The COVID-19 pandemic has challenged the world for a year, where a study in China showed that the disease increased psychological distress among adolescents and college students, such as anxiety about the academic setback, economic effects, and impact on their daily life. However, a further study examining the impact of the disease on the mental health of students is required. Social support is the most vital psychosocial protective resource, where effective coping can reduce stress levels and prevent individuals from experiencing (...) more severe psychological distress. Therefore, this study investigated the coping strategy, social support, and psychological distress among university students in Jakarta who are also the epicenter of COVID-19 in Indonesia. The psychological distress and coping strategy variable were measured through the Hopkins Symptoms Checklist-25 and the COPE Brief instrument, respectively. Meanwhile, the Multidimensional Perceived Social Support-12 instrument was used to measure the social support variable. The study was disseminated via an online form and the number of research subjects included 250 students who matched the research criteria, including DKI Jakarta domicile and active students registered in the area that were confirmed to be COVID-19 positive. According to the results, coping strategies and increased social support were significantly correlated with decreased psychological distress and may serve as the basis for interventions. (shrink)

This article demonstrates the ‘patterning’ of the ways discourse markers such as okay, right and yeah are used in academic lectures by native speaker lecturers. It presents an analysis of a) what the lecturers thought they would say and b) what they actually say in comparison to what the lecturers actually do say. In other words, it focuses on the differences between expectations of what would be said and speech, that is, what is actually said.The data comprise verbatim lecture transcriptions (...) of four native speaker lecturers of different disciplines, analysed using a discourse analytical approach. The findings and discussions exhibit the reasons for the differences between the ‘anticipated’ and ‘real’ meanings of the use of these discourse markers.They also reflect upon the significance of non-verbal features in determining the actual functions of these markers. In short, this article highlights the reality use of okay, right and yeah as interactive conversational markers in academic lectures. (shrink)

The human being is the most wonderful creation of God and the highest sign of his infinite power. Humanity is capable of achieving all divine perfections. God created them to reach the position of God’s closeness and God’s successor on Earth, and this path will not be realised except by the correct education. A human is a divine being who has settled in this earthly world, and correct education is the only way to achieve that sacred truth. Divine prophets have (...) come to prepare the Earth for this great transformation in human existence and guide them to the light of divine teachings. There is no doubt that if human beings are not educated according to divine standards, they will remain at the level of animality. The Holy Qur’an, as the most precious Islamic divine book, presents the best way of education based on the knowledge of the truth of humanity and their needs. In addition, it is appropriate to discuss the role of behavioural gentleness in the education of people, and in this regard, the Qur’anic verses have been reviewed carefully. Therefore, the aim of this manuscript is to study the Islamic teachings in education with an emphasis on behavioural gentleness.Contribution: If curriculum planners and educators in general pay attention to Qur’anic teachings in education and base their curriculum and educational programs on Qur’anic teachings and according to characteristics and abilities and appropriateness of methods, and if the contents are paid attention to and educational programs are produced based on the will and authority of the educators, we will definitely witness progress and development in educational systems on the one hand and development and progress in all levels of life. (shrink)

This collection brings together a selection of writings on art by the internationally acclaimed novelist, historian and critic Marina Warner. For 30 years Warner has published widely on a range of art-world subjects and objects, from contemporary installation and film works to paintings by Flemish and Italian Renaissance masters, through Victorian photography and twentieth-century political drawings and prints. Warner's extraordinary curiosity in art and culture is conveyed in writing that is at once poetic and playful, elegant and rigorous, training our (...) eyes on the smallest of details while painting a broad-brushstroke landscape of art past and present. Themes familiar to Warner's readers--myth and fantasy, psychic and sexual experience, the vast and marvelous expanse of the human imagination--are treated in the lectures and articles, stories, interviews and essays contained here, some of which are published for the first time or republished from out-of-print sources. For the first of two volumes, editor Vivian Sky Rehberg has assembled themed sections titled "Playing in the Dark," "Telling Tales" and "Phantom Technologies." Texts include interviews with Tacita Dean and Paula Rego; catalogue essays on Leonora Carrington, Henry Fuseli, Zarina Bhimji, Tony Oursler and Fischli/Weiss; articles on Tracy Emin, Marlene Dumas, Louise Bourgeois; stories for artist's books by Kiki Smith and Helen Douglas; and lectures on Francis Bacon, Hieronymous Bosch and William Kentridge. "The Symbol Gives Rise to Thought" invites us to explore new ways of seeing and engaging with the traces of our artistic heritage. Marina Warner is a writer of fiction, criticism and history. Holder of 12 honorary degrees and two honorary fellowships, Warner is a Fellow of the British Academy and of the Royal Society of Literature. She has judged the The Jerwood Drawing Prize and the Turner Prize; she is a regular broadcaster on the BBC, and has taught and given lectures worldwide, including the National Gallery and ICA, London and the Prado in Madrid; she has delivered the Presidential Lecture at Stanford University and the Carpenter Lecture at Harvard. She has been awarded a CBE, Chevalier de l'Ordre des Arts et des Lettres, France and Commendatore dell'Ordine della Stella di Solidareità, Italy. Warner is a winner of the Aby Warburg Prize and a Getty Scholar. Vivian Sky Rehberg is an art historian and critic based in Paris and Rotterdam. A founding editor of "Journal of Visual Culture," she is a contributing editor of "Frieze," and has written for numerous contemporary art publications. Previously Chair of the department of Critical Studies at Parsons Paris School of Art + Design, where she taught modern and contemporary art, Rehberg is currently Course Director for the Masters in Fine Art at Piet Zwart Institute in Rotterdam.. (shrink)

This paper aims to think or rethink the concept of home as the contemporary avatar of the age-old question of self-identity. In dialogue with Shlomo Biderman, a comparative philosopher without borders who feels at home both in Jewish and Indian sources, the author assembles a philosophical jigsaw-puzzle made of different materials from different thinking traditions in attempt to reveal a new picture of home (and self) compatible with the changing world of immigration, relocation, dislocation and displacement, a world of emigrants, (...) refugees and exiles, in which we live. The puzzle pieces include Plato’s cave, Isaiah Berlin’s “inner citadel”, Shmuel Yosef Agnon’s “Ad Hena”, Herman Melville’s “Bartleby the Scrivener”, Salman Rushdie’s “Imaginary Homelands”, Midrash Bereshit Rabbah, the Bhagavadgītā and Śaṅkara, Paul de Man on translation and Zarina Hashmi’s artwork “Home is a Foreign Place”. The discussion culminates in reflection on translation and the foreignness embedded even in one’s own mother tongue which only the translator (or Rushdie’s “translated man”) can see and feel. If foreignness and alienation are recognized as the common human denominator, and one can sober up from the fantasy of restoring an Edenic past (and language), primordial and complete, then perhaps from within the shards of language, of humanity, a different type of home can be envisioned, based on solidarity and compassion. (shrink)