The Fifth International Conference on Social Science Public Health and Education (SSPHE2022)

Sanya, China

December 12-14, 2022

Submission System

Keynote speakers

Prof. Shuo Zhao Prof. Shuo Zhao
Communication University of China
Topic: European Bilingual Education Policy and Model in Bologna Process

Abstract: First it will introduce CLIL education policy in EU (Content and Language Integrated Learning). Then development of bilingual education in EU will be discussed. Based on bilingual education model curriculum design of bilingual education in European Union is expounded with case analysis of bilingual education in Luxemburg and France. Evaluation on bilingual education will be put forward at last.
Prof. Jan Treur and Dr. Gülay Canbaloğlu Prof. Jan Treur and Dr. Gülay Canbaloğlu
Vrije Universiteit Amsterdam and Koç University
Topic: Computational Analysis and Simulation of Organisational Learning

Abstract: Organisational learning emerges as a cyclic interplay of various mechanisms at different levels. To analyse and simulate organisational learning computationally, the self-modeling network modelling approach from AI provides a powerful means to address the complexity of the interaction of different mechanisms and the control over them. In this keynote speech, recent developments are presented showing how this approach can be used to analyse and simulate complex processes of organisational learning. This covers both feed-forward learning to learn shared team or organisation mental models out of individually learned personal mental models and feedback learning to let individuals learn personal mental models from shared mental models. It is shown how by a self-modeling network, the different types of learning can be modeled using a first-order self-model for the learning and a second-order self-model level for the control over the learning. It will be discussed how this may be applied in the context of improving safety in health-related organisations such as hospitals.
Prof. Dehong Luo Prof. Dehong Luo
Huaihua University
Topic: Effects of Home Language and Socioeconomic Status on Modern Standard Written Chinese Literacy

Abstract: The effects of home language (HL) on academic language literacy have been extensively discussed. However, previous research has mostly focused on Indo-European languages. This study extended previous studies and the literature by using data (n = 17,600) collected in a diversified language area: Guangxi, China. We examined the effects of four HLs and four socioeconomic factors by using modern standard written Chinese literacy as an outcome across three developmental levels (ages 10.45, 12.31, and 14.72). The results support the bilingual advantage of literacy and the effect of socioeconomic factors on literacy, significantly indicating that (a) monolingual Putonghua speakers at home performed poorest in school grades 3-8, (b) participants speaking dominant Putonghua and monolingual heritage language performed the best in Grades 7-8, (c) monolingual heritage language speakers performed the best in Grades 5-6, and (d) maternal and paternal occupation classes were more influential for Grades 3‒6 and Grades 7‒8, respectively, while the availability of books contributed more to Grades 3-6 than to Grades 7-8. We discuss our findings from the social perspective and explain why monolingual heritage is its own form of bilingualism. We conclude with suggestions for further research.
Prof. Zhengqi Ma Prof. Zhengqi Ma
Communication University of China
Topic: Translation to Cultural Others of China Made Films and TV Dramas

Abstract: Translation plays a key role in film and TV drama exchange between different cultures. China has vast experience in translating foreign films and TV dramas in the past 70 years. In the context of “One Belt One Road”, translation of China made films and TV dramas plays an important role in building a favourable image of the country. The speech reviews the current practice of film and TV drama translation to cultural others, focusing on C-E translation theories and methods with case studies.
It covers 3 topics. 1. Three linguistic features of movie texts, including sociality, theatricality and synchronization. 2. Translation principles, based on those features, comprising lifestyle, characterization and rhythmic equivalence. 3. Three case analyses of movie Shadow and TV drama Return of the Pearl Princess to illustrate the three principles.
Prof. Jin Su Jeong Prof. Jin Su Jeong
University of Extremadura
Topic: Sustainable mathematics education with active methods in cognitive and affective domain research

Abstract: The mathematics education for sustainable development (MESD) has been contemplated as a critical establishment while its idea is connected with the typical ecology and economy issues in higher education institutions (HEIs). Thus, in mathematics education, information, and communication technologies (ICTs) are adjusting its teaching and learning. Here, the active flipped classroom for SD is a pedagogical method in which the traditional classroom setting is flipped. With this methodology proposed, normal lectures inside of the classroom are delivered outside of the classroom. Therefore, the in-class time were utilized to complete students-centered learning activities related with solving problems/case studies, discussions and collaborative activities for SD. Flipping the classes for SD supports a more powerful learning and teaching because it deals with students who can more effectively participate in the learning outcomes. Likewise, it can accomplish better their cognitive and affective domain. Consequently, the active flipped classroom model for SD can indicate a promising tendency in mathematics education in HEIs. In particular, it can promote students’ positive outcomes, cognitive and affective domain. It could finally be used to confirm the most important flipped mathematics education for SD conforming to educational settings in more long-term education.
Dr. Lan Yang Dr. Lan Yang
Department of Curriculum and Instruction, EdUHK, China
Topic: Unraveling the power of feedback orientation in affecting emotions in learning situations

Abstract: While the power of feedback on student achievement has been evident in previous synthesis research based on over eight hundred meta-analyses (Hattie, 2009), considerately limited research has examined the role of students’ feedback perceptions. Students’ feedback perceptions matter to understand and unravel the complicated relationship between external feedback provided by teachers and students’ achievement. As feedback receivers, students have an active role in determining whether or not to use teacher feedback based on their perceived utility of teacher feedback, perceived capability of using it, and other feedback perceptions. This study focused on unraveling the link between feedback orientation (Linderbaum & Levy, 2010; Yang, 2021; Yang et al., 2014) and students’ learning-related emotions (i.e., the emotional quality of individual students’ experiences of learning) (Pekrun et al., 2011). We examined the relations among students' essential perceptions of teacher feedback (e.g., feedback utility, feedback self efficacy, feedback accountability, and feedback social-awareness) and three positive emotions (enjoyment, hope, and pride) in learning situations through a survey study. With a large sample size of secondary students in mainland China, the results showed significant positive correlations among the four feedback orientations and three positive emotions. Two further SEM analyses revealed that students' perceived feedback usefulness was the strongest predictor of positive emotions, followed by feedback accountability and self-efficacy to use teacher feedback. Specifically, feedback utility appeared to be the strongest predictor of learning-related enjoyment, hope, and pride. Feedback accountability predicted enjoyment most, followed by hope and pride. Feedback self-efficacy predicted learning-related hope most, followed by enjoyment and pride. Unexpectedly, feedback social-awareness was not a significant predictor of the three positive emotions after controlling the other three feedback orientations. The results indicated the significance of understanding students' feedback orientations to unpack its power in affecting students' positive emotions as essential indicators of emotional well-being in school settings. Detailed implications and future directions will be discussed.
Dr Faryal Razzaq Dr Faryal Razzaq
CEO, The FEEEL (PVT) LTd. & Director, Center for Ethics, Karachi School of Business & Leadership, Pakistan.
Topic: Emotional Wellbeing in VUCA times

Abstract: We are living in a volatile, uncertain, complex and ambiguous time (VUCA). The ever changing VUCA times have brought a lot of unforeseen stress affecting our mental wellbeing and emotional states. Emotions are an integral part of being human. Our wellbeing, decision making, and relationships are driven by emotions. Researchers contend that Emotional Intelligence (EQ) is the skill of the future, and post-COVID-19, EQ is the most essential skill! Emotional Intelligence is to understand your own & others’ emotions and apply this knowledge in an effective way to influence behaviors. Since the rational brain is overpowered by the limbic brain in extreme emotional distress, it is important to know how to maintain mental robustness in situations like, work stress, anxiety, anger, frustration etc.
The focus of the talk is to change mindset & changing perspectives to realize the false mental conditionings for emotional wellbeing. To lead a productive and meaningful life myths of emotional & societal beliefs about how emotions should be approached and handled needs to be busted. It is important to realise why emotional wellbeing matters and how we can learn to become emotionally intelligent.

About Us

2022 5th international Conference on Social Science,
Public Health and Education (SSPHE 2022)
December 12-14, 2022 | Sanya, China