Veredas do Direito (Journal)
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O Conceito do Direito Consuetudinário Popasaangu na Resolução de Infrações Penais Juvenis na Indonésia
Get PDFMany cases of juvenile criminal offenses occur and are not necessarily resolved thru formal processes. This is because the implementation of restorative justice thru diversion, which was expected to provide a win-win solution at the police, prosecutor\u27s office, and court levels as mandated by the Juvenile Criminal Justice Act, has not yet met public expectations. The type of research used in the preparation of this dissertation proposal is empirical legal research. The urgency of this research is to formulate the concept of resolving minor crimes committed by children within the Popasaangu Fikiri custom. This research uses the type of empirical legal research. The research results show that philosophically, Popasaangu Fikiri is based on the worldview of indigenous communities that highly value balance, humanity, and social harmony. Justice is understood not as retribution, but as the restoration of honor and social relationships thru three main stages: recognition of wrongdoing, apology and forgiveness, and the reaffirmation of social relationships. The novelty of this research lies in the discovery of a restorative-communal conceptual model for resolving minor criminal offenses by children, where Popasaangu Fikiri not only serves as a mechanism for customary peace but also as a social recovery legal system that unites moral, social, and legal values within a single customary justice process. This model differs from the concept of restorative justice in the modern juvenile justice system because it emphasizes restoring honor and social balance, rather than simply repairing harm or mediating between the offender and the victim. Thus, Popasaangu Fikiri makes a new conceptual contribution to the development of a customary law-based paradigm for resolving child criminal cases that is humanistic, participatory, and socially just.Resumen : Muchos casos de delitos penales juveniles ocurren y no se resuelven necesariamente a través de procesos formales. Esto se debe a que la implementación de la justicia restaurativa a través de la desviación, que se esperaba proporcionara una solución beneficiosa para ambas partes a nivel policial, de fiscalía y de tribunales según lo mandado por la Ley de Justicia Penal Juvenil, aún no ha cumplido con las expectativas públicas. El tipo de investigación utilizado en la preparación de esta propuesta de disertación es la investigación jurídica empírica. La urgencia de esta investigación es formular el concepto de resolución de delitos menores cometidos por niños dentro de la costumbre Popasaangu Fikiri. Esta investigación utiliza el tipo de investigación jurídica empírica. Los resultados de la investigación muestran que, filosóficamente, el Popasaangu Fikiri se basa en la cosmovisión de las comunidades indígenas que valoran altamente el equilibrio, la humanidad y la armonía social. La justicia no se entiende como retribución, sino como la restauración del honor y las relaciones sociales a través de tres etapas principales: reconocimiento del error, disculpa y perdón, y reafirmación de las relaciones sociales. La novedad de esta investigación radica en el descubrimiento de un modelo conceptual restaurativo-comunal para resolver delitos menores cometidos por niños, donde el Popasaangu Fikiri no solo sirve como un mecanismo de paz consuetudinaria, sino también como un sistema legal de recuperación social que une valores morales, sociales y legales dentro de un único proceso de justicia consuetudinaria. Este modelo difiere del concepto de justicia restaurativa en el sistema de justicia juvenil moderno porque enfatiza la restauración del honor y el equilibrio social, en lugar de simplemente reparar el daño o mediar entre el delincuente y la víctima. Así, Popasaangu Fikiri hace una nueva contribución conceptual al desarrollo de un paradigma basado en el derecho consuetudinario para resolver casos penales infantiles que sea humanista, participativo y socialmente justo
“DON’T TEACH THAT IT’S TOO INDIGENOUS”: THE MARGINALISATION, SILENCING, AND RESISTANCE OF INDIGENOUS MUSIC IN HIGHER EDUCATION
Get PDFSouth Africa’s musical arts and culture have historically faced systemic marginalisation, first under colonial rule and later during apartheid from 1948, when the government dismissed indigenous musical traditions as primitive, ungodly, and lacking artistic merit. Despite political independence in 1994, post-apartheid educational policies have struggled to fully redress these historical imbalances, particularly in higher education, where curricula continue to prioritise Western classical and global popular music. Indigenous music, a vital component of South Africa’s cultural heritage, remains peripheral and often silenced in formal teaching and learning. This systematic review examines the positioning, exclusion, and resistance of indigenous music within South African university curricula, drawing on scholarly literature, policy documents, and empirical studies. Findings highlight the persistent privileging of non-indigenous repertoires, reflecting broader socio-cultural hierarchies and epistemic biases that constrain recognition of local knowledge systems and limit students’ cultural expression. The review further identifies strategies of resistance employed by educators and students, including curriculum adaptation, integration of community-based musical practices, and advocacy for institutional reform. Gaps remain in research, particularly regarding indigenous pedagogies, teaching resources, and assessment practices that affirm cultural identity. By foregrounding marginalisation, silencing, and resistance, this study contributes to debates on decolonising higher education and promoting epistemic diversity in music programs. The review concludes with recommendations for policy, curriculum reform, and professional development, advocating for culturally responsive, inclusive approaches that celebrate South Africa’s unique musical heritage while empowering educators and students alike
PRESERVING CULINARY HERITAGE THROUGH GASTRONOMIC TOURISM: A QUALITATIVE CASE STUDY ON THE KAKANIN-MAKING TRADITION OF CABATUAN, ISABELA, PHILIPPINES
Get PDFThis qualitative case study examined the kakanin-making tradition of Cabatuan, Isabela, aimed at comprehending how local food practices become a source of cultural heritage conservation and local gastronomic tourism growth. Data for the research came from semi-structured interviews, participant observation, and document analysis of twenty (20) individuals who were purposively selected: kakanin producers, municipal officers, and long-term residents. Thematic analysis revealed five major themes: (1) kakanin-making as a living culinary heritage, (2) high community awareness and identity linkage, (3) rich but underdeveloped gastronomic tourism potential, (4) continuous challenges of modernization, marketability, and lack of institutional support, and (5) community resilience as a basis for cultural continuity and sustainable development. The findings show that the preparation of kakanin is still at the heart of Cabatuan’s cultural identity. Residents have high awareness and are emotionally attached to the culture despite less participation of the youth. The study emphasizes the need to incorporate food heritage in the local tourism policy and educational programs as a means of cultural perpetuation. It ends with the statement that gastronomic culture in Cabatuan serves as a cultural narrative—a complex network of tradition, innovation, and identity that sustains rural development which is environmentally, socially, and economically viable. By maintaining its traditional foodways, Cabatuan may be able to present itself as a heritage-based gastronomic tourism prototype not only to the rest of the country but also to the world, the Philippines
PROJECT-TECHNOLOGICAL PRACTICE AS A MEANS OF DEVELOPING INTERDISCIPLINARY COMPETENCIES IN STUDENTS OBTAINING SPECIALIZED HIGHER EDUCATION IN ART PEDAGOGY
Get PDFThe purpose of this study is to explore how project-technological practice can facilitate the development of interdisciplinary competencies in students pursuing specialized higher education in art pedagogy. The research employed a combination of literature review, pedagogical observation, experimental teaching, creation of digital educational tools, and participation in practice conferences. The experimental work was conducted from 2020 to 2025 and included multiple stages of vocational training. The results demonstrated significant improvements in students’ research abilities, digital literacy, methodological preparedness, creative thinking, and public presentation skills. The conclusion highlights that integrating creative, research, and digital activities into practice-oriented learning effectively fosters interdisciplinary competencies aligned with federal educational standards and supports the comprehensive professional development of future art teachers
UNDERSTANDING THE MANAGEMENT STRATEGIES ADOPTED BY CAREGIVERS OF PEOPLE WITH MENTAL HEALTH CONDITIONS
Get PDFCaregiving is a road that most individuals take at some time in their life. Informal caregivers, for instance, are in charge of looking after their loved ones. However, some caregivers extend these duties for extended periods of time while providing care for loved ones who have been diagnosed with a variety of chronic illnesses. It may be rewarding and difficult to provide informal care to those who are depressed. Caretakers may have financial, emotional, or physical health challenges in addition to losses like lost wages, reduced health coverage, and decreased retirement funds. In some circumstances, caregivers could even be compelled to quit their employment or reduce their hours. This study is essential given the growing number of people with mental health conditions and the increased demand for caregivers. An empirical review of management techniques used by caretakers for individuals with mental health conditions is presented in this article. According to this study, those with uterine fibroids, cancer, heart illness, diabetes, epilepsy, and physical or mental disabilities are considered mental patients. Future caregivers will find it easier and more beneficial to have a wide awareness of the topic
MALAYSIA’S POST PANDEMIC TOURISM RECOVERY: GOVERNANCE, INNOVATION AND POLICY CHALLENGES
Get PDFThe COVID-19 pandemic has significantly disrupted Malaysia\u27s tourism industry, as well as highlighted many vulnerabilities in its resilience and governance. While government interventions were mounted, undetermined challenges continued to be faced. While post-pandemic recovery has been one of the most commonly analyzed issues, the study of the operational and strategic obstacles faced by Malaysian tourism practitioners remains very limited. Using a summative content analysis of tourism reports and academic literature, supplemented by in-depth interviews, this study uncovers the strategic post-pandemic challenges in Malaysia\u27s tourism and hospitality industry from the industry\u27s perspective. Our findings offer practical insights for policymakers and industry stakeholders in the development of effective policies, operational strategies, and travel packages that strengthen the \u27Malaysia Truly Asia\u27 image, enhance resilience, and ensure a sustained competitiveness again in this region.
LEGAL AWARENESS OF SPORTS INJURIES AMONG JORDANIAN PROFESSIONAL FOOTBALL PLAYERS
Get PDFThis research measures the level of legal awareness with regard to sports injuries among Jordanian professional football players and examines its relationship with professional experience. The study used a quantitative, descriptive survey design that was conducted in the 2025 season with a sample of 175 players in all professional clubs in Jordan. Information were obtained through a standardized questionnaire focused in four areas: knowledge of injury related legal rights, understanding of liability and legal responsibilities, knowledge on procedures, information related to perception of fairness in the management. Results show that legal literacy is generally at low to medium level among players, where less experienced/experienced players tend to have the poorest perception levels. One-way ANOVA analysis also showed a significant impact of experience on legal awareness, in which athletes with more than 10 years had significantly higher scores than those who were less expert inched (p < 0.01). Nonetheless, legal knowledge remained seemingly limited even among the more experienced players. These results support the implementation of specific educational programs, legal advice and formalized mentoring to enhance players’ knowledge regarding their rights and duties in dealing with injuries. Such interventions might improve equity, accountability, and safety in Jordanian professional football.Este estudo investiga o nível de consciência legal sobre lesões esportivas entre jogadores de futebol profissionais jordanianos e examina o impacto da experiência profissional nessa consciência. Um desenho quantitativo descritivo por questionário foi empregado, com uma amostra de 175 jogadores de todos os clubes profissionais da Jordânia durante a temporada de 2025. Os dados foram coletados por meio de um questionário estruturado cobrindo quatro áreas: conhecimento dos direitos legais relacionados a lesões, compreensão da responsabilidade legal, familiaridade com procedimentos legais e percepção de justiça na gestão de lesões. Os resultados revelam que a consciência legal geral dos jogadores é geralmente baixa a média, sendo os jogadores menos experientes os que apresentam os níveis mais baixos. A análise ANOVA de um fator indicou um efeito estatisticamente significativo da experiência sobre a consciência legal, mostrando que jogadores com mais de 10 anos de experiência profissional apresentaram escores significativamente mais altos que seus colegas menos experientes (p < 0,01). Apesar dessa associação positiva, mesmo os jogadores mais experientes exibiram apenas níveis moderados de conhecimento legal. Esses achados destacam a necessidade de programas educacionais direcionados, assessoria jurídica e iniciativas de mentoria estruturada para melhorar a compreensão dos jogadores sobre seus direitos e responsabilidades na gestão de lesões. A implementação dessas intervenções poderia aumentar a justiça, a responsabilidade e a segurança no futebol profissional na Jordânia
AGRICULTURAL INSURANCE ADOPTION IN ALBANIA: EVIDENCE FROM EMPIRICAL ANALYSIS
No full textAgricultural production in transition economies is increasingly exposed to climate-related risks, while the adoption of agricultural insurance remains limited despite its potential to enhance farm resilience and income stability. This study examines the key determinants of agricultural insurance adoption in Albania, a climate-vulnerable transition economy characterized by fragmented farm structures and evolving institutional frameworks. The main objective of the study is to identify the economic, institutional, and behavioral factors influencing farmers’ insurance decisions. The analysis is based on primary survey data collected from farmers across multiple regions of Albania and employs a binary logistic regression model to assess the impact of education, institutional trust, premium subsidization, climatic risk exposure, and behavioral perceptions on insurance adoption. The results reveal a significant gap between farmers’ willingness to insure and actual insurance uptake. While education and exposure to climatic risk increase awareness and willingness to adopt insurance, institutional trust emerges as the most decisive factor determining actual adoption. Premium subsidization positively influences insurance demand, although its effectiveness depends strongly on trust in insurance providers. Overall, the findings indicate that low insurance penetration reflects rational decision-making under institutional and economic constraints rather than a lack of information. The study concludes by emphasizing the need for integrated policy interventions combining financial education, trust-building measures, and stable subsidy schemes to strengthen agricultural resilience in transition economies
GAS FLARING IN NIGERIA’S OIL SECTOR: ENVIRONMENTAL AND SOCIOECONOMIC CHALLENGES WITHIN EXISTING LEGAL FRAMEWORKS
No full textGas flaring remains one of the most persistent environmental and socioeconomic challenges in Nigeria’s oil industry. Despite decades of regulatory efforts, the practice continues to release large volumes of greenhouse gases and toxic pollutants into the atmosphere, contributing to global warming, air pollution, and ecosystem degradation. Communities located near flare sites face severe health risks such as respiratory illnesses, skin problems, and increased mortality rates. The constant exposure to intense heat and light also disrupts agricultural productivity and damages farmlands, leading to food insecurity and loss of livelihoods. Economically, gas flaring represents a significant waste of valuable natural resources that could be harnessed for domestic energy generation and industrial development. The Nigerian economy consequently loses substantial revenue while local populations bear the burden of environmental degradation and poverty. This paper examines the environmental and socioeconomic implications of gas flaring in Nigeria, highlighting the inefficiencies in regulatory enforcement, corporate negligence, and lack of sustainable energy policies. It also explores alternative strategies for gas utilization, community engagement, and cleaner production practices aimed at achieving environmental sustainability and social well-being in the oil-producing regions
IMPLEMENTACIÓN DE UN MODELO PEDAGÓGICO DESTINADO A LA CONSTRUCCIÓN DE CONOCIMIENTOS ESPECIALIZADOS PARA LA ENSEÑANZA DE MATEMÁTICAS EN LA FORMACIÓN INICIAL DE PROFESORES
No full textواجه التكوين الأولي لمعلمي الرياضيات تحديًا يتمثل في الربط بين المعرفة التخصصية والمعرفة التعليمية والمهنية بما يتيح تدريسًا تأمليًا وسياقيًا. وفي هذا السياق، تحلل هذه الدراسة تطبيق نموذج تربوي يهدف إلى دعم بناء المعرفة المتخصصة لتدريس الرياضيات لدى المعلمين في مرحلة التكوين الأولي. يدمج النموذج إطار المعرفة المتخصصة لمعلمي الرياضيات (MTSK)، وحل المشكلات بوصفه محورًا منهجيًا، ونهج STEAM، وقد تم تطبيقه ضمن برنامج لتكوين معلمي التعليم الابتدائي في مدرسة لإعداد المعلمين في السياق الكولومبي. ومن خلال مقاربة نوعية ذات خصائص البحث القائم على التصميم، يتم فحص القرارات التربوية للمدرب، وتنظيم التسلسلات التعليمية، وأدلة التعلم المهني لدى المشاركين. وتُظهر النتائج تقدمًا في الربط بين المعرفة الرياضية والمعرفة التعليمية، ولا سيما في توقع صعوبات التعلم، والاستخدام المقصود للتمثيلات، والتأمل في الممارسة التدريسية. كما تتم مناقشة نطاق النموذج وإمكاناته بوصفه أداة تكوينية في التكوين الأولي للمعلمين.La formación inicial de profesores de matemáticas enfrenta el desafío de articular el conocimiento disciplinar con saberes didácticos y profesionales que permitan una enseñanza reflexiva y situada. En este contexto, el presente estudio analiza la implementación de un modelo pedagógico orientado a favorecer la construcción de conocimiento especializado para la enseñanza de las matemáticas en maestros en formación inicial. El modelo integra el marco del Mathematics Teacher’s Specialized Knowledge (MTSK), la resolución de problemas como eje metodológico y un enfoque STEAM, y fue implementado en un programa de formación de maestros de educación básica primaria en una Escuela Normal del contexto colombiano. Desde un enfoque cualitativo, con características de investigación basada en el diseño, se examinan las decisiones pedagógicas del formador, la organización de las secuencias didácticas y las evidencias de aprendizaje profesional de los participantes. Los resultados muestran avances en la articulación entre conocimiento matemático y didáctico, particularmente en la anticipación de dificultades de aprendizaje, el uso intencional de representaciones y la reflexión sobre la enseñanza. Se discuten los alcances del modelo como dispositivo formativo en la formación inicial docente.La formation initiale des enseignants de mathématiques fait face au défi d’articuler les connaissances disciplinaires avec des savoirs didactiques et professionnels permettant un enseignement réflexif et situé. Dans ce contexte, cette étude analyse la mise en œuvre d’un modèle pédagogique visant à favoriser la construction de connaissances spécialisées pour l’enseignement des mathématiques auprès d’enseignants en formation initiale. Le modèle intègre le cadre du Mathematics Teacher’s Specialized Knowledge (MTSK), la résolution de problèmes comme axe méthodologique et une approche STEAM. Il a été mis en œuvre au sein d’une École Normale colombienne dans le cadre d’un programme de formation des enseignants du primaire.
Adoptant une approche qualitative présentant des caractéristiques de recherche fondée sur le design, l’étude examine les décisions pédagogiques du formateur, l’organisation des séquences didactiques ainsi que les indices du développement professionnel des participants. Les résultats mettent en évidence des avancées dans l’articulation entre connaissances mathématiques et didactiques, notamment en ce qui concerne l’anticipation des difficultés d’apprentissage, l’usage intentionnel des représentations et la réflexion sur l’enseignement. La portée et le potentiel formatif du modèle dans la formation initiale des enseignants sont discutés.A formação inicial de professores de matemática enfrenta o desafio de articular o conhecimento disciplinar com conhecimentos didáticos e profissionais que permitam um ensino reflexivo e situado. Nesse contexto, este estudo analisa a implementação de um modelo pedagógico voltado a favorecer a construção de conhecimento especializado para o ensino de matemática em professores em formação inicial. O modelo integra o referencial do Conhecimento Especializado do Professor de Matemática (MTSK), a resolução de problemas como eixo metodológico e a abordagem STEAM, tendo sido implementado em um programa de formação de professores da educação básica em uma Escola Normal colombiana. A partir de uma abordagem qualitativa, com características de pesquisa baseada em design, examinam-se as decisões pedagógicas do formador, a organização das sequências didáticas e as evidências de aprendizagem profissional dos participantes. Os resultados indicam avanços na articulação entre o conhecimento matemático e o didático, especialmente na antecipação de dificuldades de aprendizagem, no uso intencional de representações e na reflexão sobre o ensino. Discutem-se os alcances do modelo como dispositivo formativo na formação inicial docente