The Psychological Effects of Depression in Virginia Woolf’s Mrs. Dalloway

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This research explores the psychological dimensions and personality development of the main characters in Virginia Woolf’s Mrs. Dalloway using a literary psychological approach grounded in Freud’s psychoanalytic theory. The study focuses on Clarissa Dalloway and Septimus Warren Smith, examining how their inner experiences reflect the dynamics of the id, ego, and superego. Clarissa’s outwardly composed and socially acceptable persona conceals deeper emotional conflicts and existential concerns, while Septimus embodies the psychological trauma of war, expressed through hallucinations and emotional breakdown. The analysis reveals how societal expectations, personal experiences, and mental health challenges shape each character’s identity and behavior. Through this lens, Mrs. Dalloway is shown to be a rich narrative of emotional struggle and psychological depth, offering insight into the complex interplay between individual psyche and social reality.

The Kopi Lokal Islami Learning Model: Alternative Solution in Supporting 21st-Century Skills and Students Character

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This study aims to develop a learning model that enhances 21st-century skills and character development among university-level students. Skills such as critical thinking, creativity, communication, and collaboration with character are crucial for facing the challenges of the Fourth Industrial Revolution and Society 5.0. Therefore, an appropriate learning model is needed for both schools and higher education institutions. The learning model developed in this research is the KoPI Lokal Islami, which integrates cooperative, project-based, and inquiry-based learning with local wisdom and Islamic values. This model was developed using the Dick and Carey Development Model. The outcomes of this study include the KoPI Lokal Islami Learning Model, teaching materials, 21st-century skills assessment tools, and character assessment instruments for prospective science teachers at the university level. Based on expert evaluations and small group testing, the KoPI Lokal Islami Learning Model is deemed highly suitable for implementation. Feedback from students (89 participants) also strongly supports the application of this model in fostering 21st-century skills and character development.

The Benefits of Cooperative Teaching Applied Through Projects to Improve Learning for Students with Autism Spectrum Disorder

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People with autism spectrum disorder (ASD) are characterised by severe limitations in nodal connectivity of information, which can involve some or several levels of the neuropsychological information processing system to various degrees. For this reason, in besides treating behaviours formally expressed by international classifications, it´s necessary to apply programmes to facilitate functional connectivity and fluidity over knowledge processing, in this sense, the cooperative project-based method can help neural networks interact and support the perception and subsequent processing of information.

A total of 10 participants took part in this study, divided into two groups of 5 students each. One of the groups included a student with level 1 ASD (n: 5). All students belong to the same class and are studying all subjects corresponding to first grade of secondary education. Results confirmed the hypothesis that project-based work in small cooperative groups is effective, with all students showing improvement compared to the other two didactic methods implemented: practical and expository. Moreover, it was also observed that the group in which the student with ASD participates has not impaired the knowledge process, but, on the contrary, provides benefits that exceed the second group of exclusively neurotypical students (n: 5) in the statistics applied.

The Phenomenon of Chinese Cultural Implications Lost in the English Translation of The Analects—Case Study of Legge’s Translation

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In the context of accelerated globalization, the international dissemination of Chinese culture has become a task of great strategic importance and received great attention from all walks of life. As a classic work of traditional Chinese culture, the English translation of The Analects plays a crucial role in presenting Chinese wisdom and values to the world. James Legge’s English translation of The Analects had a great influence on the West. However, some problems deserve careful study. Based on Venuti’s translation theory, this paper analyzes James Legge’ s English translation, The Confucian Analects, classifies the phenomenon of the loss of cultural implications in the original language, explores its causes, and proposes appropriate translation strategies. The aim is to provide useful information on the practice of translating Chinese classics into English, effectively promote the broad and effective dissemination of Chinese culture, strengthen the soft power and international influence of Chinese culture, and promote in-depth exchange and harmonious coexistence between different cultures. It is shown that the loss of cultural implications is manifested mainly in philosophical concepts, historical allusions, and ritual terminology. The phenomenon is largely caused by language differences, cultural estrangement, the impact of the translator’s identity and considerations for target readers. Given the limited number of translation examples selected for this paper, future research should further broaden its horizons and explore the best opportunities to present China’s unique cultural qualities in traditional classics.

The Influence of Staff Participation, SOP Compliance, System Integration, and Management Commitment on the Data Quality of Telecommunication Tower Assets at XYZ Ltd

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This study aims to examine the influence of staff participation, compliance with standard operating procedures (SOPs), system integration, and management commitment on the quality of telecommunication tower asset data at XYZ Ltd. XYZ Ltd, a company engaged in the provision of telecommunications infrastructure, faces challenges in maintaining the quality of its tower asset data, particularly with respect to data validity and completeness. A quantitative approach with a cross-sectional design was employed, involving 231 respondents selected through purposive sampling from a total population of 537 employees. The results of multiple linear regression analysis indicate that staff participation, system integration, and management commitment have a positive and significant effect on the quality of telecommunication tower asset data at XYZ Ltd. In contrast, SOP compliance does not exhibit a statistically significant effect. Among the variables examined, management commitment exerts the most substantial influence on data quality. Future studies may consider incorporating additional variables such as organizational culture, human resource competence, or information system quality to achieve a more comprehensive understanding of the factors affecting data quality.

Family Structure and its Impact on Cognitive Development in High School Students: A Critical Perspective

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This study critically explores the impact of family structure on the cognitive growth of high school students. Family structure plays a pivotal role in shaping the cognitive development of adolescents, influencing their academic performance, problem-solving abilities, and overall intellectual growth. With changing family dynamics globally, including nuclear families, single-parent households, extended families, and blended families, it becomes essential to understand how these variations affect cognitive outcomes during the formative high school years. The research adopts a mixed-methods approach, combining quantitative assessments of cognitive abilities with qualitative interviews to gain deeper insights into students’ experiences within different family environments.

The study reveals that students from stable family structures, characterized by consistent emotional support and effective communication, tend to exhibit enhanced cognitive abilities, including better memory retention, critical thinking, and adaptive learning skills. Conversely, students from disrupted or less cohesive family environments may face cognitive challenges due to stress, reduced academic engagement, and limited access to educational resources. However, the findings also highlight that family structure alone does not determine cognitive growth; factors such as socioeconomic status, parental education levels, and school support systems play significant mediating roles.