Global Journal of Human-Social Science
Altai-Tarbagatai Region in the XIII-XIV Centuries (based on the Writings of Guillaume de Rubruck and Plano Carpini)
The Altai-Tarbagatai region occupied an important strategic and political position within the medieval Mongol world during the XIII-XIV centuries. This study investigates the historical geography of the region on the basis of the travel accounts of Giovanni da Pian del Carpine and William of Rubruck, combined with Kazakh historical traditions, toponymic evidence, and ethnographic data. Particular attention is devoted to identifying the possible locations of the palaces, hordes, and seasonal residences of the descendants of Genghis Khan, especially the domains of the Ogedei and Jochi dynasties in Eastern Saryarka, Altai, Tarbagatai, and the Irtysh basin. The article further analyzes the role of ancient communication networks, including caravan, military, and diplomatic routes such as the Bukhtarma road, which connected Central Asia, Siberia, and China. Comparative examination of medieval narratives with later Kazakh socio-political geography demonstrates the continuity of nomadic settlement systems and dynastic territorial traditions across centuries. The study concludes that the accounts of medieval travelers provide significant evidence for reconstructing the political landscape, migration patterns, and communication systems of the Mongol and post-Mongol era in East Kazakhstan.
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Namangan Viloyati Madaniy Hayotida Ziyolilar Va Kutubxonalarning O'rni: Sovet Va Mustaqillik Davrlarida Shakllanish, Statistik Tahlil Va Rivojlanish Tendentsiyalari
Background: Libraries and the intellectual community they serve have constituted the backbone of cultural life in Namangan region from the early twentieth century to the present. The region's rich history of Islamic scholarship, combined with Soviet-era mass literacy programmes and post-independence cultural policy, has produced a uniquely layered library landscape. Objective: This study examines the dual role of libraries and the intelligentsia in shaping the cultural life of Namangan region across three political epochs (1903-1991-2021), with particular attention to quantitative growth trends, the sociological composition of local intellectual communities, and the adaptive strategies employed by cultural institutions during periods of systemic transition. Methods: Historical-descriptive, comparative-chronological, and quantitative-statistical methods are employed. Primary sources include regional state archive documents, official statistical publications of the State Statistics Committee of the Republic of Uzbekistan, contemporary local periodicals (Namangan Haqiqati, Pop Tongi), and data from regional information-library centre administrations. Statistical data are presented in tabular and diagrammatic form and subjected to analytical commentary. Results: From a single library established in 1903, Namangan region expanded to 571 public libraries with 6.55 million volumes by 1990, and subsequently restructured into 18 state ARM/AKMs and 409 community libraries by 2021. Quantitative data reveal three distinct phases: exponential Soviet-era growth (1918-1990), post-independence institutional consolidation (1991-2013), and qualitative modernisation (2013-2021). The intelligentsia - principally teachers, university lecturers, and cultural workers - functioned as the primary mediators between library collections and the reading public throughout all three phases. Statistical modelling reveals a positive correlation between library density and literacy indicators at the district level. Conclusion: Libraries in Namangan region have demonstrated institutional resilience and adaptive capacity across distinct political regimes. The intelligentsia's sustained engagement with library institutions - both as professional library workers and as promoters of reading culture through private home libraries and community initiatives - constitutes a defining feature of the region's cultural identity. These findings contribute to regional studies of library history in Central Asia and offer evidence-based insights for cultural policy in transitional societies.
Technology and Otherness: Postcolonial Perspectives on Brazilian Science Fiction of the 1960s
This article examines the relationship between science fiction and coloniality in Brazilian literature through a postcolonial reading of two short stories published in 1961: "O Desafio" ("The Duel") by Antônio Olinto and "O Menino e o Robô" ("The Boy and the Robot") by Rubens Teixeira Scavone. It starts from the premise that, although science fiction is often associated with technological speculation and futuristic settings, the genre also functions as a privileged space for reflecting on historical and social tensions. In the Brazilian context, such narratives frequently engage, either explicitly or implicitly, with the country's colonial past and with the legacies of slavery and racial hierarchy that continue to shape national identity. The objective of this study is to analyze how these narratives reconfigure structures of domination and alterity within technologically advanced societies. The analysis is grounded in postcolonial studies, particularly the contributions of Edward Said and Frantz Fanon, in order to examine how the texts reproduce, question, or negotiate colonial discourses related to race, cultural authority, and social hierarchy. The study demonstrates that in both stories the robot functions as a symbolic figure of subordinated alterity. In "The Duel," the robot T-55 embodies a technologically mediated version of the colonized subject, whose existence is regulated by human authority and by hierarchies of language and culture. In "The Boy and the Robot," the apparently harmonious relationship between the boy and the robot evokes the Brazilian myth of racial democracy, while simultaneously preserving paternalistic structures rooted in servitude and dependency.
Deliberate Closure of Constructed Spaces: An Anthropological Analysis of Backfilling and Sealing in the Ravne Tunnel System (Bosnia and Herzegovina) and Göbekli Tepe (Turkey)
Subterranean tunnel systems across Europe and the Near East frequently exhibit evidence of post-construction modification, including blockage, infilling, and structural segmentation. In several cases, these features appear to reflect organized phases of closure rather than purely natural depositional processes. The Ravne tunnel complex in Visoko Valley (Bosnia and Herzegovina) provides a particularly well-documented example, with extensive field observations revealing repeated dry-stone wall constructions and stratified backfill deposits throughout the system. Comparative analysis with underground sites in Cappadocia (Turkey), Ħal Saflieni (Malta), and Central Europe (Austria) indicates that intentional closure or controlled access restriction has been documented across multiple archaeological contexts, although it is expressed through different construction techniques and geological settings. At Ravne, the presence of 85 documented dry-stone walls, combined with sharply defined infill layers that contrast with the surrounding conglomerate matrix, is consistent with structured modification of subterranean passages. Radiometric analyses from associated tunnel contexts provide additional chronological constraints, with radiocarbon and Uranium-Thorium dating of speleothem formations and organic materials indicating multiple phases of human activity and subsequent environmental stabilization spanning from the Neolithic to historical periods. These data do not directly date the initial excavation of the tunnels, but they establish a minimum temporal framework for the structural features and later modification processes. Taken together, the stratigraphic, structural, and comparative evidence suggest that the Ravne tunnel system underwent systematic phases of modification, possibly including deliberate closure events. While alternative natural explanations cannot be entirely excluded in all cases, the recurring architectural patterns and contextual relationships observed across multiple sectors support the interpretation of organized human intervention. This study contributes to broader discussions on subterranean architecture by highlighting the importance of closure phases as a potentially underrecognized component of underground system use, transformation, and long-term preservation.
Religions as Intangible Cultural Heritage of Humanity in Ludwig Feuerbach
Comparative research applying the genetic-critical method with which Ludwig Feuerbach (1804-1872) analysed Catholicism (1841) and Protestantism (1844), among other religions not yet addressed by Feuerbach. For this purpose, the author examines other religions that are currently global: Vedic (or Brahmanic), Orthodox (Christian), Jewish (Hebrew), Muslim (Islamic), Buddhist, Spiritist (Kardecist), traditional African or diasporic, Taoist, Jainist, Confucian, Mormon, Shintoist, Wiccan, and Masonic (whose religious characteristic is postulated, despite being denied by the institution). Each of these is considered an intangible cultural heritage through which human identity has been historically objectified and can be assumed contemporaneously as they are interpreted according to Feuerbach's proposal. Exposing their humanistic and naturalistic vocations contributes to humanity becoming a future community of planetary destiny, because it is rooted in its identity diversity and preferential partnerships with nature in its historical development as we advance.
A Iniciação Científica como Pilar do Protagonismo Juvenil no Programa Ensino Integral (PEI) de São Paulo
A Iniciação Científica (IC) no ensino médio tem se consolidado como uma estratégia pedagógica relevante para o desenvolvimento do pensamento crítico, da autonomia intelectual e do protagonismo estudantil. No contexto do Programa Ensino Integral (PEI) do Estado de São Paulo, a pesquisa escolar assume papel importante na formação integral dos estudantes, favorecendo a articulação entre conhecimentos teóricos e práticas investigativas. Este estudo teve como objetivo analisar a contribuição da iniciação científica para a alfabetização científica e o protagonismo juvenil a partir de uma investigação experimental sobre a atividade antioxidante da fruta Noni (Morinda citrifolia L.). A pesquisa foi desenvolvida em uma escola pública paulista, no âmbito das aulas de Práticas Experimentais, utilizando abordagem de pesquisa-ação e metodologia investigativa. Os estudantes realizaram levantamento bibliográfico, coleta de amostras, preparo de extratos e testes fitoquímicos qualitativos para identificação de metabólitos secundários, além da avaliação da atividade antioxidante pelo método do radical livre DPPH. Os resultados indicaram a presença de compostos fenólicos, flavonoides, alcaloides, antraquinonas, saponinas, taninos e terpenos/esteroides, além de evidências de atividade antioxidante moderada. No plano pedagógico, observou-se elevado engajamento dos estudantes durante as atividades, favorecendo o desenvolvimento de habilidades científicas, como observação, registro de dados, interpretação de resultados e argumentação científica. Conclui-se que a IC no contexto do PEI contribui para a alfabetização científica e para a formação de estudantes mais críticos e autônomos.
Regulação Estatal Do Acesso À Educação Superior Pública: Análise Dos Indicadores Educacionais Do Brasil Entre 1995 E 2022
Esse estudo buscou analisar os resultados das políticas educacionais na rede pública brasileira a partir de indicadores educacionais relacionados ao acesso à educação superior, tendo em vista o modo de regulação do estado brasileiro em curso no período compreendido entre 1995 e 2022 .Para análise do objeto em seu movimento histórico e atual, nos orientamos pelo pensamento crítico de base marxista. O percurso metodológico baseou-se na pesquisa bibliográfica e documental de abordagem quanti-qualitativa, buscando perceber a realidade em movimento constante, ora de manutenção, ora de ruptura das políticas. Os indicadores de 1995 a 2022 evidenciaram que na graduação, houve aumento do 19 pontos na idade-etapa da população de 18 a 24 anos e de 236% no número de ingressantes, sendo 262% e 203% nas redes privada e pública, respectivamente, com a distorção entre as redes ampliada (pública, de 33% para 11%; e privada, de 67% para 89%); ampliação das matrículas totais, 537%, com redução da representatividade da rede pública; ampliação das matrículas públicas federais de pretos, pardos e indígenas, de 17,3% para 46,7%; crescimento das taxas bruta (de 9,5% para 38,6%) e líquida (de 5,9% para 20,2%) de matrícula; e, redução do percentual de concluintes comparado ao número de ingressantes quatro anos antes, de 62% para 35%, sendo de 63,4% para 42,7% na rede pública e de 61% para 34,1% na privada.
Using Visualisation and E-Learning Tools to Teach Statistical Concepts to Decisionmakers and Policy Planners
Statistics is an important tool in turning data into information and knowledge for decision-makers. It uses, but is not mathematics. Marriott et al (2010) stated it is about solving realworld problems. These often involve multidisciplinary teams with the statistician as part of the team but almost never the decision-maker. All members of the team need to understand the underlying statistical concepts, limitations and ‘uncertainties’ (such as data quality, biases and timeliness) associated with their data and analyses and that these data exist only in a given time and place. Statistics is at its most powerful in the real world is when it is treated as a science with repeatability and accumulation of evidence being important. The premise underlying this paper is that data visualisations and e-learning tools can be used not only to teach statisticians, policy developers and other decision-makers important basic statistics concepts but also as motivational and analytical tools demonstrating real-world applications and important policy uses of statistics and to initiate discussions about uncertainties related to the data. This paper gives a range of data visualisations and e-learning tools trialled by the author as teaching aids to help learners see through the mathematics to what is happening in the data.
On a Multiple Mother Tongues in the Democratic Republic of Congo (DRC): The Case of the University of Kinshasa
This paper set out to analyze the concept of Mother Tongue (MT) in a student community at the University of Kinshasa. The underlying hypothesis, based on the researchers’ experiences and observations, was that the concept of MT as viewed and defined by UNESCO (1953) with a combination of chronological and competence meanings, could not be applied so straightforwardly to this study setting in DRC, where the dominant languages in the repertoires of a number of young people are not necessarily the first languages acquired as children. It was then posited that the regional language, in this case Lingala, or the official language, in this case French, or indeed any other second national language like Ciluba, Kikongo or Kiswahili, could take up the role of a MT, that is, with a MT effect. In this respect, a multiple MT has been naturally envisaged. The Democratic Republic of Congo is a multilingual country par excellence, with around $250^{*}$ spoken languages, and in the capital city of Kinshasa, speakers of the four national languages, namely Ciluba, Kikongo, Kiswahili, and Lingala, interact daily in addition to the official language, French. No wonder any of these languages could end up emerging as the dominant one, depending on social backgrounds and domains of language use. Linguistic data were collected empirically as well as in classrooms, using both qualitative and quantitative observation and interview techniques, as well as a questionnaire with both open and closed questions. The informants were 100 sample students selected from a target population of the Department English and Business Computer Science, at the Faculty of Arts, University of Kinshasa. Using a number of psycho-sociolinguistic parameters to assess the dominant language (s) in the informants’ linguistic repertoires, it has been realized that the examinees are truly bilingual in French and Lingala.
Regulação do acesso à educação superior pública no Brasil: resultados da Lei nº 12.711/2012 sobre a composição étnico-racial dos estudantes matriculados nas Instituições Federais de Educação Superior (Ifes) no Brasil entre 2012 e 2022
O estudo analisa os resultados da Lei nº 12.711/2012 sobre a composição étnico-racial dos estudantes das Instituições Federais de Educação Superior (Ifes) no Brasil entre 2012 e 2022, a partir da evolução dos indicadores de matrículas de estudantes autodeclarados pretos, pardos e indígenas entre 2012 e 2022. De natureza documental, fundamenta-se no materialismo histórico-dialético, examinando o dispositivo legal objeto da pesquisa e as sinopses estatísticas da educação superior produzidas pelo Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep). Embora os dados utilizados não permitam distinguir entre cotistas e não cotistas, eles evidenciam a ampliação da presença de grupos historicamente excluídos nas Instituições Federais de Educação Superior (Ifes), com aumento das matrículas públicas federais de pretos, pardos e indígenas de 17,3% para 46,7% no período analisado. Conclui-se que a Lei de Cotas constitui uma política progressista que tem promovido avanços na equidade educacional. Defende-se sua continuidade e recomenda-se o fortalecimento de políticas complementares de permanência acadêmica, bem como a ampliação das discussões sobre o perfil e o desempenho dos ingressantes, com vistas à superação das desigualdades educacionais históricas.
Política de cotas; Regulação; Lei nº 12.711/2012; Acesso à educação superior pública
Visual Bridges: A Comparative Study Between Brazilian Sign Language (Libras) and Quebec Sign Language (LSQ)
This article presents a comparative analysis between Brazilian Sign Language (Libras) and Quebec Sign Language (LSQ), highlighting their historical, sociocultural, and political contexts. The study is grounded in a mixed approach that combines bibliographic research with field experience developed through an academic partnership between the Federal Institute of Paraná (IFPR), Curitiba campus, and the Université de Montréal (UdeM). As part of this experience, the research included a technical visit to the university, as well as direct contact with Deaf individuals and sign language interpreters who use LSQ in educational and social contexts. From this perspective, the article examines structural similarities and articulatory differences between Libras and LSQ, while also addressing their respective trajectories of recognition and affirmation. Beyond linguistic aspects, the study emphasizes the central role of these languages in the construction of Deaf identity and in the promotion of social inclusion. The discussion reinforces the idea that, despite their regional and cultural specificities, both languages share a common purpose: to ensure accessibility, visibility, and dignity for the Deaf communities they represent.
Praticas Pedagogicas Do Ensino Profissional Do Servico Nacional De Aprendizagem Industrial-Es: Uma Analise Dos Modelos De Formacao Implementados Entre 1948 e 1992
Este artigo, ao analisar a trajetória do Serviço Nacional de Aprendizagem Industrial – ES, opera com a bibliografia e análise documental para reconstituir com base em Bloch (2001) as práticas pedagógicas de ensino profissional. A problematização e a pesquisa lograram fazer emergir uma periodização não linear (para além da história institucional) da pedagogia que se vincula às Séries Metódicas Ocupacionais, indicando seu início em 1948 e seu declínio em 1992. Aponta, ainda, três subperíodos (1948-1963; 1963-1981; 1981-1992) nos quais os modelos monotécnico e multitécnico se alternam, permitindo, ou não, a oferta articulada da educação básica escolar, resultando assim numa disputa entre os cursos mais curtos e mais simples e os cursos mais longos e mais complexos.
Democratisation of Artificial Intelligence for the Benefit of Society and Humanity
Artificial Intelligence (AI) has become one of the most influential technologies of the twentyfirst century, impacting economies, governance, industry, and daily life (Brynjolfsson & McAfee, 2017; Russell & Norvig, 2020). While AI has the potential to boost productivity, innovation, and quality of life, its development remains concentrated in a few advanced nations and large tech companies. This raises concerns about technological inequality, digital monopolies, and unequal access to AI benefits. The democratisation of AI aims to improve accessibility, affordability, transparency, and ethical governance. This paper reviews AI’s technological evolution, its sectorial applications in industry, education, healthcare, and governance, and the economic dominance of few large corporations (Manyika et al., 2022; World Economic Forum, 2023). It discusses challenges such as the high cost of training large models, infrastructure needs, including GPUs and data centres, energy consumption, and skilled manpower shortages. Effective democratisation must address both AI creators and users, operating at production and access levels. Using policy analysis and case studies, the paper explores global efforts and India’s emerging role in fostering inclusive AI governance (Government of India, 2024; NITI Aayog, 2020). The conclusion emphasises that democratising AI is vital for equitable progress, requiring coordinated action by governments, industry, and academia to ensure AI benefits all of society and humanity (UNESCO, 2022; United Nations, 2023).
Linguistic Means of Russian-Speaking Extremists’ Speech (Based on Expert Practice)
The implementation of communication strategies and tactics within the Russian-language extremist discourse utilizes a range of specific linguistic means. These primarily include lexical and semantic units that substantiate extremist doctrines and shape the images of “victim” and “enemy.” In addition to lexical and semantic units, other linguistic means are also used: word-formation (e.g., suffixes and prefixes of nouns with connotations of disapproval or disdain); morphological (various instances of violation of grammatical usage); syntactic (exclamatory sentences, ellipsis, inversion, etc.); stylistic (metaphor, metonymy, synecdoche, allegory, hyperbole, litotes, etc.). In this work, we will characterize the lexical (lexical-semantic), syntactic, and stylistic devices that most influence the formation of the speech profile of a Russian-speaking extremist.
Bizarre Practices in Medicine Throughout History
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Contributions in History Teaching Training or What Interests and Concerns Advanced History-Teaching Students Today
The present paper considers different issues related to the possibilities and limits of History teaching in secondary schools in Argentina. What are the problems and worries of university History teaching students from the Universidad Nacional de La Plata? What questions do these students ask former teachers and principals from various public schools in La Plata? What are the social changes derived from different issues and matters of the function and organization of the educational system that affect the basic programs of History teaching training? To answer these questions, we propose a qualitative methodology with an ethnographical perspective that combines conversations and participant observations of teachers’ meetings to acknowledge the teachers’ knowledge and work. In addition, we contextualize this rich information with a brief depiction of the history of the educational system, policies, and History didactics in Argentina.
Students Performance in Literature-in-English Exploring Ghanaian students perception of the Influence of Pedagogy on Teaching and learning
The performance of Literature-in-English students at senior high schools in Ghana has declined. Over the past decade, less than half of the students have passed Literature-in-English, with performance dropping by more than 50% from 2007 to 2021. Pedagogical practices are a key factor influencing students’ results. Removing effective teaching from the process has serious consequences for students’ academic success. This study examined the impact of teaching methods on students’ interest and achievement in Literature-in-English at the senior high school level in Ghana. A descriptive research design was employed, and 601 students were selected using simple random sampling. Data was collected through the Teachers’ Teaching Methods Questionnaire (TTMQ). The findings show that teachers often do not incorporate real-life experiences into their lessons, depriving students of the chance to connect their learning to daily life. Furthermore, teachers tend not to assign challenging tasks or provide relevant reading materials. Students reported that their teachers prioritise examinations over the syllabus content. Teachers focus on preparing students for tests rather than equipping them with lifelong knowledge. The study confirms that teachers’ pedagogical skills can have a significant impact on students’ interest in a subject. It is recommended that Literature-in-English teachers receive regular professional development training in teaching, learning, and assessment methods.
Lessons to Guide AI Integration Efforts: An Illustrative Narrative of a Teacher Educator in New Zealand
Advances in technology have created the potential for a new era of learning that is both ubiquitous and authentically grounded in real-world contexts. However, there remains a gap between this theoretical potential and the lived experiences of teacher educators (TEs). To help bridge this gap, this study explored a TE’s lived experience. The study used a narrative inquiry approach to examine how the TE integrated technology into teaching and learning, offering insights into a range of pedagogical strategies. The narrative illustrates how the TE designed and implemented a range of pedagogical approaches that modelled effective technology integration, giving student teachers (STs) authentic opportunities to engage in technology-mediated learning aligned with the TPACK framework. Lessons learned, which emphasise the need for ongoing professional development that strengthens both technical competencies and technologyenhanced pedagogical approaches, offer valuable insights into the integration of artificial intelligence in teacher education, a process that is still in its early stages.
The Role of School Libraries in Promoting Access to Supplementary Books
The state school Centro Educa Mais Deborah Correia Lima has Annex II -Mamorana in the rural area, located in the municipality of São Bernardo, MA, which faces an economic deficit and limited access to social and cultural capital. This Annex II is attended by young people from farming families engaged in small-scale subsistence production based on planting and harvesting cassava, corn, and beans, and who are therefore financially disadvantaged. In view of this, the aim of this study is to analyze the development of reading practices in this Annex, taking into account the existence of a school library, the variety of literary genres, whether the environment is used by students, and whether they have a reading mediator. The study also examines how these students come into contact with paradidactic books and the influence of the absence of this cultural asset on broadening their academic horizons. The methodological procedure used for the research was a literature review and fieldwork based on semi-structured interviews, which were qualitative in nature. The results are the absence of a reading area and practices aimed at developing the habit of reading in Annex II -Mamorana.
Concept of Personality Development of Educators in Terms of Culture as Self and Mentoring Movement: Humanistic and Communicative Approaches
Axiology Model of Culture as Self and Mentoring teachers
research function of a teacher development
Individualized Transition Plan in Promoting Inclusion in Education: An Analysis After the Brazilian Law for the Inclusion of People with Disabilities (LBI)
Inclusion has become a priority on the global educational agenda, as demonstrated by the themes addressed in the UN 2030 Agenda, the Brazilian Inclusion Law, and the recent Plano Viver Sem Limites (Living Without Limits Plan) of the Brazilian Federal Government. For this study, we highlight an instrument, as a pedagogical strategy, whose ultimate goal is to enable the entry of the target audience of Special Education into the world of work, the Individualized Transition Plan (PIT). In this sense, we propose a systematic analysis of the literature with the following research question: What are the challenges and best practices for the transition of students with specific needs to adult life? This study is explored based on two milestones: one experienced temporarily in Basic Education, High School, and another legislative, the 2015 LBI. Furthermore, previous research points to significant gaps in the understanding of the functioning and effectiveness of PITs, highlighting the importance of an in-depth analysis of the current state of research. The research used the IRaMuTeQ software for discourse analysis, based on searches in the SCIELO, BVS, Brazilian Digital Library of Theses and Dissertations and CAPES journals databases, using the descriptors: “School transition plan”, “PIT” and “PEI”. As a result, 16 materials were identified for further analysis and elaboration.
individualized transition plan in education
The Influence of Mother Tongue(s)on the Learning and Teaching of English as a Foreign Language at Three Universities: The Case of Protestant, Kinshasa and Technological/Bel Campus Universities in the Democratic Republic of Congo
The Meanings of the Right to Memory and the Right to Forget and the (IN)Understandings of the Brazilian Supreme Court
The present study analyzes the meanings that the Brazilian Constitutional Court attributes to memory and forgetting, as a way of understanding the meanings of the right to memory and the right to be forgotten in Brazilian law. The research problem consists of verifying how the Brazilian Constitutional Court understands the similarities between the right to memory and the right to forget. The study is based on bibliographic research and adopts the phenomenological method in its approach. The study carries out a phenomenological analysis of memory and forgetting, investigates how forgetting can be elaborated in the information society and examines the Brazilian Constitutional Court’s understanding of the right to forget and the right to memory. The study argues that the right to memory is intended to protect political memories, while the right to be forgotten is linked to the protection of personality rights. The research criticizes the position adopted by the Brazilian Constitutional Court, for not having adequately understood the phenomenological dimension of memory and forgetting.
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Beyond Reality: An Integrative Theoretical Framework for Influence Marketing in the Metaverse
This study presents a theoretical model to dissect influence marketing within the metaverse, a burgeoning digital realm revolutionizing consumer-brand dynamics. Addressing the metaverse’s rapid expansion and AI’s role, it scrutinizes the impact of metahumans and virtual influencers on marketing strategies. The framework delves into influence mechanisms, interaction dynamics, and their influence on consumer engagement and brand perception, applying communication, social psychology, and media studies theories to the metaverse’s unique milieu. It investigates how immersion, presence, and interactivity affect marketing success, emphasizing the significance of authenticity and AI-enabled personalization in forging strong consumer-influencer bonds. This research enhances understanding of metaverse marketing, providing insights for strategists and suggesting avenues for future inquiry. By merging AI, metahumans, and virtual influencers in its analysis, the paper sheds light on influence marketing’s future directions, underlining the interplay between technology, societal trends, and consumer behavior, and signifying an advance in marketing strategies for the digital age.
Environmental Sustainability Practices in Large Brazilian Food Companies in Light of the 2030 Agenda Goals
The study aims to identify and discuss practices aimed at environmental sustainability in large Brazilian food companies in light of the 2030 Agenda goals and of the commitments made by the Brazilian Food Industry Association (ABIA) at Rio+20. The survey is of an applied, qualitative, exploratory nature and descriptive design, with documentary data collection anchored in the sustainability reports of sizeable Brazilian food companies selected for the study. Unlike the studies carried out in Brazil and other parts of the world, in this study, management for environmental sustainability was assessed in the light of the goals and targets set out in the 2030 Agenda. The results indicate that there has been progress in the Brazilian Food Industry about the commitments made in favor of sustainable development. Many measures adopted satisfactorily meet the objectives of the 20230 Agenda. However, intensifying of these practices is still necessary so that the industry effectively contributes to achieving a legitimate and acceptable level of sustainable development, especially in a country like Brazil, where the food and agriculture industry compete for space with biomes and sensitive ecosystems the activity economic.