American Research Journal of Humanities and Social Sciences

Humanitarian assistance remains one of the most significant yet complex concerns facing the contemporary international community. Delivering aid becomes particularly difficult in states affected by armed conflict, where political instability, territorial fragmentation, and competing claims of authority can prevent humanitarian organizations from reaching vulnerable populations. In areas controlled by rebel groups or other non-state actors, aid agencies often confront the difficult question of whether the principle of national sovereignty should limit efforts to protect civilians in urgent need. The end of the Cold War and the collapse of the Soviet Union further reshaped the international political environment, with the United States assuming a dominant role in many humanitarian responses. However, the experience of the 1992 intervention in Somalia, particularly the human and political costs associated with military involvement, exposed the limitations of conventional humanitarian operations. These developments contributed to wider debates over humanitarian intervention and the circumstances under which military action might be justified to address severe human suffering. Consequently, humanitarian crises increasingly became linked to broader questions of international responsibility, human rights, and the role of the global community.

Keywords: Humanitarian Intervention, International Community, Human Rights, Humanitarian Assistance, Non-Governmental Organizations, Sovereignty.

The growing use of data-driven technologies has created a widening need for graduates who can combine analytical knowledge with practical workplace capabilities. To address the gap between university-based learning and the evolving expectations of industry, this study proposes a university–industry cooperation framework for strengthening the quality of data analytics talent development. The framework connects academic preparation with workplace-oriented learning through several complementary mechanisms, including collaborative curriculum design, industry-recognized certification, and structured practical training. By bringing educators and industry practitioners into the talent-development process, the approach encourages closer alignment between what students learn and the competencies required in professional data analytics environments. It also supports the continuous development of students’ technical knowledge, problem-solving abilities, and professional skills. Overall, the framework offers an integrated pathway for developing graduates who are better prepared to respond to changing industry requirements and contribute effectively to data-driven organizations.

Keywords: Data Analytics Talent, University–Industry Collaboration, Talent Development, Curriculum Design, Professional Certification, Experiential Learning, Industry-Oriented Training.

Land and forest resources have historically formed the foundation of tribal livelihoods, shaping patterns of employment, subsistence, and community life. Over time, however, increasing pressure on natural resources, changes in land use, industrial expansion, and modern development processes have contributed to significant changes in the economic activities of tribal communities. This study examines the transition in traditional livelihood patterns among selected tribal communities using Indian Census data for 1981, 1991, and 2011. Particular attention is given to the Konyak, Ao, and Angami communities, with an emphasis on changes in the distribution of main and marginal workers across cultivation, agricultural labour, household industries, and other occupational categories. Percentage-based analysis is employed to identify broad shifts in the structure of tribal employment. Traditionally, cultivation, including shifting cultivation and wet-rice terrace farming, constituted an important component of the tribal economy. Census trends, however, indicate a gradual reduction in dependence on cultivation and a corresponding movement towards non-farm livelihood activities. Transport and communication, petty trade and retail activities, services, and weaving have increasingly emerged as alternative sources of income. The findings indicate a gradual restructuring of traditional livelihood systems as tribal households respond to changing economic opportunities and wider processes of socio-economic transformation.

Keywords: Rural Transformation, Agriculture, Tribal Livelihoods, Workers, Household Industry, Occupational Change.

Over the past two decades, international student mobility has become an increasingly important dimension of higher education, with studying abroad emerging as a significant aspiration among secondary-school students and their families. In China, overseas university education is often associated not only with academic opportunity but also with social status, personal development, and future professional mobility. Although international study involves substantial financial, cultural, and personal challenges, many Chinese families continue to encourage adolescents to prepare for education outside the country. This commitment has persisted despite travel restrictions, public health concerns, and changing official attitudes toward overseas education. This study examines the motivations underlying this continuing interest through the conceptual lens of transactional and transnational citizenship. Drawing particularly on Vanessa Fong’s analysis of Chinese youth pursuing transnational citizenship and Aihwa Ong’s discussion of flexible citizenship under globalization, the paper interprets overseas educational aspirations as more than straightforward academic choices. Interviews with high-school students planning to attend universities abroad indicate that their aspirations combine educational ambitions with expectations of professional advancement, personal autonomy, international exposure, and expanded social possibilities. The findings suggest that contemporary Chinese youth increasingly understand citizenship, education, and future mobility through a transnational framework. Their pursuit of overseas higher education therefore reflects broader transformations in social expectations and the evolving relationship between national belonging, global opportunity, and individual life planning. This phenomenon also raises important questions about the future direction of education and citizenship in an increasingly interconnected society.

Keywords: Transactional Citizenship; Transnational Education; Chinese Youth; International Student Mobility; Globalization and Higher Education.

This study explores how ideas of appropriate dress have evolved in China over the past century and investigates the social, cultural, and political forces that have contributed to these changes. Clothing practices have gradually shifted from stronger expectations of conformity toward greater acceptance of diversity and individual self-expression. Economic reform, increased international exchange, urbanization, and exposure to global fashion have expanded the range of styles considered socially acceptable. These developments have also created opportunities for individuals to challenge conventional expectations associated with gender and social identity. Drawing on a focus-group discussion of responses to non-binary and gender-nonconforming clothing, the study finds that younger participants and women were generally more receptive to styles that move beyond traditional dress conventions. The findings suggest that contemporary attitudes toward clothing increasingly reflect personal choice and identity, while established cultural expectations continue to influence perceptions of what is considered appropriate.

Keywords: Interactive Video Teaching; Higher Education; Student-Centred Learning; Active Learning; Self-Directed Learning; Inquiry-Based Learning; Collaborative Learning; Digital Learning Resources; Instructional Innovation; Student Engagement; Educational Technology; University Teaching.

This study explores how ideas about appropriate dress have evolved over the past century and examines the social, cultural, and economic forces that have contributed to these changes. Clothing practices have gradually moved from strongly regulated expectations toward greater flexibility, particularly as modernization, globalization, media exposure, and changing lifestyles have influenced everyday appearance. Contemporary dress increasingly provides individuals with opportunities to communicate personality, gender identity, social position, and cultural affiliation. Particular attention is given to clothing that challenges conventional gender-based expectations. Findings from focus-group discussions indicate that younger participants and women tend to show greater acceptance of styles that move beyond traditional boundaries of masculine and feminine appearance. The study suggests that changing attitudes toward dress reflect broader transformations in social values, individual autonomy, and perceptions of identity. Fashion therefore functions not only as a form of visual presentation but also as a means through which changing social norms are negotiated and expressed.

Keywords: Gender; Fashion; Dress Practices; Social Norms; Identity; Individual Expression.

This study examines customers’ perceptions of service quality in online shopping platforms by comparing the importance customers attach to different service attributes with their levels of satisfaction. It also seeks to identify the major quality expectations of online shoppers and translate the findings into practical recommendations for platform operators. Data were collected through a questionnaire administered to consumers who had experience using the H online shopping platform. An importance–performance analysis was employed to evaluate the gap between customer expectations and perceived service performance and to identify areas requiring immediate attention. The findings indicate that several service attributes should receive priority for improvement. These include maintaining clear and user-friendly website pages, organizing products into easily understandable categories, completing promised services within the expected time, making effective efforts to address customer concerns, and demonstrating accountability when resolving service-related issues. Strengthening these dimensions may contribute to improved customer satisfaction and overall service quality. The findings provide useful guidance for online shopping operators seeking to prioritize quality improvements according to customer expectations.

Keywords: Importance–Performance Analysis; Online Shopping; Service Quality; Customer Satisfaction; E-Commerce Platforms.

This study investigated whether participation in a live, online group traditional dance program could influence participants’ self-esteem and state anxiety during the COVID-19 quarantine period. A total of 147 members of cultural clubs participated, including 43 men and 104 women, with a mean age of 49.73 ± 8.14 years. Participants were randomly allocated to an experimental group (n = 75) or a control group (n = 72). The experimental group attended live dance sessions through Zoom twice weekly, with each session lasting 45 minutes, over a 12-week period. The control group maintained their usual quarantine routines. Before and after the intervention, both groups completed the State Self-Esteem Scale, assessing performance, social, and appearance-related self-esteem, and the State-Trait Anxiety Inventory Form X-1, measuring current anxiety levels. Following the intervention, the experimental group demonstrated significant improvements in performance, social, and appearance self-esteem, alongside a significant reduction in state anxiety (p < 0.001). In contrast, the control group showed declining self-esteem scores and increased anxiety over the same period. These findings suggest that live online group dance activities may provide an accessible means of supporting psychological well-being by strengthening self-perceptions, reducing anxiety, and maintaining social connection when face-to-face participation is restricted.

Keywords: Traditional Dance, Online Group Activity, Self-Esteem, State Anxiety, Psychological Well-Being, Live Virtual Sessions.

Mobile applications have become a practical resource for supporting English vocabulary development beyond the conventional classroom. This article examines a range of mobile vocabulary applications available through major app platforms and considers how they can complement vocabulary instruction for students learning English as a foreign language (EFL). The discussion covers applications designed for general vocabulary practice, academic and advanced word learning, proficiency-level development, and examination preparation, including resources associated with TOEFL and IELTS vocabulary. Mobile dictionaries, vocabulary assessment tools, and practice-oriented vocabulary trainers are also considered as supplementary learning resources. Particular attention is given to the process of identifying appropriate applications, evaluating their educational value, and integrating them into classroom-based learning. The article outlines a staged approach in which instructors introduce suitable applications, provide learning prompts or preparatory questions, monitor students' progress, and encourage purposeful independent practice. The instructor's guidance remains important in helping learners select reliable resources and use them effectively. Practical recommendations are provided for incorporating mobile vocabulary applications into EFL instruction, particularly for first-year university students.

Keywords: Mobile-assisted Language Learning, Vocabulary Applications, Vocabulary Acquisition, Vocabulary Development, EFL Learners, Mobile Learning.

The gradual disappearance of Holocaust survivors has intensified concerns about how memories of the Holocaust can be preserved and transmitted to future generations. In response, educational institutions, memorial organizations, and heritage initiatives have developed formal and informal approaches intended to sustain collective remembrance. Within these approaches, experiential learning has gained particular importance because direct engagement with historical places, monuments, and commemorative spaces can connect learners with the human dimensions of the past. This study examines Holocaust remembrance through the experiential practice of educational journeys to Poland, with particular attention to the role of Israeli guides who interpret Holocaust sites for visitors.

The research investigates how guides understand their responsibilities as mediators of historical memory and how they determine the narratives, locations, and educational messages presented during these journeys. Interviews were conducted with 47 guides, most of whom were born in Israel, had academic backgrounds, and included a substantial number with advanced degrees. The findings indicate that the guides generally possess considerable knowledge and educational resources for presenting the Holocaust from both Jewish and broader human perspectives. Nevertheless, their commemorative practices tend to place the greatest emphasis on former ghettos, concentration camps, extermination sites, and other memorial locations in Poland. This emphasis raises important questions about the geographical framing of Holocaust memory and the extent to which remembrance has become concentrated outside Israel.

The study therefore considers the implications of what may be described as the “externalization” of historical memory. Although journeys to Poland can provide powerful opportunities for confronting the physical sites associated with the Holocaust, an exclusive concentration on these locations may reduce awareness of the extensive commemorative landscape within Israel. Israeli museums, monuments, memorial centers, heritage sites, and places associated with Holocaust survivors and the development of the Jewish state provide additional contexts through which Holocaust memory can be understood. Integrating these sites into educational practice may strengthen the relationship between destruction, survival, remembrance, national reconstruction, and intergenerational responsibility. The study ultimately argues for a more balanced commemorative framework in which Poland remains an important component of Holocaust education but is considered alongside the diverse sites and narratives through which Holocaust memory has been constructed and transmitted.

Keywords: Holocaust Education; Collective Memory; Experiential Learning; Holocaust Commemoration; Educational Journeys to Poland.