Pub Date : 2024-01-01DOI: 10.7336/academicus.2024.29.04
Tarek Assassi, Abdelhak Chenini
The COVID-19 pandemic has had far-reaching effects, not only on public health but also on the global economy, social interactions, and daily life. It has highlighted the importance of global cooperation and the need for more investment in public health and emergency preparedness. The pandemic also exposed weaknesses in many countries’ educational management systems; it has forced many higher education institutions to adopt new teaching and learning methods to minimize the risk of transmission. This resulted in the need for comparative studies to evaluate the effectiveness of different pedagogical responses and to find common ground on the most effective practices and responses that would help higher education institutions better prepare for similar challenges in the future. The present study provides a comparative study and outcomes through a record of the pedagogical responses by higher education authorities in two completely different contexts (Algeria and the UK). The authors of the paper adopted a desktop analysis approach through valid and first-hand reliable sources like government and university official releases. This research methodology would involve a systematic and rigorous approach to data collection and analysis to ensure the reliability and validity of the research findings. Through coding and thematic analysis of the collected data, the researchers concluded that the efficiency of the responses and decisions adopted by higher education institutions varied depending on a range of factors such as the institution’s resources, infrastructure, and student population. However, the pandemic highlighted the need for agile and serious responses to ensure the safety and well-being of students and the campus community.
{"title":"Pedagogical and Education-Related Measures suggested by the Algerian and British governments for the higher education sector during the COVID-19 pandemic – a comparative study","authors":"Tarek Assassi, Abdelhak Chenini","doi":"10.7336/academicus.2024.29.04","DOIUrl":"https://doi.org/10.7336/academicus.2024.29.04","url":null,"abstract":"The COVID-19 pandemic has had far-reaching effects, not only on public health but also on the global economy, social interactions, and daily life. It has highlighted the importance of global cooperation and the need for more investment in public health and emergency preparedness. The pandemic also exposed weaknesses in many countries’ educational management systems; it has forced many higher education institutions to adopt new teaching and learning methods to minimize the risk of transmission. This resulted in the need for comparative studies to evaluate the effectiveness of different pedagogical responses and to find common ground on the most effective practices and responses that would help higher education institutions better prepare for similar challenges in the future. The present study provides a comparative study and outcomes through a record of the pedagogical responses by higher education authorities in two completely different contexts (Algeria and the UK). The authors of the paper adopted a desktop analysis approach through valid and first-hand reliable sources like government and university official releases. This research methodology would involve a systematic and rigorous approach to data collection and analysis to ensure the reliability and validity of the research findings. Through coding and thematic analysis of the collected data, the researchers concluded that the efficiency of the responses and decisions adopted by higher education institutions varied depending on a range of factors such as the institution’s resources, infrastructure, and student population. However, the pandemic highlighted the need for agile and serious responses to ensure the safety and well-being of students and the campus community.","PeriodicalId":516189,"journal":{"name":"Academicus International Scientific Journal","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140524581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.7336/academicus.2024.29.02
Daniele Battista
In the current context where digitization permeates all aspects of everyday life, the religious world is not immune to the influences associated with technological aspects. In recent years, a space has emerged on the internet where a collective faith is recognized, even through electronic means, bringing together individuals into a community that takes on the characteristics of a sacred place. This raises new questions about the concept of sacredness itself in relation to digitization, as this process has opened up the possibility of new forms of communicating the sacred through electronic means, transforming the very concept of the sacred into a digital dimension. The use of virtual environments or digital tools to spread a religious message has given space to creative figures who experiment with innovative language within the religious traditions. In this scenario, research has emerged aimed at understanding the multiple aspects and meanings of this new sacred experience. The objective is to analyze how these religious traditions adapt to and appropriate the digital dimension, exploring the dynamics of interaction between the sacred and the digital, as well as the theological, cultural, and social implications that arise from it. Through the exploration of these themes, this article aims to explain how digitization has redefined traditional concepts such as sacred place and how religious practice has evolved in the digital age. The goal is to offer a perspective on the transformation of the sacred in the digital context, exploring tensions between tradition and innovation, authenticity and fragmentation, participation, and distance in the contemporary religious sphere. This article aims to provide an understanding of how the digital has redefined the concept of sacredness, opening new horizons and challenges for religion in this new era.
{"title":"The Digital as Sacred Space: Exploring the Online Religious Dimension.","authors":"Daniele Battista","doi":"10.7336/academicus.2024.29.02","DOIUrl":"https://doi.org/10.7336/academicus.2024.29.02","url":null,"abstract":"In the current context where digitization permeates all aspects of everyday life, the religious world is not immune to the influences associated with technological aspects. In recent years, a space has emerged on the internet where a collective faith is recognized, even through electronic means, bringing together individuals into a community that takes on the characteristics of a sacred place. This raises new questions about the concept of sacredness itself in relation to digitization, as this process has opened up the possibility of new forms of communicating the sacred through electronic means, transforming the very concept of the sacred into a digital dimension. The use of virtual environments or digital tools to spread a religious message has given space to creative figures who experiment with innovative language within the religious traditions. In this scenario, research has emerged aimed at understanding the multiple aspects and meanings of this new sacred experience. The objective is to analyze how these religious traditions adapt to and appropriate the digital dimension, exploring the dynamics of interaction between the sacred and the digital, as well as the theological, cultural, and social implications that arise from it. Through the exploration of these themes, this article aims to explain how digitization has redefined traditional concepts such as sacred place and how religious practice has evolved in the digital age. The goal is to offer a perspective on the transformation of the sacred in the digital context, exploring tensions between tradition and innovation, authenticity and fragmentation, participation, and distance in the contemporary religious sphere. This article aims to provide an understanding of how the digital has redefined the concept of sacredness, opening new horizons and challenges for religion in this new era.","PeriodicalId":516189,"journal":{"name":"Academicus International Scientific Journal","volume":"58 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140522245","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.7336/academicus.2024.29.03
Chidinma Uche Iheanetu, Viola Tamášová, Roman Tandlich
In this follow up paper, the ribovirocell concept from the first part of the study is linked to the ontological realm of human reality before, during and in the aftermath of COVID19. During this fluid space-time, human reality is multi-faceted and often very complicated. The authors present a division of the reality into fundamental reality and situational reality. Fundamental reality is based on the (physical) laws of nature such as the speed of light as a fundamental physical constant. This reality spans beyond the course of time as perceived by humans, which is beyond the duration of a single or multiple human lifespans and beyond the duration of the COIVD19 pandemic. Next to fundamental reality and overlapping with it, exists the situational reality, which humans experience directly themselves during their lifetime(s). Actions of humanity and of individual human beings contribute to the shaping of the situational reality. Examples of the situational reality can be e.g. experiencing atrocities that humanity has committed, humanity’s actions to prevent such atrocities in the future, as well as human progress in eliminating poverty/inequality in the world. At least, some aspects of human lives take place at the boundary between the fundamental and situational reality. The COVID19 pandemic is linked to the concepts and the boundary between the fundamental and situational reality that human’s experiences, such as speed of pandemic impact and shifting nature of reality. The ribovirocell state of one’s self is linked to the way to apply the speed as a threshold concept for resilience in the coronavirus space-time and the post-COVID19 world.
{"title":"Speed, human reality, and the ribovirocell of human existence in the COVID19 and post-COVID19 space-time","authors":"Chidinma Uche Iheanetu, Viola Tamášová, Roman Tandlich","doi":"10.7336/academicus.2024.29.03","DOIUrl":"https://doi.org/10.7336/academicus.2024.29.03","url":null,"abstract":"In this follow up paper, the ribovirocell concept from the first part of the study is linked to the ontological realm of human reality before, during and in the aftermath of COVID19. During this fluid space-time, human reality is multi-faceted and often very complicated. The authors present a division of the reality into fundamental reality and situational reality. Fundamental reality is based on the (physical) laws of nature such as the speed of light as a fundamental physical constant. This reality spans beyond the course of time as perceived by humans, which is beyond the duration of a single or multiple human lifespans and beyond the duration of the COIVD19 pandemic. Next to fundamental reality and overlapping with it, exists the situational reality, which humans experience directly themselves during their lifetime(s). Actions of humanity and of individual human beings contribute to the shaping of the situational reality. Examples of the situational reality can be e.g. experiencing atrocities that humanity has committed, humanity’s actions to prevent such atrocities in the future, as well as human progress in eliminating poverty/inequality in the world. At least, some aspects of human lives take place at the boundary between the fundamental and situational reality. The COVID19 pandemic is linked to the concepts and the boundary between the fundamental and situational reality that human’s experiences, such as speed of pandemic impact and shifting nature of reality. The ribovirocell state of one’s self is linked to the way to apply the speed as a threshold concept for resilience in the coronavirus space-time and the post-COVID19 world.","PeriodicalId":516189,"journal":{"name":"Academicus International Scientific Journal","volume":"141 5-6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140517102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.7336/academicus.2024.29.09
Lilian Zindoga, Peter JO Aloka
The current study assessed the efficacy of the mnemonic instruction (MI) in enhancing reading abilities among grade three learners with reading disability in two government schools (grade R to 7) in Mpumalanga, South Africa. Skinner’s reinforcement and the Information Processing theories were employed. A research method used to estimate causal relationships without random assignment was used. One of the two schools was an intervention and the other one was a control one. 43 participants were included in the study from the two selected schools using purposive sampling technique. 23 parents (from the intervention school) participated in the questionnaires. The Bangor Dyslexia Test (BDT), pre- and post- tests, and a reading comprehension test were the tools used to collect data. The results revealed that there were statically substantial differences between the assessment scores administered before and after treatment for the experimental group, t (22) = -10.753; p <.001, suggesting that mnemonic instruction is highly effective in enhancing reading abilities among primary school LWD. This investigation advocates that the Department of Basic Education should revise the policy that reading is tested from grade one, instead of from grade three, that those who are not able to read do not proceed until and unless they are able to read, and to train teachers on how to use various approaches to enhance reading abilities, including mnemonic techniques.
{"title":"Effectiveness of Mnemonic Instruction in Enhancing of Reading Ability Among Grade Three Learners with Dyslexia in Two Primary Schools in South Africa","authors":"Lilian Zindoga, Peter JO Aloka","doi":"10.7336/academicus.2024.29.09","DOIUrl":"https://doi.org/10.7336/academicus.2024.29.09","url":null,"abstract":"The current study assessed the efficacy of the mnemonic instruction (MI) in enhancing reading abilities among grade three learners with reading disability in two government schools (grade R to 7) in Mpumalanga, South Africa. Skinner’s reinforcement and the Information Processing theories were employed. A research method used to estimate causal relationships without random assignment was used. One of the two schools was an intervention and the other one was a control one. 43 participants were included in the study from the two selected schools using purposive sampling technique. 23 parents (from the intervention school) participated in the questionnaires. The Bangor Dyslexia Test (BDT), pre- and post- tests, and a reading comprehension test were the tools used to collect data. The results revealed that there were statically substantial differences between the assessment scores administered before and after treatment for the experimental group, t (22) = -10.753; p <.001, suggesting that mnemonic instruction is highly effective in enhancing reading abilities among primary school LWD. This investigation advocates that the Department of Basic Education should revise the policy that reading is tested from grade one, instead of from grade three, that those who are not able to read do not proceed until and unless they are able to read, and to train teachers on how to use various approaches to enhance reading abilities, including mnemonic techniques.","PeriodicalId":516189,"journal":{"name":"Academicus International Scientific Journal","volume":"3 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140525649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.7336/academicus.2024.29.07
Juliana Marko Gjinko
Since the fall of their socialist centralized systems, the countries of Central and Eastern Europe have experienced considerable changes to their socioeconomic policies. The Republic of Albania has encountered several noteworthy challenges since 1992, and initially, eradicating gender inequality was not given much emphasis. Gender equality is an essential element that needs to be incorporated into the legal frameworks of all candidate countries aspiring to join the EU, in addition to being a fundamental right and a shared vision of EU institutions. In developing nations, social exclusion can be either active or passive. Because females are excluded from many facets of society, such as the workforce, education, access to the legal system, the realization of their property rights, and so forth, women’s demands and interests are frequently disregarded. Following the UN Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW), the Republic of Albania has developed a number of laws, policies, and action plans pertaining to gender equality, in addition to measures addressing issues such as human trafficking, domestic abuse, closing the representational gap in politics and the economy, and other matters. This essay looks at Albania’s methodology for evaluating European standards and, where necessary, adapts them to regional political and cultural norms. Ensuring that the body of legislation is in accord with the culture in which it functions is a better strategy to enforce laws than merely making models, rules, and regulations. This is a comprehensive effort to assess and contrast specific in pursuing full EU integration. This is an overall attempt to evaluate and compare some of the strategies and actions Albanian representatives and society have taken to address the gender factor in the democratization process and institution-building while pursuing full EU integration.
{"title":"The 2008 Law “On Gender Equality in Society” and Some of its Effects on Equal Representation.","authors":"Juliana Marko Gjinko","doi":"10.7336/academicus.2024.29.07","DOIUrl":"https://doi.org/10.7336/academicus.2024.29.07","url":null,"abstract":"Since the fall of their socialist centralized systems, the countries of Central and Eastern Europe have experienced considerable changes to their socioeconomic policies. The Republic of Albania has encountered several noteworthy challenges since 1992, and initially, eradicating gender inequality was not given much emphasis. Gender equality is an essential element that needs to be incorporated into the legal frameworks of all candidate countries aspiring to join the EU, in addition to being a fundamental right and a shared vision of EU institutions. In developing nations, social exclusion can be either active or passive. Because females are excluded from many facets of society, such as the workforce, education, access to the legal system, the realization of their property rights, and so forth, women’s demands and interests are frequently disregarded. Following the UN Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW), the Republic of Albania has developed a number of laws, policies, and action plans pertaining to gender equality, in addition to measures addressing issues such as human trafficking, domestic abuse, closing the representational gap in politics and the economy, and other matters. This essay looks at Albania’s methodology for evaluating European standards and, where necessary, adapts them to regional political and cultural norms. Ensuring that the body of legislation is in accord with the culture in which it functions is a better strategy to enforce laws than merely making models, rules, and regulations. This is a comprehensive effort to assess and contrast specific in pursuing full EU integration. This is an overall attempt to evaluate and compare some of the strategies and actions Albanian representatives and society have taken to address the gender factor in the democratization process and institution-building while pursuing full EU integration.","PeriodicalId":516189,"journal":{"name":"Academicus International Scientific Journal","volume":"30 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139396167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.7336/academicus.2024.29.05
Kevin Jasini
Despite the existence of official recognition and legislative measures aimed at addressing the challenges faced by the Roma minority in Albania, this marginalized group nevertheless faces adverse and challenging living conditions, restricted educational and healthcare opportunities, and a high rate of unemployment. The objective of this study is to analyze the above-mentioned difficulties within the framework of different forms of exclusion and inequality that form a designated regime of inequality, and to provide an overview of the present condition of this system in Albania. The primary theoretical framework applied in the present work is Sergio Costa’s conceptualization of an inequality regime. The objective of this research is to illustrate the universal applicability of this framework by examining its relevance in the context of Roma Albanians. The present research utilizes a diverse range of data, such as reports from international organizations, scholarly assessments, and media reports, in order to conduct a thorough investigation of the unequal system that has affected the Albanian Roma community for the past thirty years.
{"title":"The regime of inequality affecting the Roma community in Albania","authors":"Kevin Jasini","doi":"10.7336/academicus.2024.29.05","DOIUrl":"https://doi.org/10.7336/academicus.2024.29.05","url":null,"abstract":"Despite the existence of official recognition and legislative measures aimed at addressing the challenges faced by the Roma minority in Albania, this marginalized group nevertheless faces adverse and challenging living conditions, restricted educational and healthcare opportunities, and a high rate of unemployment. The objective of this study is to analyze the above-mentioned difficulties within the framework of different forms of exclusion and inequality that form a designated regime of inequality, and to provide an overview of the present condition of this system in Albania. The primary theoretical framework applied in the present work is Sergio Costa’s conceptualization of an inequality regime. The objective of this research is to illustrate the universal applicability of this framework by examining its relevance in the context of Roma Albanians. The present research utilizes a diverse range of data, such as reports from international organizations, scholarly assessments, and media reports, in order to conduct a thorough investigation of the unequal system that has affected the Albanian Roma community for the past thirty years.","PeriodicalId":516189,"journal":{"name":"Academicus International Scientific Journal","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140517779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.7336/academicus.2024.29.06
Martina Crescenti
This article presents research on the dialogue between second-generation Muslim parents and children in the Italian context regarding gender identity, sexual identity, and gender education. Through the testimonies of young people (18-30 years of age), the nature of intergenerational dialogue and parental position toward the relational transformations that their children are experiencing is analysed within the Italian cultural context. For this purpose, 28 semi-structured interviews were conducted in 2021 with boys and girls aged 18–30 years and belonging to Italian Islamic associations. Moreover, 24 young people were divided into 4 focus groups to conduct an in-depth exploration of gender perspectives on these topics; these young people are active members of the Giovani Musulmani d’Italia (Association of Young Italian Muslims). A strongly taboo dialogue emerges from the data; however, this does not hinder young people’s search for greater openness to different forms of relationality and sexuality, both in their current lives and their future families.
{"title":"Gender perspectives in the Italian Muslim family: Education, taboos, conflicts, and intergenerational transformations","authors":"Martina Crescenti","doi":"10.7336/academicus.2024.29.06","DOIUrl":"https://doi.org/10.7336/academicus.2024.29.06","url":null,"abstract":"This article presents research on the dialogue between second-generation Muslim parents and children in the Italian context regarding gender identity, sexual identity, and gender education. Through the testimonies of young people (18-30 years of age), the nature of intergenerational dialogue and parental position toward the relational transformations that their children are experiencing is analysed within the Italian cultural context. For this purpose, 28 semi-structured interviews were conducted in 2021 with boys and girls aged 18–30 years and belonging to Italian Islamic associations. Moreover, 24 young people were divided into 4 focus groups to conduct an in-depth exploration of gender perspectives on these topics; these young people are active members of the Giovani Musulmani d’Italia (Association of Young Italian Muslims). A strongly taboo dialogue emerges from the data; however, this does not hinder young people’s search for greater openness to different forms of relationality and sexuality, both in their current lives and their future families.","PeriodicalId":516189,"journal":{"name":"Academicus International Scientific Journal","volume":"57 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140519548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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