There is an emerging confusion in scientific literature between reflexivity and self-reflectivity. Self-reflectivity is a self-awareness of oneself own conduct to self-regulate feelings, thinking and action to reproduce acceptable social norms such as professional and socially best practices as citizens. Rather, reflexivity emerging literature refers to a metaconscious critical intellectual process and experiential transforming feelings, thinking and action to create new knowledge, innovate new actions and even improve resilience capability. This research argues that knowing how to do reflexivity will it as a transformative force enabling human development. The research question is: How to apply Reflexibility for Knowledge Development, Innovation and Resilience and what are the benefits? To answer this question a 17 year-long (2005-2022) experimental phenomenological action research was conducted. Findings reveal how reflexivity can be applied to one’s life experience, but also to knowledge, beliefs and values reaching ideological and social norms critical awareness enabling knowledge development and innovating new actions as an ability to practice resilience. The discussion addresses the long-term benefits of practicing reflexivity applied on knowledge and innovation building empowerment and resilience capability.

Longitudinal research using social media data has been under-explored in social and behavioral sciences. Despite its great potential, longitudinal analysis using social media data faces unique challenges. Researchers must consider many influential factors and incorporate them when designing their studies and conducting analyses. Over the past decade, best practices have originated from both studies focusing on social media data in general and those applying longitudinal designs. This tutorial aims to educate those unfamiliar with such a growing field, outlining the different steps that may exist within data collection, data processing, and data analysis of longitudinal social media data. To illustrate these techniques, we apply our basic steps to a Twitter dataset about the 2020 U.S. wildfires, examining sentiment throughout the wildfire period.

English for Specific Purposes (ESP) teachers might be expected to use realia in their lessons as it is thought to be designed to meet the students’ real needs in their professional life. Teachers are then expected to offer authentic materials and set students in authentic contexts where their learning outcomes can be highly meaningful. The present paper is aimed at studying different digital tools that can be employed in the Business English (BE) lesson as a way to offer a collection of formats businesses are currently using so as to internationalise and advertise their products and services. A secondary objective of our study will then be to progress on the development of multidisciplinary competencies students are expected to acquire during their degree. Findings will confirm students’ interest in working with updated realia in their BE lessons, as a consequence of their strong belief in the necessity to work with updated didactic resources. Despite the limitations social media can have as a means to teach BE, students will still find it highly beneficial since it will foster their familiarisation with the digital tools they will need to use when they get to the labour market.

The aim of the present study is to make a comparative analysis of the transformation of the fairy tales in the stories of one English and one Turkish writer -Angela Carter and Murathan Mungan. The study restricts itself to one story by each writer: ‘The Snow Child’ by Angela Carter and ‘Yedi Cucesi Olmayan Bir Pamuk Prenses’ (‘A Snow White Without Seven Dwarfs’) by Murathan Mungan as the parodies of ‘The Snow White with Seven Dwarfs’. Both writers deconstruct the Grimm Tale to challenge the imposed patriarchal ideologies and gender roles, especially the women’s socially approved behaviour patterns in the patriarchal system and intentionally subvert them and their representations in their works using the same postmodern frame-breaking devices - parody, pastiche and intertextuality. Both aim to offer their readers insight on the archetypes and stereotypes of women and force them to confront the women’s entrapment within the male world regardless of geography. While undermining the familiar narrative, Carter prefers blurring the boundaries of the fairy tale genre with her use of fantasy, Gothic, pornography and folklore. She explores and problematizes the unquestionable topics such as female sexuality, violence against women. Mungan, on the other hand, inverts the perception and the representation of women rewarded for virtue and conformity to the patriarchal ideology. He critiques the negative sides of the present socio-cultural issues in a mocking way and promotes women to possess both feminine and masculine qualities and reclaim control over their social stance.

This paper analyses the details of the process by which the Andalusian ethnolinguistic identity is one of the most stigmatised in the Hispanic cultural context, which is even taken as an example of this type of processes at a global level. Among the reasons for the stigmatisation of speakers and scribes of the Andalusian language are the framework of power relations characteristic of colonisation and the dynamics of acculturation and underestimation of the cultural —and therefore linguistic— traits of the subalternised Andalusian people (whose territory is located in the western Mediterranean, in the Spanish state). Among the effects of these dynamics is also a kind of linguistic resilience that has been developing, especially in recent decades, a socio-cultural movement known as Andalophile, an agent of a whole diversity of ethno-literary production, oral, musical and visual literature which, sometimes unintentionally, poses a challenge to the ethnocentric perspective of linguistic Spanishism, building a linguistic identity without complexes among broad sectors of Andalusian society.

This article aims to analyze the themes of love, honor and race in the Spanish romantic drama Don Alvaro o la fuerza del sino (Don Alvaro or The Force of Fate) written by Duque de Rivas in 1835. First, a general overview on historical and philosophical background of Europe is provided to help the understanding of the arrival of the Romantic Movement in Spain and the main aspects thereof. Then, a brief information is given about the author and finally, the work is analyzed on the basis of the three abovementioned themes and the results are specified. The analysis is based on the main characteristics of the Romantic Movement and its reflections on the Spanish society as well as on human relations. The text is woven through the love story of the main character, which is a romantic hero trying to integrate into the Spanish society with his unknown origins. The drama is considered as the triumph of romanticism in Spain and is significant in terms of providing insights into the 19th century Spanish society.

This paper reflects on the relevance of non-formal education in childhood and adolescence, with particular emphasis on attention to diversity, highlighting the importance of including the social and family environment in this learning process. For this purpose, a global theoretical review of special education in Spain is presented, firstly addressing its formal historical evolution up to the birth of what is known as educational inclusion. Thus, a new educational model based on attention to diversity for students with specific educational support needs (SESN) is created to provide learning focused on optimizing students’ personal and academic development. This comprehensive vision impacts socio-educational intervention from a non-formal field of education as a complementary alternative to formal education at different life cycle stages and in many contexts.

The purpose of this study was to gain an in-depth understanding of college students’ perceptions of campus customer service quality levels and to ascertain whether college students’ motivation and persistence were impacted by their perceptions of campus customer service quality levels. Motivation was defined as self-reported feelings of enthusiasm, drive, ambition, and enjoyment during and after campus customer service experiences. Persistence was defined as students’ willingness to remain at the institution until graduation. The conceptual framework for this study was The Gap Model of Service Quality detailing five major satisfaction gaps: Knowledge Gap, Policy Gap, Delivery Gap, Communication Gap, and Customer Gap. The population of this study were college students from two selected institutions of higher learning. Using a qualitative design, the results from the study showed that perceptions regarding the quality of customer service negatively affected student motivation levels but did not impact their persistence to graduation. Although students were not satisfied with the quality of customer service on campus, they chose to “tough it out” rather than risk losing credits by transferring to another institution. The study recommended the implementation of mandatory quality improvement measures such as quarterly customer service training for employees as well as increased attention to orientating students to the policies, procedures and protocols of their campus during new student orientation sessions.

Desde sus origenes, la musica es considerada un arte. Un lenguaje codificado presente en todas las culturas y probablemente anterior al lenguaje verbal. La musica como la ciencia, encuentra sus bases en la observacion, tiene un fundamento matematico y ayuda a desarrollar el pensamiento logico. Platon expresaba que la musica es para el alma lo que la gimnasia para el cuerpo, de lo cual se concluye, que la musica es un lenguaje que sirve como un medio de expresion que posee propiedades especificas, mismas que actuan sobre el ser humano y tienen la capacidad de producirle diversos estados de animo que despiertan su espiritualidad e intelecto.

The purpose of this research was to assess the mental health index of students. And to find factors related to the mental health of students. The sample consisted of 441 students by multistage randomization. The tools used to collect data included questionnaires, mental health indicators. The confidence value was .88 and the open-ended questionnaire. Data were analyzed with descriptive statistics. Pearsons correlation analysis. Generate forecast equations using stepwise multiple regression analysis. The qualitative data used category and content analysis. The results showed that: 1) Most of the students had better mental health than the general population, 399 or 94.77 percent, followed by mental health equal to 20 people, or 4.75 percent, and the lowest mental health was lower than the general population. There were 2 people, representing .48 percent, respectively. 2) Internal variables that were positively correlated with mental health of the students were: 3rd year students of the Faculty of Education Student age variables It was found that the first year student variable of the faculty of nursing had a negative relationship with mental health better than the general population of the students. 3) The positive feeling from the teaching and learning management policy applied to students is have relieved stress feel more rested get more sleep being with family more time for other activities. You donot have to meet a lot of people, reducing your risk. Save on travel and living expenses feel more sympathetic to parents learn new things, be happy, and do not rush to wake up to study at the university. Study anywhere more time for hobbies, less traveling. And can wake up late. 4) The negative feelings from the teaching and learning policy applied to students were away from home, risk of contracting disease, not going out to do bird activities at shelter. Have to wear a mask all the time, get angry easily, unclear in some things. Tired of working, little free time, not eating and sleeping on time doing anything is more difficult when doing activities cannot be done to the fullest. Less time, anxiety and unprepared ness and rarely have friends.

The World Health Organization (WHO) states that an expected 200 million women have experienced female genital mutilation (FGM) in Africa. The types of cutting vary depending on the individual’s society or location, with four different types presently being practised. The Horn of Africa comprises Somalia, Djibouti, Kenya, Eritrea and Ethiopia, and WHO has listed the following four countries in order of prevalence of FGM practice, with Somalia at 98%, followed by Ethiopia at 92%, Djibouti at 93% and Eritrea at 89% of the female population. In addition to efforts being made to eradicate FGM by WHO, Non-governmental organisations, governments and women organisations, there is also a demand from those who have already undergone this procedure, whether they are in Africa or elsewhere in the world for help with the biopsychosocial consequences of FGM. Method This paper presents the findings of a mixed-method study on the views of a group of vulnerable migrant women with FGM, as well as healthcare practitioners, who consider that there is an unmet demand for better interculturally sensitive healthcare in their adopted country –Germany. The mixed-method study comprised the participation of 48 female volunteers over 18 years of age, recruited with the help of Somali social workers. Using the Metaplan and a quantitative questionnaire, five workshops were conducted in the German towns of Fulda (N=16), Rathenau (N=9), Kassel (N=13) and Berlin (N=10). analysis Results The investigation in Germany was conducted as part of MyHealth, which was a larger European project aimed at improving the healthcare access of vulnerable migrants and refugees (women and unaccompanied minors) newly arrived in Europe, by developing and implementing models based on information gained from a European multidisciplinary Learning Alliance. The overall data gathered revealed a high demand for information and attention to the issue of FGM by both the participants and healthcare professionals. The interaction during data gathering is also suggested a transfer of knowledge between the researchers and the participants, with the result that participants felt they had been heard and were then able to engage with the German healthcare system. Discussion The study highlights the fact that the provision of healthcare in the host country can be improved by providing healthcare workers with intercultural communication skills, tools and cultural awareness training approaches. Moreover, these types of interventions could be adapted to help other vulnerable groups in different healthcare systems worldwide, particularly women’s issues such as postnatal depression, FGM and menopause.