.M. (2004). Blended Learning and Sense of Community: A Comparative Analysis with Traditional and Fully Online Graduate Courses. In International Review of Research in Open and Distance Learning, 5(2). 63. Romero, M. and Usart, M. (2012). Game Based Learning Time-on-Task and Learning Performance According to the Students’ TemporalPerspective. In Proceedings of the 6th European Conference on Games Based Learning, (pp. 4-5). 64. Romero, M. and Barberà, E. (2013). Identificación de las dificultades de regulación del tiempo de los estudiantes universitarios en formación a
-presentations online (e.g., Sveningsson Elm 2009 , Dobson 2012 ), most of them draw solely on the analyses of the online artefacts the girls produce and mostly lack a temporalperspective (see, however, Gram & Richardt 2006 , Davis 2010 ). Consequently, we seldom learn about the girls’ experiences of self-presentation or how they self-present over time. Theoretical framework – the blogging self as relational and situated This study employs the concept of performing the blogging self, drawing on Lomborg’s blogging self ( 2012 ) and Goffman’s performed self ( 1959 ). These
The first premise is that creativity requires a focal perceiver perspective to be determined or assigned. As criteria for perception or judgment, what we currently consider “dimensions” of creativity instead may be “precursors.” Ultimately, creativity shifts meaning for the whole culture. The second premise is that creativity requires a temporal perspective: its assessment is time-dependent on the first instance the perceiver notices. If the perceiver accepts the creative “ it,” then it is shared for others to judge it, creating a diffusion and adaptation process. The strongest form of creativity, then, is when it stands the test of time, goes beyond its own zeitgeist, and is institutionalized for future generations.
Emerging adulthood, in numerous individual biographies, also in the case of disabled people, is the time of permanent need for self-actualisation and time of verifying one’s subjective vision of “being an adult,” i.e. being responsible for one’s own decisions, pursuing professional and economic independence. Due to developmental acceleration, sociological shift in terms of undertaken roles and realized developmental tasks as well as their moratorium-linked delays, it is also the time conducive to educational activity. This psychological time of a young person, its course and specificity depend, to a large extent, on numerous (micro-, mezo- and macro-) conditions of family life and social life in today’s world which is more competitive and less predictable than it used to be for generation of the late 1990s. All of these factors contribute to the fact that maturing to adulthood seems to be a state which is harder to achieve nowadays. It is displayed in the form of delaying the moment of taking up a job or other important decisions in family and relationship contexts.
The study aims to present the selected aspects of daily life of disabled young adults, described in the context of developmental tasks of this period and considering the perspective of investment in relationships, development of one’s own resources, pursuing education and entering the job market which are all, from a temporal perspective, a chance of complementing one’s own identity.
Adam Smith finalised his magnum opus An Inquiry into the Nature and Causes of the Wealth of Nations between 1773 (Boston Tea Party) and 1776 (Declaration of Independence), and in its final paragraph Britain should “endeavour to accommodate her future views and designs to the real mediocrity of her circumstances”. The Wealth of Nations was “aimed to influence British MPs [Members of Parliament] to support a peaceful resolution to the American colonies’ War of Independence”, A. Smith “urged legislators to awaken from the “golden dream” of empire and avoid “a long, expensive and ruinous war”“, and “rejection of the protectionist Corn Laws in favour of opening up to the world economy marked the start of an era of globalization which contributed to Britain’s prosperity”, as Yueh (2019, p. 16f) puts it. Over the years, industrialization brought about by the Industrial Revolution has been challenged by deindustrialization, globalization by deglobalization. So with the “Brexit issue” at stake, what has been the “Brexitologic of Competitiveness”? In an earlier relevant series of analyses published by Čiderová et al. between 2012-2014 our focus was on the Global Competitiveness Index (alias the GCI by the World Economic Forum) in a spectrum of territorial and temporal perspectives related to the European Union. Now, in this follow-up comparative study zooming out to globalization and zooming in to competitiveness, our focus is streamlined to the “openended Brexit issue” on the background of updates of the GCI (alias GCI 4.0) and the KOF Globalisation Index (the latter by ETH Zürich).
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