The Concept of “Thrownness” in Algis Budrys's Short Story “Wall of Crystal, Eye of Night”

This paper analyses the concept of thrownness and the related notions of immediacy and actuality in a 1961 short science fiction story “Wall of Crystal, Eye of Night” by Algis Budrys. It first defines the concept of thrownness (Geworfenheit), created and coined by the German philosopher Martin Heidegger in his classic book Being and Time, and it explains how this notion can be employed in literary analysis in general and applied to this work in particular. The article then analyses how certain stylistic devices in the short story, namely similes, change of pace and the presentation of an inner conflict in the main character, contribute to the feeling of authenticity. In other words, it attempts to exhibit the means used in a prose work to make it seem more realistic and immediate. Finally, the work also argues that science fiction is in many ways more real than other fictional works. Although it belongs to the genre that has traditionally been denied serious literary merit, the novel view and interpretation of this story aims to disclose new horizons of artistic expression that illuminate human mental and physical frailty and stimulate a valuable inquiry into the meaning of life

THINK4JOBS TRAINING: Critical Thinking Training Packages for Higher Education Instructors and Labour Market Tutors

This Report presents the findings of the “Critical Thinking for Successful Jobs-Think4Jobs” Partnership regarding the development of Critical Thinking Training Packages for Higher Education Instructors and Labour Market Organisations Tutors, namely Intellectual Output II. Considering previous research findings, it is suggested that despite HE and LMO instructors’ willingness to promote CT, they both might lack conceptual as well as procedural knowledge regarding CT. In order to assume that a common understanding between HE and LMOs can be achieved to promote CT skills development effectively in future graduates, the aim of this project was to develop a training course for HE instructors as well as LMO tutors. More specifically, the project aims to strengthen University-Business Collaboration for the effective promotion, development, support and assessment of students’ CT through their transition into a professional context using apprenticeships as a privileged interface in order to “bridge the gap” between their skills and those needed by the labour market. The specific objective of the second Intellectual Output was to develop a training curriculum for Higher Education Instructors and Labour Market Organisations Tutors on how to promote, develop, support and assess students’ CT in apprenticeships curricula as well as on how to develop blended curricula using Moodle. The training aimed at reaching 30 participants from the Partnership (i.e., 15 from Higher Education and 15 from Labour Market Organisations). To reach the aforementioned objective for the delivery of the Output, five activities were originally designed: 1. Define the goals, outcomes and assessment criteria of the training packages. 2. Identify the training subjects and design the activities to be held. 3. Identify, select and/or create training resources, which will support the activities during the training packages. 4. Develop a transnational training course. 5. Delivery of the training course. University of Western Macedonia (UOWM) was the leading Organisation for the delivery of the second Intellectual Output. A Participatory Co-Design (PC-D Methodology was implemented to map the participants’ requirements and needs for the training. For the implementation of the training course, participants from both the Higher Education and the Labor Market Organisations from the five countries partake as Trainers providing various workshops focusing on experiential learning. More specifically, workshops concerned the deconstruction and reconstruction of previously held ideas regarding CT, the development of a working definition on CT for the Think4Jobs project, instructional approaches and teaching strategies that promote CT, blended learning and Moodle, the assessment of CT as well as the preparation of the Memorandum of Understanding (MoU) between HE and LMOs. Finally, a reflective session on the work carried out for the MoU and a session for the design and development of the CT blended apprenticeship curricula were scheduled. According to the registrations, on a daily basis, 35 participants engaged in the LTTA. Participants' knowledge on conceptual and procedural knowledge regarding CT, evaluation of CT, as well as blended learning, University-Business Collaboration and Moodle were evaluated in a pre-post measurement. In order to assess participants’ previous knowledge as well as the knowledge acquired during the LTTA, two online questionnaires were used. The first questionnaire (pre-measurement) was administered to participants at the beginning of the training course, while the second questionnaire (post-measurement) at the end of the LTTA (122 items for the pre-test, 130 items for the post-test, including questions about participants’ commitment during LTTA and their evaluation of the LTTA). The data collection tool consisted of seven distinct parts. The first part concerned demographic information, while the second part assessed participants’ level of perceived self-confidence in the issues addressed in the LTTA, the Moodle’s ease of use and perceived self-efficacy. Parts three to five of the tool explored participants’ conceptions regarding myths and facts about conceptual and procedural knowledge of CT, the evaluation of CT, blended learning and the University and Business Collaboration. Moreover, participants’ level of confidence about their answers was also assessed. Statistical analysis of data collected suggested that participants’ knowledge about CT, blended learning and the University and Business Collaboration increased after their participation in the LTTA. However, these results were not statistically significant. A statistically significant median increase elicited only in participants’ perceived self-confidence on the topics addressed during the LTTA, only for HE participants. Finally, the administrative and management of the implemented LTTA was evaluated highlighting that the event reached the predefined objectives and goals, met participants’ expectations and offered a high quality learning and training experience to the participants. Apart from the measurable data, a significant outcome of the LTTA was the development of a Memorandum of Understanding (MoU) between each pair of HEIs and LMOs partner per country. The MoU set a specific framework on the expected collaboration between HE and LMOs for the design-development (IO3), implementation and evaluation (IO4) of the CT blended apprenticeships curricula. The development of MoUs suggest that a common understanding on the design and delivery of CT blended apprenticeships curricula has been achieved and that UBC has been tailored to each pair of contributors. Overall, the CT training course presented in the current report has contributed to the existing research and literature in numerous ways. First, it presented a course designed to address the specific needs of its participants, by employing a PC-D approach. Second, it presented a training course that can also be applied in the future, as an intensive program aiming to enhance CT in educational and LMO settings. Third, it actively engaged HE Instructors and LMOs in a common training course, trying to reach a common understanding. Finally, the current report contributes to the literature with the exploitation of a multiple-choice instrument incorporating a Certainty Response Index identifying not only participants’ alternative concepts but also their level of confidence on aspects of CT, blended learning and UBC

THINK4JOBS TOOLKIT Ten work-based learning scenarios

The current report is the first Intellectual Output (Output 1) of the THINK4JOBS initiative, which aims at improving students’ CT skills and dispositions by promoting collaboration between Higher Education Institutions (HEIs) and Labour Market Organizations (LMOs). This is the case since according to relevant research findings, LMOs seem to expect employees to acquire CT skills in order for them to successfully address the needs of their work positions. Under this rationale, partners of the two aforementioned fields have decided to redesign and ameliorate HEI curricula by blending both HEIs and LMOs’ experience, knowledge and recommendations, while instilling this evidence into students’ apprenticeships. Apprenticeships offering practice in professional skills can actively lead to students’ understanding of their working environment and simultaneously scaffold CT development with the employment of mentoring. For this reason, the THINK4JOBS initiative exploits apprenticeships as a means of CT exploration and learning through which bridging the gap between HEIs and LMOs can be attained. Therefore, it is considered that in this fashion, students will be acquainted with the concept of CT and also be in the position of transferring it into their work settings, when entering the workplace. It should be noted that partners of the THINK4JOBS project are representatives from five disciplines (teacher training, English as a foreign language – EFL, business economics, business informatics and veterinary medicine), who formed teams between HEI and LMOs for each of these disciplines in order for ideas to be pluralized and CT to be explored across a variety of domains. The current report has a twofold aim: · to trace and map the methods and/or techniques that CT is currently employed in HEIs and LMOs’ apprenticeships and apprenticeships focusing on any possible convergent or divergent points; · to thoroughly describe and suggest work-based, learning scenarios that could bridge the gap between HEIs and LMOs’ curricula and simultaneously attempt to safeguard the requirements for graduates’ CT development and improvement. Mapping the Gap Regarding the first aim of the report, three research methods (observation, focus groups and documentary analysis) were employed in combination with three instruments (observational matrix, focus group rubric and documentary analysis rubric). Each research instrument includes a set of variables, which are majorly organized in three categories: I. Pedagogical aspects of CT development (including class objectives, teaching strategies/methods, tools/materials and evaluation regarding CT) II. CT aspects (including the ways CT is nurtured, triggered and explicitly taught during instruction) III. Implementation of CT (including elements of CT presence in these disciplines) For each variable, a set of indicators, drawing on CT and pedagogical theory was also developed in order for the aforementioned research instruments to be constructed. Stakeholders (HEI students and instructors as well as LMO tutors, employers and employees) participated in the mapping process. Data were collected during the winter semester 2020-2021 and a total of 134 participants from all partner countries participated in the focus groups discussions. Regarding the other two research methods, observation was carried out in at least three apprenticeships or courses, with at least four observation sessions for each of them. As far as it concerns the documentary analysis, documents supporting the courses/apprenticeships, which were observed, were analyzed according to the relevant rubric. Findings from each research instrument were triangulated according to each discipline and are thoroughly described in the current report in separate sections. However, some general conclusions seem to derive from a holistic approach to data analysis. Initially, it was suggested that even though a definitive “gap” between HEIs and LMOs does not seem to exist, there is a different context in CT approach since universities usually employ different learning activities focusing more on career preparation with long-term goals while LMOs follow compact and short-term, learning and teaching strategies. Additionally, findings suggested that CT is a newly-added requirement for the workplace and that HEIs and LMOs do not opt for the same terminology when referring to the concept –meaning that HEIs usually select scientific terms. Another element, which is evident is that CT in HEIs is commonly expressed through a declarative manner, while in LMOs application to specific cases follows the procedural manner. Learning Scenarios Regarding the second aim of this report, each team of HEI and LMO constructed two learning scenarios according to the findings, the sets of recommendations and the already identified educational needs. From the ten work-based scenarios developed, one from every discipline was organized in a syllabus form so that it can be further utilized for the CT blended apprenticeship curricula. This information highlights the importance of the scenarios, since they will set the stage for introducing CT at programme and course levels by utilizing Intellectual Output 3 activities to design work-based curricula for each country and dynamically enhance collaboration between HEIs and LMOs. Under this rationale, this scenario includes descriptive information about the themes, concepts, aims and learning outcomes, the duration, the teaching approach, the learning environment and the evaluation regarding both domain specific and CT related elements. First Intellectual Output Impact The current report is of major importance for the continuation of the THINK4JOBS project since it sets the stage for a sequence of activities carried out during the Second and Third Intellectual Outputs aiming at the successful application of the blended apprenticeships curricula. Besides the report’s importance for the project continuation, it may also stand as a useful Toolkit for teachers, students and employers regarding the development of CT in the workplace. In general, according to research findings, HEIs and LMOs are differently goal-oriented regarding CT and the reason for this divergence lies in the very nature and general context of the two organizations. In other words, HEIs intend to prepare students for all jobs related to a domain, while LMOs aim at preparing an employee for a specific job in a specific organization. This conclusion seems to indicate a paradox: the two organizations work in parallel but they do not share common understanding. This is the reason why the First Intellectual Output may be an invaluable means in the exploration of CT through different perspectives; actively supporting HEI and LMO collaboration in the quest for common ground

CARTOON NETWORK ĮTAKA AMERIKIEČIŲ ANGLŲ KALBOS ĮSISAVINIMUI VAIKYSTĖJE

This work tries to make a connection between English-language acquisition, especially reaching near-native pronunciation in American English, with cartoon-watching during childhood. The basis for the conclusion is found in the survey administered to eight first- and second-year Physics and Economics students at Vilnius University, Lithuania, who demonstrate a native-like speaking proficiency in American version of the English language. None of them have lived in an English-speaking country. In a questionnaire the students filled out, they were asked to assess which medium helped them most to learn the language, how much time they spent watching cartoons in their childhood, and which cartoons they watched most. They were also asked about their awareness of using certain lines from cartoons or films they watched, and about their identification with cartoon or film characters. The result proved the hypothesis that cartoon-watching is pivotal in reaching the near-native adoption of American English and the conclusion reached is that watching cartoons, combined with limited usage, is sufficient for such effective language acquisition. This link supports the findings of linguists that the chance of children reaching a near-native pronunciation of English is highest until the age of six, very small after the age of 13, and probable between those two ages. The students who were questioned watched American cartoons from early childhood to adolescence, and in that way improved their listening and speaking skills. After puberty, they complemented their writing and reading proficiency by using other media, most notably the internet.Šiame straipsnyje ieškoma animacinių filmukų žiūrėjimo vaikystėje ir anglų kalbos įsisavinimo sąsajų, ypač tais atvejais, kai beveik pasiekiamas gimtosios amerikiečių kalbos tarimo lygis. Formu­luojant išvadas, remtasi anketa, kuri buvo išdalinta aštuoniems Vilniaus universiteto pirmo ir antro kurso fizikos ir ekonomikos studentams, kurių anglų kalbos žinios puikios, o jų tarimas artimas amerikietiškam. Nė vienas iš jų negyveno šalyje, kurioje kalbama angliškai. Anketoje, kurią užpildė, jie buvo paprašyti įvertinti, kuri priemonė jiems labiausiai padėjo mokantis kalbos, kiek laiko jie praleisdavo žiūrėdami filmukus vaikystėje, kokius dažniausiai žiūrėdavo. Jie taip pat turėjo pasakyti, ar prisimena, kad vartojo tam tikrus pasakymus iš animacinių filmukų, kad buvo susitapatinę su animacinių filmukų veikėjais. Tyrimo rezultatas patvirtino hipotezę, kad animacinių filmukų žiūrėjimas lemia tokį kalbos išmokimą, kuris artimas gimtajai. Prieinama prie išvados, kad, norint taip veiksmingai įsisavinti kalbą, pakanka žiūrėti animacinius filmukus, nors kalbos vartojimas ir ribotas. Šis teiginys paremtas ir kalbininkų išvadomis, kuriose teigiama, jog vaikai iki šešerių metų gali pasiekti geriausių rezultatų mokydamiesi tokio anglų kalbos tarimo, kuris beveik nesiskiria nuo gimtosios. Mokymosi galimy­bės labai sumažėja sulaukus trylikos metų, o tarp šešerių ir trylikos metų tikėtina, kad rezultatas bus teigiamas. Studentai, kurie buvo apklausti, žiūrėjo amerikietiškus animacinius filmukus nuo ankstyvos vaikystės iki paauglystės ir tokiu būdu pagerino savo klausymo ir kalbėjimo įgūdžius. Pasibaigus paauglystei, jie patobulino savo rašymo ir skaitymo įgūdžius naudodamiesi kitomis informacijos priemonėmis, labiausiai internetu

Implementation of the critical thinking blended apprenticeship curricula and findings per discipline: foreign language teaching

Critical thinking is a central element in higher education, designed to respond to authentic challenges that our society currently faces: the emergence and spread of fake news, disinformation, and manipulation. There is a consensus regarding CT’s importance and role in higher education. Nevertheless, CT skills are often implicitly mentioned and only occasionally included in university curricula explicitly. The present paper aims at analysing how CT can be measured and tested in higher education, and it proposes specific tasks designed to increase the use of CT within the theoretical framework defined by Peter Facione and Paul Elder. Updated course descriptions were tested, and students’ feedback was analysed and discussed. CT was measured by pre-questionnaires, mid-questionnaires, and post-questionnaires to establish the effectiveness of coherently implementing CT into the course descriptions. The survey includes answers to open questions to determine the suitability of the tasks proposed. The present research is part of the international Erasmus project “Critical Thinking for Successful Jobs”