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Style and Setting in Dina: A Short Story by Luis Bernardo Honwana
Get PDFThis paper analyzes the style and setting in Luis Bernardo Honwana’s short story Dina, with particular emphasis on linguistic expressions and the interplay between micro and macro settings as perceived by both students and teachers within and beyond the classroom context. Drawing on a close reading of the primary text, the study examines various physical locations—such as the camp, barn, cornfield, and cantinas—alongside temporal cues, environmental conditions, and cultural practices. These elements are explored not only for their descriptive richness but also for their symbolic and functional roles in shaping the narrative. The findings reveal that the setting in Dina functions as a dynamic force influencing character behavior, ethical decision-making, and social relationships. The oppressive colonial atmosphere, the harsh midday heat, and the restrictive camp environment collectively intensify the story’s themes of vulnerability, resistance, and cultural disintegration. Honwana’s use of symbolic language, vivid imagery, and spatial transitions underscores the sociopolitical tensions embedded in the text. Additionally, the study highlights how setting and linguistic expression serve as crucial narrative tools that connect events and characters, drive the plot, and expose both personal and societal conflicts. These elements provide insight into how prevailing conditions shape individual actions and interactions, establishing the setting as a vital component of the story’s construction. The study concludes that the interrelationship between setting and language in Dina is essential to understanding the story’s thematic complexity. It recommends further exploration into how such narrative strategies reflect broader concerns with colonialism, identity, and cultural struggle in African literature
Approche Sémantique et Morphosyntaxique des Expressions de la Température en Tupuri
Get PDFيستكشف هذا المقال التعبير اللغوي عن درجة الحرارة في اللغة التوبورية. ويهدف إلى تحديد وتحليل الطرق الصرفية والنحوية والدلالية التي يتم بها التعبير عن درجة الحرارة في اللغة التوبورية. ولتحقيق ذلك، تستند الدراسة إلى دليل منهجي أعدّته كوبتجيفسكايا-تام (2007). وقد جُمعت البيانات اللازمة للتحليل باستخدام استبيان ومقابلات مع متحدثين أصليين للغة التوبوري. وتسلّط الدراسة الضوء على ثلاث فئات نحوية تُستخدم للتعبير عن درجة الحرارة، بالإضافة إلى التراكيب النحوية المقابلة. وتُستخدم ثلاث فئات: الصفات، والأسماء، والأفعال. كما تُستخدم الأيديوفونات أيضًا لوصف شدة درجة الحرارة. وتكشف الدراسة أن الفئة النحوية المستخدمة تختلف وفقًا للمجالات الدلالية: درجة الحرارة المحيطة، ودرجة حرارة الجسم، ودرجة حرارة اللمس، وتسلّط الضوء على الخصوصيات الثقافية المرتبطة بمفهومي "الحر" و"البرد" في هذه اللغة.Cet article explore l’expression linguistique de la température en langue tupuri. Il a pour objectif de repérer et d’analyser les moyens utilisés dans la langue tupuri pour exprimer la température du point de vue morphosyntaxique et sémantique. Pour y parvenir, l’étude s’appuie sur un guide méthodologique de Koptjevskaja-Tamm (2007). Les données d’analyse ont été collectées à l’aide d’un questionnaire et d’entretiens menés auprès de locuteurs natifs du tupuri. L’étude met en évidence trois catégories grammaticales déployées pour exprimer la température, ainsi que les constructions syntaxiques correspondantes. Trois catégories sont ainsi utilisées : les adjectifs, les noms et les verbes. Par ailleurs, les idéophones sont également utilisés pour décrire l’intensité de la température. L’étude révèle que la classe grammaticale employée varie selon les domaines sémantiques : température ambiante, corporelle, tactile, et met en lumière les spécificités culturelles associées aux notions de « chaud » et de « froid » dans cette langue
Socio-cultural representation of clothes in Izz al-DīnJalāwijī’snovel: (Snakes’ Embrace)
Get PDFاشتغلت السلطة الكولونيالية الإمبريالية على تهميش الثقافات وإزاحتها إلى الهامش بدعوى التفوق السياسي والحضاري. ظهر السرد المضاد كردّ فعل طبيعي لسياسات الإقصاء الممارسة، وحمل في طياته نقدًا للمركزية الغربية من خلال التمثيل السردي للتاريخ ومعطيات البيئة المحلية. وتأتي رواية عناق الأفاعي لـ عز الدين جلاوجي ضمن الروايات الجزائرية المعاصرة التي تمثلت التاريخ والثقافة الشعبية سرديًا. ومن هذا المنطلق، تهدف هذه الدراسة إلى الوقوف عند معطى ثقافي محدد، وهو اللباس، للكشف عن مختلف تمثيلاته السوسيو-ثقافية. وفي الختام، توصلت الدراسة إلى أنّ التمثيل السردي للباس هو استراتيجية نصّية سعى من خلالها النص إلى إزاحة الآخر سرديًا ونقد مركزيته.Colonial imperialist power operated in ways that marginalized indigenous cultures under the pretext of political and civilizational superiority. Counter-narratives emerged as a potent form of resistance, interrogating and challenging Western hegemony through the narrative reclamation of history. In this vein, Izz al-Dīn Jalāwijī’s novel stands as a salient example of contemporary Algerian literature that re-narrates history and folk culture through a postcolonial lens. The study examines the representation of clothing within the novel, positioning it as a complex symbol of socio-cultural identity and resistance. This narrative strategy not only subverts the colonial narrative but also critiques its central assumptions by re-centering local cultural symbols and practices. The analytical conclusion posits that the sartorial narrative within Izz al-Dīn Jalāwijī’s work serves as a strategic mechanism to displace the colonial "Other" and challenge the imposed narratives of cultural inferiority
Social Media Language: From Transforming Connotations to Creating Vocabulary An ethnographic study on a sample of Facebook groups
Get PDFتهدف الدراسة إلى رصد ملامح لغة التواصل في مواقع التواصل الاجتماعي (الفيسبوك نموذجًا)، وإبراز المفردات والصيغ التعبيرية المستحدثة في هذا الفضاء الاتصالي الجديد، ومعانيها حسب مستخدميها، وعلاقتها بالسياقات الاجتماعية لظهورها، وتواترها. وركز البحث على المستخدم الجزائري لمواقع التواصل الاجتماعي (الفيسبوك)، حيث اعتمدت الدراسة منهج الإثنوغرافيا الرقمية من خلال الوصول إلى المواقع، والمشاركة فيها، وملاحظة الظاهرة، ودراسة طبيعة اللغة المستخدمة من قبل المستخدم الجزائري في هذه المواقع، واتخذت منصة الفيسبوك عينة للدراسةThis study aims to identify the features of communication language on social media (using Facebook as a case study), document newly emerging vocabulary and expressive formulas in this digital communication space, analyze their meanings according to users, and examine their relationship to social contexts and frequency of emergence. Focusing on Algerian social media users (Facebook), the research employed digital ethnography through platform access, participatory observation, and analysis of the linguistic patterns used by Algerian Facebook communities. Facebook served as the primary research sample
Women’s Agency and Economic Empowerment in \u27Amīrikā\u27: A Pathway to Sustainable Development
No full textكشفت هذه الورقة البحثية عن القضايا المعقدة المتعلقة بفاعلية المرأة وتمكينها الاقتصادي في سياق رواية أدبية عربية بعنوان "أميركا" لربيع جابر (2009)، مع تحديد العوائق الاجتماعية التي تواجهها المرأة في تحقيق الاستقلال الاقتصادي. هدفت الدراسة إلى استكشاف كيفية انعكاس الفاعلية في الطبقات الاجتماعية المختلفة وتحليل التفاعل بين البنى الاجتماعية والتجارب الفردية في التمكين الاقتصادي. تم تنفيذ طريقة جمع البيانات من خلال توثيق الأدبيات (القراءة المتكررة والمتعمقة؛ وتجميع الموضوعات أو الحالات التي ظهرت من النص؛ وعرض النقاط الرئيسية المهمة باستخدام تقنيات التسطير وتدوين الملاحظات ولقطات الشاشة)، والتي تلتزم بالتقاط التجارب الحقيقية للمرأة في سياقات اجتماعية متنوعة. كان المصدر الرئيسي لهذه الدراسة هو رواية "أميركا" لربيع جابر (2009)، والتي قدمت رؤى أدبية حول التحديات والفرص التي تواجهها المرأة في المجتمع. اعتمدت تقنية تحليل البيانات في هذه الورقة البحثية على ثلاثة أطر نظرية رئيسية: نهج القدرات لأمارتيا سين، والنوع الاجتماعي والتنمية لنائلة كبير، والتقاطعية لكيمبرلي كرينشو. وأظهرت النتائج فجوات كبيرة في الوصول إلى الموارد، بالإضافة إلى أهمية الدعم الاجتماعي والتعليمي في تحقيق فاعلية المرأة. وخلصت الدراسة إلى أن تمكين المرأة يجب أن يأخذ في الاعتبار نهجًا متعدد الأبعاد، في حين تكمن مساهمة هذه الدراسة في دمج النظرية مع الممارسة العملية. ومع ذلك، فإن القيود المفروضة على تمثيل رواية أدبية عربية واحدة تتطلب المزيد من الدراسات التي تستكشف مختلف سمات المرأة لتحفيز وإطلاق سياسات أكثر شمولًا وفعالية.This paper unraveled the complex issues of women’s agency and economic empowerment in the context of an Arabic literary novel titled ‘Amīrikā’ by Rabī’ Jābir (2009), while also identifying the social barriers that women face in achieving economic independence. The study aimed to explore how agency could be reflected in different social strata and to analyze the interaction between social structures and individual experiences in economic empowerment. The data collection method was carried out through literature documentation (repeated and in-depth reading; grouping themes or cases that emerged from the text; and presenting important key points using underlining, note-taking, and screenshot techniques), which is committed to capturing the real experiences of women in diverse social contexts. The primary source of this study was the novel “Amīrikā” by Rabī Jābir (2009), which provided literary insights into the challenges and opportunities that women face in society. The data analysis technique in this research paper used three main theoretical frameworks: Capability Approach by Amartya Sen, Gender and Development by Naila Kabeer, and Intersectionality by Kimberlé Crenshaw. The findings have shown significant gaps in access to resources, as well as the importance of social and educational support in realizing women\u27s agency. The conclusion showed that women\u27s empowerment must consider a multidimensional approach, while the contribution of this study lies in the integration of theory with real practice. However, the limitations in the representation of one particular Arabic literary novel require further studies that explore various profiles of women to stimulate and initiate more inclusive and effective policies
Leveraging Virtual Reality and Augmented Reality as Educational Experiences to Spark Students’ Creativity and Enhance Learning Motivation: Universities of California, Harvard, and MIT as a Case Study
Get PDFVirtual reality and augmented reality are transforming education by transporting students to immersive experiences that spark creativity and ignite a passion for learning. These technologies unlock new avenues for interactive learning, fostering deeper understanding and a thirst for knowledge. Benefits extend to both students and educators, potentially improving academic performance, boosting motivation to learn and teach, and fostering problem-solving and collaboration skills. While challenges like high costs and limited accessibility remain, VR and AR technologies are expected to become increasingly prevalent in education. This reflects the trend at leading universities pioneering their use, such as the University of California, Berkeley, Harvard University, and the Massachusetts Institute of Technology. These technologies represent a vast potential for advancing education across universities and educational institutions at all levels. This study will explore models that can be adapted, simulated, and potentially implemented within Algerian universities and educational institutions throughout the educational spectrum
Transforming Primary School Education in Algeria through Artificial Intelligence: Enhancing Personalized Learning and Addressing Challenges
Get PDFThis article examines how artificial intelligence is transforming primary school education in Algeria, particularly in enhancing individualized learning. The rapid advancement of information technology underscores the necessity of integrating AI into educational institutions. The study employs an informative approach, utilizing outcomes from previous studies to gather data. The findings indicate that AI improves student engagement and streamlines administrative tasks, allowing educators to concentrate on instruction. Additionally, AI tools foster student involvement by catering to diverse learning styles and providing valuable insights for informed decision-making in curriculum design and resource allocation. While AI offers advantages such as personalized learning and increased motivation, challenges like biases, privacy concerns, and the need for reliable data must be addressed. Ensuring ethical AI use is crucial for maintaining trust. To fully harness AI\u27s potential, ongoing professional development for educators is essential, focusing on effective tool utilization and data interpretation. Ultimately, the article advocates for a more inclusive learning environment that meets the varied needs of all students, preparing them for a technology-driven future
Artificial Intelligence Driven Course Generation: A Case Study Using ChatGPT
Get PDFThis study explores Artificial Intelligence use, specifically ChatGPT, in creating educational content. The study aims to elaborate on using ChatGPT to create course materials. The main objective is to assess the efficiency, quality, and impact of AI-driven course generation, and to create a Multimedia Databases course as a case study. The study highlights the potential of AI to revolutionize educational content creation, making it more accessible, personalized, and efficient. The course content was generated in less than one day through iterative methods, using prompts for translation, content expansion, practical examples, assignments, supplementary materials, and LaTeX formatting. Each part was verified immediately after generation to ensure accuracy. Post-generation analysis with Detectia and Turnitin showed similarity rates of 8.7% and 13%, indicating high originality. Experts and university committees reviewed and approved the course, with English university teachers praising its language quality. ChatGPT also created a well-structured and diversified exam for the module. Key findings reveal significant time efficiency, comprehensive content coverage, and high flexibility. The study underscores AI\u27s transformative potential in education, addressing challenges related to data privacy, technology dependence, content accuracy, and algorithmic biases. The conclusions emphasize the need for collaboration between educators, policymakers, and technology developers to harness AI\u27s benefits in education fully
Is Artificial Intelligence Making Us Smarter or Dumber? A Comprehensive Look at the Impact of AI on 21st Century Skills in Education
Get PDFThe study investigates the impact of artificial intelligence on the 21st-century skills of teachers and learners in higher education during the rapid shift towards online and blended learning models accelerated by the COVID-19 pandemic. The paper aims to guide the development of better frameworks and strategies to help teachers successfully navigate this new AI-hastened world of higher education. Using an online questionnaire, the study surveyed 30 higher education teachers from several universities in Algeria (Biskra, Tebessa, Chlef, Khenchela, Tiaret, Skikda, Batna, Relizane, Bechar, Mascara, and Constantine). The findings reveal a concerning trend: most teachers believe AI harms the development of essential 21st-century skills in their students, including collaboration, communication, and critical thinking. The study also found that many lack the required digital skills and feel uncomfortable implementing AI tools in their classrooms. 
Creative Pedagogy: Objective Foundations and Impact of the Intelligent Project
Get PDFThe quest for consensus on creativity poses significant challenges for educational practitioners, grappling with intellectually elusive concepts lacking unified and exhaustive definitions. Undoubtedly, this can impede the adoption and practical implementation of any creative pedagogical approach. The study asserts that the intelligent project aims to establish an intellectual, organizational, and technical framework conducive to pedagogical creativity, elucidating simplicity amidst the apparent complexities of learning issues. Thus, the objective is to address pedagogical creativity as a societal concern, exploring the intellectual tensions surrounding its integration within the learning paradigm. This research endeavors to address this issue while encouraging exploration beyond the traditional boundaries of the creative process. Moreover, it strives to analyze the pivotal role of the intelligent project in the success of each creative pedagogical approach. The study\u27s methodology transcends mere descriptive analysis to embrace a pragmatic approach grounded in an objective assessment of tangible reality, employing multidimensional reasoning. It concludes that promoting creative pedagogy necessitates assuming increasingly tailored roles to meet intellectual, organizational, technical, social, and cultural demands. Consequently, the intelligent project emerges as a pivotal mechanism to achieve this transformative objective