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Collaboration Literacy for Inclusive Education: The Sociometric Paradigm
Full text linkInclusive education, as defined by UNESCO, aims to address the diverse needs of individuals by promoting participation in learning and reducing educational exclusion. Adults, often marginalized in educational pursuits due to age, benefit significantly from collaborative literacy, which supports academic and social development. Collaborative literacy, an essential 21st-century skill, involves the integration of various reading strategies within a group setting, fostering critical thinking and comprehension. Unlike traditional education, adult education prioritizes experiential and problem-solving approaches, making collaborative literacy particularly effective for adult learners. This method not only enhances individual comprehension and critical thinking but also cultivates a collaborative environment conducive to lifelong learning. The concept of collaboration literacy encompasses a comprehensive approach that includes partnership, planning, process, and product, ensuring a cohesive learning experience. It is based on the transactional theory of reading, emphasizing the social context of learning. This approach involves multiple strategies, such as Readers Theatre and Book Club Discussions, to engage learners actively and foster meaningful dialogues. The socio-metric paradigm further refines this concept by considering multi-modal interactions and power dynamics within collaborative groups. Collaboration literacy offers numerous benefits, including improved comprehension, increased student participation, enhanced responsibility, and motivation. It also supports the development of oral proficiency and writing skills. The role of teachers and parents is crucial in creating a supportive environment that encourages active learning and critical thinking. Ultimately, collaborative literacy equips learners with the skills necessary for effective communication and problem-solving in diverse context
Classroom-Based Assessment Purposes from the Lens of Moroccan EFL High School Teachers
Full text linkIn EFL educational contexts, Classroom-Based Assessment (CBA) provides valuable information that serves a variety of purposes, whether formative, summative, or a blend of both. This broad spectrum of purposes encompasses student-centered, instruction-based, and administration-based purposes. The Moroccan EFL context is marked by the extensive reliance on summative assessment techniques, such as written tests focusing on traditional items (e.g., gap-filling). However, it remains unclear how EFL teachers utilize CBA. Accordingly, this study aims to investigate the purposes of using CBA. A quantitative approach utilizing an online self-report questionnaire was employed to collect survey data from 260 teacher participants. The results of this study revealed that EFL teachers use CBA for a variety of purposes, primarily serving student-centered purposes. These include motivating students to excel, providing constructive feedback, and guiding them in setting learning goals. It also fulfils instruction-based purposes, such as identifying strengths and areas for improvement in teaching practices, as well as administrative purposes, such as formally documenting student achievements. Additionally, only some students are aware of the purposes of CBA. In light of this, the study concludes with significant implications for CBA policies, training, and research, highlighting the need for a more balanced approach that integrates both formative and summative assessment practices. It also emphasizes the importance of systematically analyzing CBA and promoting greater student involvement in assessment processes
Note for Line and Total SuperHyperGraphs: Connecting Vertices, Edges, Edges of Edges, Edges of Edges of Edges in Hierarchical Systems
Full text linkHypergraphs extend classical graphs by allowing hyperedges to connect any nonempty subset of vertices,thereby capturing complex group-level relationships. Superhypergraphs advance this framework by introducingrecursively nested powerset layers, enabling the representation of hierarchical and self-referential links amonghyperedges. A line graph encodes the adjacencies between edges of an original graph by transforming eachedge into a vertex and connecting two vertices if their corresponding edges share a common endpoint. A totalgraph incorporates both the vertices and edges of the original graph as its own vertices, with edges representingadjacency or incidence between these entities. An iterated line graph arises from the repeated applicationof the line graph construction, where each iteration takes the previous line graph as its input. Similarly, aniterated total graph is generated by iteratively applying the total graph transformation a specified number oftimes. This paper investigates the hypergraph and superhypergraph analogues of these constructions, providinga foundation for further theoretical development
Navigating Linguistic and Cultural Duality: The Impact of Internationalization on Moroccan Higher Education
Full text linkThe Moroccan higher education system is marked by its linguistic diversity, with Arabic, French, and the rising prominence of English as key languages of instruction. Cross-border academic programs amplify these linguistic complexities while introducing new cultural dimensions. This study explored the linguistic and cultural dynamics within cross-border academic programs. It focused on Moroccan graduate students in Fulbright programs partnered with foreign universities, examining how language proficiency and cultural adaptation influence academic success and experiences. A stratified sample of 36 participants from four Moroccan open access universities was selected based on their language of instruction and discipline. A mixed-methods approach combined quantitative data from structured questionnaires with qualitative insights from interviews and focus groups. Quantitative analysis linked English proficiency to academic performance, while qualitative themes highlighted language barriers, cultural exchange, and adaptation strategies. The findings emphasized the central role of language in academic outcomes and adaptation, while addressing challenges of cultural duality in cross-border education, offering insights into navigating multilingualism and cultural hybridity in a globalized academic context.
Analysis of a Fractional Nonlinear SIR Model with Atangana-Baleanu Derivatives
Full text linkWe present a fractional nonlinear SIR epidemic model based on the Atangana--Baleanu derivative in the Caputo sense. By incorporating memory and non-local effects, the model offers a more realistic description of disease transmission than classical integer-order formulations. Existence, uniqueness, and Hyers--Ulam stability are established using fixed point theory and generalized Grönwall inequalities, while equilibrium analysis highlights the role of the basic reproduction number. A stable Adams-Bashforth-Moulton predictor--corrector scheme is developed, and numerical experiments confirm accuracy, convergence, and the impact of fractional dynamics on epidemic peaks and persistence. These results underscore the value of fractional operators in epidemiology and point toward integration with artificial intelligence for predictive health modeling
Genre Awareness and Referential Pact: "On the Road to Freedom: Memoirs by Al-Azzi Salih Al-Suneidar"- (A Structural Approach).
Full text linkتهدف هذه الدراسة إلى تبيّن موقع نصّ السنيدار من دوائر السّرد الذاتيّ، وهل كان المؤلّف واعيًا، وهو يكتب بأنّه يكتب مذكِّراته، أم أنّه لم يكن واعيًا بذلك؟ وهل كان أيضًا كُتّاب النّصوص الموازية على وعي بهذا الجنس من الكتابة، وبما ينفرد به من خصائص من غيره من أجناس السّرد الذاتيّ؟ وهل ينتمي نصّ السنيدار فعلا إلى جنس المذكّرات، أم أنّه يتراوح بين أجناس متعدّدة قريبة منه قليلًا أو كثيرًا؟ وقد توسّلت الدراسة بالمقاربة الإنشائية، وتكوّنت من مقدِّمة وخمسة مباحث وخاتمة، إذ نظرت في عتبات النصّ، والعناوين الداخليّة، والبنية السّرديّة. وتوصلت إلى أنّ النصّ يندرج في سياق السّرد الذاتيّ وخاصّة المذكِّرات. وما ورد فيه من أثر لأجناس أخرى قريبة منه، إنّما جاء ذلك في سياق التقارب بين الأجناس وتداخلها، فكلّ جنس يلتبس بخصائص الجنس الآخر، وإن بدرجات متفاوتة. وهذا التداخل لا ينفي حقّ الجنس الرئيس في الحفاظ على خصوصيته الأجناسيّة؛ لأنّ النصّ جاء وفق استراتيجيّة وخطّة محكمة، كشف عنها التحليل السردي، وقد استفاد المؤلف من أجناس عدّة في بناء نصّه المذكِّراتيّ. أمّا الوعي الأجناسيّ الدقيق بخصائص جنس المذكِّرات فقد بدا متفاوتًا عند المؤلف، وكذلك عند مقدّمي النصّ، وعلى الرغم من ذلك، فإنّ خصائص جنس المذكرات وملامحه تبقى حاضرة وبأشكال متفاوتة، وهي تشدّ النصّ نحو هويّته الأجناسيّة، وقد أبان التّحليل السّرديّ عن ذلك. This study aims to determine the position of Al-Suneidar's text within the spheres of self-narration, and whether the author was aware, while writing, that he was writing his memoirs, or if he was not aware of it. And were the authors of parallel texts also aware of this genre of writing, and of its unique characteristics that distinguish it from other genres of self-narration? And does Al-Suneidar's text truly belong to the genre of memoirs, or does it oscillate between multiple genres that are more or less close to it? This study employed a structural approach, and consisted of an introduction, five chapters, and a conclusion, examining the text's thresholds, internal titles, and narrative structure. It concluded that the text falls within the context of self-narration, especially memoirs. Any influence of other closely related genres found within it came within the context of the convergence and interweaving of genres, as each genre is intertwined with the characteristics of the other, albeit to varying degrees. This interweaving does not negate the right of the main genre to preserve its generic specificity because the text was constructed according to a well-structured strategy and plan, revealed by narrative analysis, and the author benefited from several genres in constructing his memoir text. As for the precise generic awareness of the characteristics of the memoir genre, it appeared to vary with the author, as well as with the presenters of the text. Despite this, the characteristics and features of the memoir genre remain present in varying forms, pulling the text towards its generic identity, as revealed by the narrative analysis
Assessing the Effectiveness of Professors’ Teaching Methodologies at Moulay Ismail University: Insights from Postgraduate Students
Full text linkThis study investigates the effectiveness of the teaching methodologies employed by professors at the open-access institutions of Moulay Ismail University (UMI), namely the School of Arts and Humanities (FLSH), the School of Sciences (FS), the School of Law, Economics and Social Sciences (FSJES), and the Polydisciplinary School of Errachidia (FP). Utilizing an embedded research design, a questionnaire was administered to 742 postgraduate students, and semi-structured focus group interviews were conducted with 28 doctoral students. The findings revealed a significant level of dissatisfaction among the students regarding their professors' teaching practices, which are predominantly characterized by traditional methods of lecturing and dictating. Students also expressed concerns about the lack of interactive and student-centred approaches in the classroom. Based on these insights, the study proposes several implications aimed at enhancing classroom practices and fostering the development of professors' instructional performance. The recommendations emphasize the need for a shift towards more engaging, participatory teaching methods that better address the learning needs and preferences of students. These findings contribute to the ongoing discourse on pedagogical improvement within higher education, particularly in the context of the open-access institutions of the UMI
An X-phemism Analysis of the Strategies Used in the Persian Translation of Taboo Language in the Novel Atonement
Full text linkTaboo language represents a linguistic variation employed by individuals to articulate their emotions, such as anger, disappointment, and dissatisfaction. This article examines the Persian translation of taboo words and expressions, particularly within the context of Iranian culture with its associated cultural prohibitions and restrictions. To achieve this, the Persian translations of taboo expressions from the novel ‘Atonement’ were collected and categorized into nine categories based on Jay’s model (2009). These categories include obscenity, profanity, vulgarity, epithets, blasphemy, cursing, slang, insults, and scatology. The analysis utilized Allan and Burridge’s (2006) triple framework for examining macro strategies, while Lovihandre et al.’s (2018) framework was applied to evaluate micro strategies. The findings indicated that the translator of ‘Atonement’ employed the macro strategy of dysphemism more dominantly, along with the micro strategies of taboo-for-taboo and substitution. This suggests that the translator did not conform to censorship practices, which is at odds with the prevailing cultural norms of the target society. Finally, a revised taxonomy of taboo translation micro strategies is proposed
Exploring Lexical Challenges of English for Arab Interpreters in Consecutive and Simultaneous Translation An Error Analysis Approach
No full textThis study investigates the lexical challenges encountered in consecutive and simultaneous interpretation between English and Arabic, focusing on the final examination performance of M.A. translation students at Yarmouk University, Jordan. Employing the Error Analysis Approach, the researchers identify, quantify, and categorize major lexical errors in the students’ interpretations. The study evaluates the acceptability of these errors, their impact on distorting the intended message, and the resulting deficiencies in interpretation quality. Logical explanations for the occurrence of these errors are proposed, with detailed analyses provided for each major error category.
The research is guided by three hypotheses: (1) lexical errors distort the original message, often resulting in a hybrid, disjointed, or "third" language; (2) English poses greater challenges for Arab interpreters than Arabic due to linguistic and cultural differences; and (3) lexical errors are not solely attributable to knowledge gaps but also arise from situational factors such as psychological stress, time constraints, memory lapses, and the demanding conditions of real-time interpretation. The findings highlight the complexities of bilingual interpretation and offer actionable recommendations for both students and trainers to address these challenges. By shedding light on the underlying causes of lexical errors, this study contributes to a deeper understanding of the cognitive and situational pressures faced by interpreters and provides insights for improving interpretation training and practice.
First Step to Spectral Theory with Generalized M Derivative and Applications
Full text linkIn this article, several fundamental spectral results are established for the Sturm–Liouville problem with discrete boundary conditions involving the generalized M-derivative. The paper is organized into four sections. The first section provides a brief historical background of the topic. The second section presents essential definitions and foundational theorems. In the third section, we investigate the uniqueness theorem for the generalized M-derivative Sturm–Liouville boundary value problem on a finite interval and offer two distinct methods for representing the solution. The final section offers a comprehensive evaluation of the study, including a detailed visual analysis using graphical illustrations