, patents, computer software, new drugs, technical projects, artistic works, etc. Such a system of digital marking of various types of "works" created by various artificial intelligence solutions will be helpful in the matter of distinguishing the effects of human work from the increasingly highly substitutable effects of advanced data processing carried out by artificial intelligence. In addition to this, computerised anti-plagiarism platforms and programmes should be improved in such a way that they diagnose the borrowing of text fragments, sentences, paragraphs, phrases from other texts, publications, articles, books, etc., and unattributed sources of data, information, formulas, formulas, models, definitions of new concepts, new concepts, projects, innovative solutions, etc., unattributed bibliographies. Therefore, the currently developed artificial intelligence solutions, such as ChatGPT and similar solutions, should be improved both from the technical and procedural side, as well as from the formal and legal side, thanks to which the scale of improper use of such tools, generating negative effects, will be significantly reduced, including, among others, the scale of unreliable writing of texts of journal and other articles, theses, descriptions of conducted research, results of conducted analyses, etc. In this way, by significantly reducing the scale of negative effects of the developed artificial intelligence applications, the possibilities of practical application of artificial intelligence in the scope of improving the performance of research, analytical and development works, research and development works, as well as the results of conducted analyses, etc., will be limited. In this way, significantly reducing the scale of negative effects of developed applications of artificial intelligence, also developed in universities, the possibilities of practical applications of artificial intelligence in improving the implementation of research, analytical, research and development work, descriptions of results of conducted research will be able to be developed in the future. In this way, effectively, artificial intelligence technologies can be used in universities so that the development of artificial intelligence technologies, of which ChatGPT is an example, does not pose a threat to universities, but rather that it is an increase in opportunities for the development of universities, the development of scientific research, including the improvement of the efficiency of conducted research and analytical processes with the use of large amounts of data processed multi-criteria on computerised Big Data Analytics platforms.

In view of the above, I address the following question to the esteemed community of scientists and researchers:

How effectively can artificial intelligence technologies be used in universities so that the development of artificial intelligence technologies as exemplified by ChatGPT does not pose a threat to universities but rather that it is an increase in the possibilities for the development of universities, the development of scientific research, including the improvement of the efficiency of the conducted research, analytical, teaching, scientific processes using large amounts of data processed multi-criteria on computerised Big Data Analytics platforms?

And what is your opinion on this?

What is your opinion on this subject?

Please respond,

I invite you all to discuss,

Thank you very much,

Best wishes,

Dariusz Prokopowicz

With the rapid acceleration in AI development and accessibility, there’s a surge in the utilization of AI to do students’ tasks like Essays, Assessments and even Examinations. In fact, as an instructor, you cannot guarantee that students are not using AI in their course work except you enclose them in a classroom. Is this AI craze facilitating or impeding individual initiative and learning outcomes among students? What is your opinion?

Are you interested in collaborating as a member of an international advisory board for a publication focused on educational equity?

If you are interested, you can get more information:

You need to hold a Ph.D. and be experienced in working for educational equity. This invitation is voluntary and free of charge. There is no economic compensation offered beyond what is set by the publisher, but it can be a good starting point to get to know each other and perhaps open new doors for future collaborations on educational equity.

We would like to discuss your interest and explore the potential for your valuable participation on the International Advisory Board.

Thanks.

Can you describe your preferred teaching style when instructing university-level chemistry courses? How do you structure your chemistry lectures to ensure comprehension and engagement among university students?

We are assessing content for originality, as lecturers reading assignments or as reviewers or editors assessing papers. What are the tools you use to detect AI content, which is the new challenge on originality?

I recently found https://contentdetector.ai/ works decently with undergrad student frauds, yet I really am curious whether there are other tools or procedures you recommend.

Hi everyone. I need your help. Recently, I tried to apply for and pursuing to look for a Ph.D. position in education. But has been 1 year I haven't yet got a supervisor. If you are here, is the supervisor in education and looking for Ph.D., I'm willing to get the chance and adapt to discuss the required Ph.D. at each university, including research proposal and other things.

Looking forward to getting my best supervisor to work together. Thank you

In the current fast-changing reality, the era of the fourth or fifth technological revolution, the rapid emergence of new research concepts, new technologies, new proposals for solving certain problems, the search for ideas for new startups, the development of new socio-economic trends, new fashion trends for certain solutions, new ideas, etc., it is not easy to come up with, create, formulate an interesting, up-to-date, forward-looking, unconventional, novel, creative, innovative thesis topic. Therefore, it is important for lecturers and thesis supervisors to use certain incentives, motivators to select or independently formulate an interesting, current, future-oriented, unconventional, innovative, creative, innovative topic for the thesis, bachelor's thesis, master's thesis and/or doctoral thesis.

In view of the above, I address the following question to the esteemed community of scientists and researchers:

And what is your opinion on this topic?

And what is your opinion about it?

What is your opinion on this issue?

Please answer,

I invite everyone to join the discussion,

Thank you very much,

Best regards,

Dariusz Prokopowicz

While it is common practice in the health field to use validated descriptors available in thesauri or glossaries, in other fields it is apparent that researchers use the terms they feel are most appropriate. By ignoring accepted terminology, their work may fall off the radar of database searches. An example of this is the choice of keywords that are not associated with validated descriptors. As a direct consequence, literature reviews in some areas, particularly in the social sciences, may produce results with increasing levels of error. I believe that this issue should be the subject of further reflection and debate.

We are pleased to announce an open call for academics and researchers to contribute to the forthcoming Handbook of Teaching and Learning in Social Innovation which will be published by Edward Elgar in 2025. This publication, led by Dr Erich J. Schwarz as the editor and in collaboration with Dr David B. Audretsch as the co-editor, aims to explore the intersections of teaching, learning, and Social Innovation to address pressing global challenges.

According to OECD, Social Innovation refers to the design and implementation of new solutions that imply conceptual, process, product, or organizational change, which ultimately aim to improve the welfare and well-being of individuals and communities.

We warmly invite authors specializing in fields of social innovation, education, and sustainability, while also welcoming contributions from other related disciplines. This comprehensive handbook embraces an interdisciplinary and global perspective, seeking the insights and expertise of scholars, educators, and professionals. By fostering the integration of theoretical frameworks, practical methodologies, and advanced research, the handbook aims to provide a diverse range of perspectives, resources, and knowledge that drive positive societal change.

The Handbook of Teaching and Learning in Social Innovation encompasses a wide scope of topics, including but not limited to:

To express your interest and receive detailed submission guidelines, please email us at [email protected] by the end of August 2023.

If you are engaged in Social Innovation and its potential for transformative change through education, we invite you to submit a proposal of up to 1,000 words for a chapter. Your proposal should emphasize its relevance to the scope and objectives of the handbook and be submitted by 16th October 2023. Additionally, we encourage you to share your previous work addressing these areas. The editorial team will carefully review all submissions, and a decision regarding participation will be communicated to the authors within one month following the submission deadline.

The chapter or case study itself must be original and unpublished, with a maximum length of 6,000 words for chapters and 2,000 words for case studies, including references.

We also welcome suggestions for potential collaborators or colleagues who may be interested in contributing to the handbook. Feel free to share this open call widely within your academic professional network.

Join us in shaping the world by exploring teaching and learning in Social Innovation. Your valuable contributions will benefit advancing knowledge, fostering social change, and creating a more equitable and sustainable society.

We look forward to receiving your proposals and collaborating on this exciting endeavor.

Best regards,

Dr Erich J. Schwarz (Editor)

Dr David B. Audretsch (Co-Editor)

A Qualitative study analysis of human rights.

Dear colleagues and friends,

On July 20, within the OECD Forum Series 2023, the debate "How AI Might Change Our Jobs & What We Can do About It" was organized, and which had the following topic:

”The 2023 edition of the OECD Employment Outlook has a special focus on the impact of AI on the labour market. Progress in AI has been such that, in some areas, its output has become indistinguishable from that of humans. These rapid developments, combined with the falling costs of producing and adopting these new technologies, suggest that OECD economies may be on the cusp of an AI revolution which could fundamentally change the workplace. While there are many potential benefits from AI, there are also significant risks that need to be urgently addressed. Policies and social dialogue can play a key role in mitigating these risks while not stifling the benefits. However, this requires better evidence, and the 2023 edition of the OECD Employment Outlook contributes to this goal. This session will discuss the following issues:

Job quality: AI can reduce tedious and dangerous tasks, but could also lead to more intense, higher paced work environments, with more intrusive processes of monitoring and managing workers.

Bias: impact on hiring & jobs for people from disadvantaged backgrounds.

Changing skills needs: what will be the role of employers, but also formal education to ensure that employees have the right skills?

Legislation: if & how existing legislation on discrimination, data protection and workers’ rights applies & what additional measures might be needed.

Social Dialogue: how to keep up with the speed of AI application & changes for workers” ( OECD, 2023)

Therefore, my question is addressed to the academic community, starting from this debate, as well as following the current global context of the penetration of AI in all fields of activity and especially in that of education and finance.

Many special thanks for your cooperation!

Professor PhD. Otilia MANTA

Could it be possible to access similar studies in commonly used languages other than English regarding the relationship between title length and citation in academic articles?

We are pleased to announce an open call for academics and researchers to contribute to the forthcoming Handbook on Teaching and Learning in Social Innovation published by Edward Elgar. This publication, led by Dr Erich J. Schwarz as the editor and in collaboration with Dr David B. Audretsch as the co-editor, aims to explore the intersections of teaching, learning, and Social Innovation to address pressing global challenges. The Handbook is scheduled to be published in 2025.

Hello,

My name is ADALA Roger Bertrand and I am a master's student at the University of Yaoundé I. I am looking for a co-supervisor for my master's thesis. My thesis topic is "Dematerialization of education: use of artificial intelligence (AI) for the dematerialization of courses and exams in higher education, case of the computer science department of the University of Yaoundé I".

I am interested in this topic because I believe that AI has the potential to revolutionize education. AI can be used to personalize learning, provide feedback to students, and create interactive and engaging learning experiences.

Of course, the topic can be changed or improved. I am comfortable working in French or English.

I would be grateful if you could consider supervising my master's thesis. I look forward to hearing from you soon.

Sincerely,

ADALA Roger Bertrand

I've read a lot about how we can apply cognitive science principles, particularly relating to memory, to classroom teaching. However, most of this work focuses on schools i.e. K-12 ages.

What, in your view, are the best ways to apply cognitive research to HE/university teaching? Bearing in mind the age of the students, and the fact that they are not novices. Are there certain things that lecturers, tutors, seminar leaders, supervisors etc should be doing more (or less)?

"Is there any difference between collaborative learning and engagement learning? Are collaborative learning and engagement learning separate concepts or complementary aspects?"

Please provide references.

+Welcome.

Having as a guide the 'Berlin Model' ('Berliner Modell' in German) [1] & the 'ADDIE Model' [2] of the instructional process please share your opinion or experience or interesting references on any of the following questions.

Which factors of the instructional process, being 2 conditional & 4 decisional according to the 'Berlin Model', & which of its design phases, being 5 according to the 'ADDIE Model', have been mostly impacted by technology?

How has technology impacted each of these factors & design phases?

You may consult [3] (SAMR model), [4, § Introduction], [5, § Features of Online Learning Environment], [6] (Trialogical learning model), [7] (TPACK model), [8] (R2D2 model).

Which model could be more suitable than the 'Berlin Model', as regards the correlated factors, & the 'ADDIE Model', as regards the design phases, of the instructional process?

Thank you.

[ Featured references:

1. http://en.wikipedia.org/wiki/Berlin_Model

3. https://sites.google.com/a/msad60.org/technology-is-learning/samr-model

4. http://proceedings.informingscience.org/InSITE2008/IISITv5p127-135Kluge459.pdf

5. http://www.ifets.info/journals/12_1/4.pdf

6. http://edutechwiki.unige.ch/en/Trialogical_learning

7. http://en.wikipedia.org/wiki/Technological_Pedagogical_Content_Knowledge

8. http://en.wikiversity.org/wiki/Instructional_design/R2D2

9. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3725874/ (Russell)

]

I am a graduate student and I am wondering if anyone has literacy strategies (and any other type of strategies and best practices) that have helped English Language Learners in classes that are not ELA and not ESL? How have you been able to help these students in your classes? What tips do you have regarding them?

If you have been an ELL yourself, what has helped you and/or what do you wish would have been done instead with you?

Looking for a place to submit an article related to assessment and evaluation in physical education that was rejected clearly due to being qualitative in nature.

I would like to propose a few questions that can open up some discussion regarding Architectural Education:

- How can students deal with professors who impose the approach of removing the existing infrastructure and imposing newly established ones?

- Why do pedagogical methods emphasize sustainability yet ask students to work on projects that cause a high level of waste and energy consumption?

- Is academic research a tool of awareness or mere spectacle?

- Is there something called a Post-COVID architecture, or is it just an excuse for poor ideas?

- How can we define the Architectural academic in the age of AI?

- What are the political implications of the design studio onto the market?

- Is it possible for revolutionary architecture to exist?

- Should architecture always serve a party or a stakeholder?

Dear researchers,

Recently I and my colleagues had a discussion regarding the quality of PhD research works in UK and Australia. We had different opinions regarding the statements, and I would like to leave this discussion into researchgate, because it would help me to advice my undergraduate students regarding the best possible country for undertaking thier PhD in Civil and Environmental Engineering, among UK and Australia.

Your opinions are welcomed.

At the beginning of May 2023, the World Health Organisation lifted the state of global epidemiological emergency associated with Covid-19. In Poland, the state of heightened epidemiological emergency associated with Covid-19 is not due to be lifted until the end of June 2023. This is likely to increase the scale of ongoing research into the various secondary effects of the Covid-19 pandemic, both the post-pandemic, post-vaccine health effects, then also the social and economic effects, including, for example, on the issue of rising inflation from 2021 generated by the introduction of a large amount of additional money into the economy during the Covid-19 pandemic, which was mainly intended to limit the scale of the increase in unemployment caused by the introduced lockdowns. In Poland, the PIS government is mainly responsible for the deterioration of children's mental state, which unreflectively and without applied research and public consultation introduced large-scale lockdowns imposed on selected sectors of the economy, national quarantines, universal e-learning, social distancing in public places, etc. ... and even a ban on entering forests during part of the period of wave 1 of the pandemic.

From mid-2022 onwards, more and more comparative studies began to appear, which compared internationally the question of the correlation between the rate of development of the pandemic, the number of deaths categorised as caused by the severe Covid-19 disease state and the occurrence of co-morbidities, usually in more than 90 per cent of cases, and the so-called 'anti-pandemic safety instruments' introduced to varying degrees in individual countries. The results of the study did not confirm the findings of the study, which was based on the results of the research carried out by the European Centre for Disease Prevention and Control (ECDC). The results of the research carried out did not support the thesis regarding the validity of the

of the lockdowns introduced during the coronavirus (Covid-19) pandemic as an instrument to significantly reduce the level of mortality caused solely by the severe Covid-19 condition, exclusively, i.e. by subtracting the factor of co-morbidities. In some countries, the generating factors of specific comorbidities were key influential determinants shaping mortality levels. For example, in Poland, where, due to the government's neglect and deliberate slowing down and blocking of the development of renewable energy sources in recent years, more than three quarters of energy is still produced by the technologically backward dirty power industry based on burning hard coal and lignite, which generates the worst air quality in cities during heating periods compared to Europe and the world. This poor air quality, determined by high levels of particulate matter (PM 2.5, PM 10, etc.), is the source of premature deaths, estimated at around 50 000 people, i.e. deaths caused by respiratory and other diseases resulting from high levels of air pollution. Such diseases are examples of diseases coexisting with Covid-19, which were compounding factors in the level of mortality qualified as caused by these diseases in combination with Covid-19 during the pandemic. In the government-led pandemic risk management process, different structures were adopted to prioritise safety on the one hand for health and on the other hand also for socio-economic safety. Different solutions were adopted in the countries in terms of the applied anti-pandemic safety and anti-crisis instruments with regard to the economy. Consequently, the effects of these measures were also not the same. The economic impact of the coronavirus pandemic (Covid-19) and the applied anti-pandemic instruments also varied significantly between the various different industries and sectors of the economy.

These systemic anti-pandemic measures mainly benefited the technology sectors, companies operating on the Internet, businesses developing e-commerce, courier companies, state-owned companies receiving additional government contracts for the production of anti-pandemic assortments, e.g. hand disinfectant fluids, production of protective masks, etc. On the other hand, there were many more companies and enterprises, mainly operating in the service sectors, which were subject to lockdowns and suffered severe financial losses, some going out of business because of them, which in macroeconomic terms generated a deep recession of the economy during the 1st wave of the pandemic. However, as it later turned out, there were many more problems caused by such anti-pandemic socio-economic policies. Among these various secondary effects of the negative and particularly socially significant problems generated by the misguided antipandemic socio-economic policy, one stands out the increasing scale of psychological problems in children, which have significantly worsened since March 2020, i.e. since the lockdowns introduced during the coronavirus (Covid-19) pandemic, national quarantines, universal e-learning, social distancing in public places, etc., and have been exacerbated by the controversial pseudo-reforms applied to the education system over the past few years. In Poland, this problem is very serious. This is confirmed, inter alia, by the data on the growing scale of child suicides in the period from 2020 to 2022. Lockdowns, national quarantines, universal e-learning, social distancing in public places, etc., introduced and applied on a large scale during the coronavirus (Covid-19) pandemic in Poland, have caused disorders in the social development of children and adolescents. In view of this, it is essential to create and develop programmes to support the social development of children, programmes of psychological assistance for children, which should prevent the growing scale of psychological problems in children.

In view of the above, I address the following question to the Honourable Community of scientists and researchers:

And what is your opinion on this topic?

What is your opinion on this subject?

Please respond,

I invite you all to discuss,

Thank you very much,

Best wishes,

Dariusz Prokopowicz

Do academic hiring committees consider book reviews?

I enjoy doing book reviews because I get free books, small publications, and it allows me to stay up to date on recent scholarship in my field. While I do not put all my publishing eggs in the book review basket, I generally always have at least one book review in progress on the backburner.

However, is it worth it for me as a PhD candidate to do book reviews if I want to apply for assistant professor positions? Are book reviews worthless in hiring decisions, even if they are in reputable journals in my fields of interest? One of my book reviews was peer-reviewed, does that make a difference? If I keep reviewing academic books, will it benefit my academic career?

I have heard mixed perspectives from academics. Some encourage students to publish book reviews since it's better than no publications at all and is perhaps a stepping stone to larger publications down the road, and others have said to just focus on publishing a few articles in top-tier journals.

The development of artificial intelligence, including considering one of the many manifestations of its applications made available on the Internet such as ChatGPT, is both interpreted as a developmental opportunity and also as threats and new risks in the context of education more broadly. Already, data are emerging confirming that ChatGPT can help pass university examinations within specific courses and written examination formulas. ChatGPT writes creative essays for pupils and students, helps with book writing to generate summaries of various studies and a wide variety of texts. Consequently, ChatGPT is a major challenge in the education system. A particularly important issue is the possibility of using this tool for the automated process of generating the texts of theses with which students will pass their subjects as part of their course of study, and for generating the texts of theses 'written' by students as part of their final theses. A particularly key issue is the possible ignoring of the issue of reliable demonstration of source publications in credit and degree theses. This is because the ChatGPT also does not provide a complete list of all sources, including scientific publications, journal articles, books, etc., from which it has used, from which it has taken a certain amount of content, from which it has been inspired, from which it has taken data, etc. In addition, a particularly important challenge for education at the level of studies is the issue of the currently limited possibilities of verification by anti-plagiarism programmes of the aforementioned issue of verification of reliable use of sources, other publications and source materials by a student while writing his/her diploma thesis, including his/her bachelor's, master's, doctoral or habilitation thesis. It is therefore necessary to improve computerised platforms and anti-plagiarism programmes so that they are capable of verifying the reliability of a student's writing of a specific thesis. Within the scope of the examined reliability mentioned above, the issues of proper use of publications and source materials, proper use, i.e. without the use of plagiarism and with full indication of texts, publications and source materials in footnotes, are important. In this connection it is also necessary to appropriately update the procedures for verification of diploma theses by supervisors, i.e. research and teaching staff supervising the process of writing a diploma thesis by a student. The said appropriate updating of procedures should in particular take into account the issue of ethics of conducting research and writing the diploma thesis by the student, but also ethics in the context of the process of supervising by scientific and didactic employees the issue of writing the diploma thesis by the student. In this connection it is also necessary to carry out an appropriate update of normative provisions, including both the legal regulations functioning at the national level and also in the scope of internal, functioning in individual universities and schools regulatory normative provisions, regulations defining principles and standards of reliable writing of credit and diploma theses by students and the process of control and supervision of the issue of writing the diploma thesis by scientific and didactic employees.

In view of the above, I address the following question to the esteemed community of scientists and researchers:

What is your opinion on this subject?

What is your opinion on this subject?

Please respond,

I invite you all to discuss,

Thank you very much,

Best regards,

Dariusz Prokopowicz

A recent survey shows that only 60 per cent of the public in Poland knows what inflation is, including the awareness that a drop in inflation from a high level means that prices are still rising but more slowly. In Poland, in February 2023, the government-controlled Central Statistical Office showed consumer inflation at 18.4 per cent. Since March, disinflation has been realised. In April 2023, shown by the Central Statistical Office, consumer inflation stood at 14.7 per cent. the most optimistic forecasts of the central bank cooperating informally with the government, i.e. the National Bank of Poland, suggest that Poland's falling inflation may only fall to single-digit levels in December. After deducting international factors, i.e. the prices of energy raw materials, energy and foodstuffs, core inflation, i.e. that determined by internal factors in Poland, still stands at around 12 per cent. The drop in inflation since March has been largely determined by a reduction in the high, until recently excessively high margins and prices of motor fuels by the government-controlled, monopolistically operating, state-owned gas and fuel concern, which holds over 90 per cent of domestic production and sales of motor fuels. These reductions are the result of criticism in the independent media that this government-controlled concern is acting anti-socially, making excessive profits by maintaining increased margins and not reducing the price of motor fuels until early 2023, despite the fact that the prices of energy raw materials, including oil and natural gas, have already fallen to pre-war levels in Ukraine. Citizens can only find out from the government-independent media what is really happening in the economy. Consequently, in the government-controlled meanstream media, including, among others, the government-controlled so-called public television, other media, including independent media, are constantly criticised and informationally harassed. But back to the issue of economic knowledge of the public. Taking into account the media in Poland, it is the media independent from the PIS government that play an important role in increasing economic awareness and knowledge, including objective presentation of events in the economy, objective and consistent with the fundamentals of economics explanation of how economic processes work. The aforementioned research shows that as many as 40 per cent of citizens in Poland still do not know what inflation is, do not fully understand what the successive decrease in inflation consists in. Some of these 40 per cent of the public assume that a fall in inflation, even from a high level, i.e. the disinflation currently taking place, means that the prices of purchased products and services are supposedly falling. The level of economic knowledge is therefore still low and various dishonest economic actors and institutions take advantage of this. The low level of economic knowledge among the public has often been exploited by para-financial companies, which, in their advertising campaigns and in the presentation of their image as banks, have created financial pyramids that have taken money from the public for unreliable deposits. Many citizens lost their life savings in this way. In Poland, this was the case when the authorities overseeing the financial system inadequately informed citizens about the high risk of losing the money they deposited with such para-banking companies and pseudo-investment companies as Kasa Grobelnego and AmberGold. In addition, the low level of economic knowledge in society also makes it easier for unreliable political options to find support among a significant proportion of citizens in society for populist pseudo-economic policy programmes and, on that basis, also to win parliamentary elections, and to conduct economic policy in a way that leads to financial or economic crises after a few years. It is therefore necessary to develop a system of economic education from primary school onwards, but also in the so-called Universities of the Third Age, which are mainly used by senior citizens. This is important because it is seniors who are most exposed to unreliable, misleading publicity campaigns run by money laundering companies. Thanks to the low level of economic knowledge, the government in Poland, through the medium of the controlled meanstream media, persuades a significant part of the population to support a real anti-social, anti-environmental, anti-climatic, financially unsustainable pseudo economic policy, which leads to high indebtedness of the state financial system, to the continuation of financial and economic crises.

In view of the above, I address the following question to the esteemed community of scientists and researchers:

What do you think about this topic?

What is your opinion on this subject?

Please respond,

I invite you all to discuss,

Thank you very much,

Counting on your opinions, on getting to know your personal opinion, on an honest approach to the discussion of scientific issues and not ready-made answers generated in ChatGPT, I deliberately used the phrase "in your opinion" in the question.

The above text is entirely my own work written by me on the basis of my research.

I have not used other sources or automatic text generation systems such as ChatGPT in writing this text.

Copyright by Dariusz Prokopowicz

Warm regards,

Dariusz Prokopowicz

If not, have you used at least 1 of the total 40 apps mentioned in Table 1 in the study?

Related research:

In your opinion, the impact of chatGPT on the future of humanity can be positive or negative, and what impact can it have on education?

Extra time for BA/BS is it extra financial profit for USA colleges ? But for college students both time & money loss ! Almost all European universities full-time BA/BS diplomas are normally in 3 years but in USA 4 years !?

Artificial Intelligence (AI) is not a new field of research and applications, at least in the sense that "new" is understood in computer science. Even this current rise of public attention to its applications and theoretic results happened before, for example during the development of Fifth Generation Project.

Particularly, Education has been a field where AI has found many problems to solve (in fact, personally, I think that the most difficult field to be modeled by computers is the educational one, the process of learning and teaching).

Among those, current and pass applications: do you know any? Can you share your knowledge on them?

n the context of science education, how do you adapt your teaching methods to accommodate the diverse learning preferences of your students?

Hello, I am currently working on a research in teaching English as a Foreign Language. It focuses on the effect of deductive and inductive approach in enhancing pragmatic competence, namely using polite requests in English. I would like to use pre-test and post-test design. However, I struggle with finding sources to figure out how long there should be between conducting a pre-test and a post-test when the content of the intervention is "just" polite requesting.

Thank you for any answers and have a nice day!

One of my friend completed his bachelor degree in mechanical engineering. But now likes to join in computer science engineering related master degree program.

Is it possible to do masters in computer science related courses. If yes, please suggest the courses. Thanking you...

I am interested in learning about the use of augmented reality (AR) Android apps in educational settings. Are there any educators or students who have experience using AR apps in the classroom or during remote learning? I would appreciate any insights or examples of how AR apps have been used to enhance the educational process.

Refer File:

The table provides a snapshot of the literacy rates of a selection of countries across the globe as of 2011-2021 census. The data is based on information collected by the UNESCO Institute for Statistics. Literacy rate refers to the percentage of people aged 15 years and above who can read and write. The table includes 18 countries, with literacy rates ranging from a low of 43.0% in Afghanistan to a high of 99.7% in Russia. Some of the world's most populous countries, such as China, India, and Nigeria, have literacy rates below 80%. On the other hand, many developed nations, such as Canada, France, Germany, Japan, the United Kingdom, and the United States, have literacy rates above 98%. The data can be used to gain insight into global education levels and to compare literacy rates across countries. Country Total literacy rate Afghanistan 43.0%

Any Additions/Questions/Results/Ideas Etc?

What research areas would you like to see/explore in the context of augmented reality's application in education?

Additionally, do you have any experience with augmented reality in educational settings?