Emphaty

Problem Statement: Today, where the relationships among people have increased and concentrated, maintaining powerful communication channels with the individual(s) is significant for conducting healthy and sustainable relationships with others. Social roles assigned to gender and physiological differences determine the understanding of individuals of the emotions and thoughts of their counterparts. Empathy is among the precursor factors in the initiation and maintenance of healthy interpersonal relationships; reduction of conflicts and resolution of problems; and gratification in relationships. Thus, a study to review the dissertations on empathy and investigate the variances on gender is of utmost importance to clarify the differences between the empathic behaviors of males and females. Purpose of Study: This meta-study aimed to use the data collected from the dissertations submitted in Turkey to answer the following research questions on empathy: " Does empathy differ based on gender? " ; " Do the levels of education of the students affect the differentiation of empathic tendencies based on gender? " ; and " What is the difference between empathic tendencies based on gender in the dissertations submitted before 2009 and in 2010 and later? "

Kemampuan empati adalah kemampuan untuk mengetahui perasaan orang lain. Empati
dibangun berdasarkan kesadaran sendiri, semakin anak terbuka pada emosi diri sendiri semakin terampil
anak dapat memahami perasaan orang lain. Kemampuan berempati yang rendah ditemukan pada anak
usia 5-6 tahun di PAUD Bina Bangsa Islamic School, hal ini dapat dilihat dari kebiasaan anak sehari-hari di
sekolah yang belum mampu menunjukkan pemahaman terhadap perasaan teman dan bagaimana bertindak
terhadap teman maka diperlukan penerapan cooperative learning yang dapat menstimulasi kerjasama
dan interaksi pada anak sehingga dapat meningkatkan kemampuan berempati yang baik. Penelitian ini
dilaksanakan pada tanggal 13-10 april 2017 di PAUD Bina Bangsa Islamic School menggunakan metode
penelitian tindakan yang dilakukan sebanyak dua siklus dengan kriteria keberhasilan sebesar 70%.
Tujuan pada penelitian ini yaitu untuk mengetahui bagaimana proses cooperative learning meningkatkan
kemampuan berempati anak usia 5-6 tahun. Berdasarkan hasil penelitian yang diperoleh kemampuan
berempati anak usia 5-6 tahun dapat ditingkatkan melalui cooperative learning dengan hasil penelitian
sebesar 22% pada pratindakan, kemudian meningkat pada siklus I menjadi 50,43%, dan pada siklus ke
II meningkat kembali menjadi 96,42%. Berdasarkan data yang diperoleh maka dapat disimpulkan bahwa
kemampuan berempati anak usia 5-6 tahun dapat ditingkatkan melalui cooperative learning.

La construcción histórica moderna de la subjetividad individual y la división heterosexual del cuerpo que tuvo influencia en los discursos estéticos, clásicos y modernos del arte, terminaron paradójicamente por invisibilizar el cuerpo del artista y del espectador como sujetos sexuados-genéricos. El giro performático de inicios de la década de 1960 representó para las artistas un cambio en las diversas concepciones y posibilidades estéticas acerca del cuerpo y la mirada. Desde este planteamiento el presente texto desarrolla un entramado histórico del cuerpo moderno y su injerencia en la performance feminista moderno. Usando como excusa la performance “Sobre la Av. México” de la artista mexicana Chantal Peñalosa, se plantea pensar en el cuerpo performático en el arte, como un medio subversivo que
posibilita una política de la presencia, además de modificar y reflexionar el papel de la mirada y el cuerpo como espacios empáticos.

The theoretical framework on which this presentation is based is the Empathy Map, a tool of the Bu- siness Model Generation (Osterwalder and Pigneur, 2010). This model provides a means to structure consumer profiles coherently or to develop hypotheses about their profiles. The aim of this study is to characterize Portuguese football spectator tourists using the Empathy Map as a contribution to the development of effective marketing communication strategies by the football clubs. We made use of a national survey to assess the behaviour of football spectators as sports tourists and the Empathy Map was applied to the results. The survey questions were tested through exploratory factor analysis; to evaluate the socio-economic tourists’ characteristics we applied an ANOVA test. A review of current literature on consumer behaviour, marketing communications and sports tourism is also presented. The article produces a visual map in order to demonstrate how the technique can be used to support decision making in sports tourism and marketing communication. Our results reveal that the football spectators vibrate with victories, hear friends and family, and are influenced by digital media; they carefully observe the teams in the game, the friends, and the animation of the event. They also celebrate the goals, they participate actively in the event and support their team. On the other hand, the football spectators as sports tourists are concerned about the safety and about the access to the stadiums. This instrument provides an example of how sports managers can get to know the behaviour of football spectator tourists more deeply, together with the envi- ronment and the factors that influence it. This technique can thus be an aid to the development of more effective decisions in the scope of animation in the stadiums, security inside and outside the stadiums, in accesses to the stadiums and communication through the web and social networks appropriate to various targets. The empirical application of the Empathy Map is to characterize foot- ball spectators as sports tourists. This framework has been used to understand the consumer pro- files of micro, small and medium enterprises, large companies and start-ups. However, it has never been used to characterize the football spectator and its empirical application is unusual.

T his paper explores learning approaches for human rights education focusing on the ethics of care. Human rights education is primarily aimed at understanding principles of human rights as a core to support democracy, and to provide a basis to societies that promote justice and peace in the world (Osler & Starkey, 1999). In human rights education , it is vital to understand human rights in the context of politics and everyday realities, that might be different from the ideals of human rights, and to explore human rights as a tool for change and transformation (Osler & Starkey, 2010). Hence, human rights education may involve not only an endorsement of human rights principles, but also emotional engagements such as imagination, empathy, and support to encourage students to commit to human rights issues. With regard to emotional engagements, this paper argues that pity and compassion are different sentiments. Drawing on Nel Noddings' conception of the ethics of care, it discusses theories and practices of compassionate learning of human rights education which would provide more inclusive approaches for social justice than the liberal theories of justice (Okano, 2016). It examines a case study of human rights education at a junior secondary school in Japan which aims to promote caring attitude of students and encourage them to learn from others' struggles by taking their perspectives. It investigates the care approaches for human rights education which connect stories of particular individuals to the universality of human rights, and argue how they foster a sense of solidarity with common humanity.

The article demonstrates how engaged anthropology could be practiced in the face of the so-called refugee crisis in Europe. The author presents in detail three anthropological interventions conducted in Poland by the Centre for Migration Studies at the Adam Mickiewicz University: (1) the project “We’re All Migrants. (Re)covering Migrant Memory”, comprising an exhibition, educational programme, and ethnographic research which aimed at moving away from discussing refugees and migrants as “Others” and telling instead “our” own, Polish migration history; (2) the social campaign “Adopt a Lifejacket”, in which lifejackets worn by refugees when crossing the sea were placed in public urban space in Polish cities, the purpose being to evoke discussion about the absence of actual refugees in Poland; and (3) the campaign “Gallery without a Home” addressed to primary school pupils, who during a series of workshops on exile prepared illustrated and sound postcards for refugee children housed in camps in Serbia, Greece, and Italy (the postcards then make up a virtual and mobile gallery). The author criticises the sedentary perspective predominant in the public debate regarding refugees and migrants, and the reduction of the refugee/migrant figure to the category of “the Other”. She perceives a need to depart from the role of expert and to stimulate empathy by making people aware of the contingent nature of their lot in life and by emphasizing closeness to the other person rather than constantly focusing on differences. She points to the divergence between engaged and applied anthropology, and the related challenges facing anthropologists in Polish institutions who want to get involved in building social sensibility and interpersonal solidarity.

This book is a theoretical and practical guide in the field of social skills and social competence, based on decades of experience gained by the authors as researchers and professionals in psychology. The book was written for students and professionals who are involved in some way improving individuals´ social skills in different contexts, such as clinical, educational, organizational and community settings. The authors present the conceptual foundations, procedures, techniques, strategies and practical guidelines for planning and conducting effective programs aimed to social skills and social competence.
In the first part of the book, key concepts and fundamentals on the area are presented, as well as the basic behavioral classes of social skills and their non-verbal and paralinguistic components. The authors also propose a portfolio for the assessment of clients’ social skills deficits and strengths to thereby define the aims and procedures of interventions.

The second part focuses on guidelines to select and use procedures and techniques for promoting social skills and social competence. The authors present experiential activities that they created in previous interventions and that were tested in their research, showing evidence of effectiveness. Suggestions on how to evaluate participants’ repertoires and how to use these ideas in intervention planning are also described.

Finally, in the third part of the book, the authors go further presenting practical guidelines for planning and conducting programs and sessions to promote social skills and social competence, in either group or individual settings.

The contribution “Children’s Literature and Migration. Theoretical Perspectives and Resources for Practice” focuses on picture books and the possibilities to use them in multicultural contexts for an education for tolerance. Against the background of a critical multicultural debate, she discusses the potential of selected, internationally available picture books with and without text, which deal with migration or aspects of “otherness”, for the promotion of an intercultural education, describes suitable starting points and mentions potential pitfalls. The contribution gives special attention to the chance to arise empathy by means of texts and especially images. The theoretically founded article closes with concrete indications for the use of such picture books in the educational work with children from different backgrounds, also and in particular with migrant children.

Bu araştırmanın amacı, gençlerde nesiller arası normatif dayanışma ve empati düzeyi arasındaki ilişkinin incelenmesidir. Araştırmanın örneklemini kolay ulaşılabilir örnekleme yöntemi ile seçilen 18-29 yaş arası 500 genç oluşturmuştur. Veri toplama aracı olarak, Ailelerde Nesiller Arası Normatif Dayanışma Ölçeği ve Empati Düzeyi Belirleme Ölçeği kullanılmıştır. Değişkenler arasında ilişki ve anlamlı bir farklılık olup olmadığının belirlenmesi için t-testi, Anova kullanılmıştır. İkili ilişkilerin yönü ve gücü ise, korelasyon analizi ile belirlenmiştir. Araştırma sonuçlarına göre, gençlerin normatif dayanışma puanlarının ve empati düzeylerinin yüksek düzeylere yakın olduğu belirlenmiştir. Gençlerde normatif dayanışma ile cinsiyet, ebeveyn eğitim durumu ve algılanan gelir durumu arasında anlamlı farklılıklar bulunmuştur. Ayrıca gençlerde normatif dayanışma ile empati düzeyi arasında pozitif bir ilişki bulunmuştur. Bu araştırma ile, toplumsal değerlerimizin korunması ve sürdürülebilmesi için oldukça önemli olan ve nesiller arası dayanışmanın bir boyutunu oluşturan normatif dayanışma ile empati düzeyi belirlenerek literatüre katkıda bulunulacağı düşünülmektedir.

The aims of this paper were to explore the influence of personality characteristics on students' emotional intelligence. The study involved 87 university students (future preschool teachers). The sample is homogeneous. The "Emotional Intelligence" test (EmIn) (D. Lioussine), "The Big Five Personality Test" (5PFQ), "Test of empathic abilities level" by V. Boyko were employed. Methods of descriptive statistics, Spearman correlation analysis, Kruskal-Wallis one-way analysis of variance and structural analysis (by A. Karpov) were used. Mathematical data processing and graphical presentation of the results were carried out using the computer software package of statistical software SPSS 17.0. The results of this study confirm the suggested assumptions about the existence of reliable statistically significant relationships between the emotional intelligence, its components and students' personal characteristics, and dependence of the emotional intelligence level from the peculiarities of the personality characteristics structural organization (p≤0.01). The elucidation of these regularities can be used to improve the psychological techniques of the development and correction of emotional intelligence among preschool education students.