1,720,956 research outputs found
Re-thinking the Veil, Jihad and Home in Fadia Faqir’s Willow Trees Don’t Weep (2014)
No full textDallel Sarnou Published Online: 2017-10-12 | DOI: https://doi.org/10.1515/culture-2017-0014. Abstract In her latest novel Willow Trees Don’t Weep(2014), the writer Fadia Faqir decided to go against the grain as a Muslim woman coming from the Middle East but lives in Britain and write about jihad, terrorism and Taliban. In this novel, the author negotiates meanings of secularism, fundamentalism, jihad, fathering, women and wars. The novel’s protagonist, Najwa is torn between her mot..
Re-thinking the Veil, Jihad and Home in Fadia Faqir’s Willow Trees Don’t Weep (2014)
No full textAbstract
In her latest novel Willow Trees Don’t Weep(2014), the writer Fadia Faqir decided to go against the grain as a Muslim woman coming from the Middle East but lives in Britain and write about jihad, terrorism and Taliban. In this novel, the author negotiates meanings of secularism, fundamentalism, jihad, fathering, women and wars. The novel’s protagonist, Najwa is torn between her mother’s secularism and her father’s religious fundamentalism. In her homeland, Amman, Najwa is different from many other girls of Amman because she does not wear the headscarf that represents hijab, a religious garment, in many Muslim countries. However, when she travels to Afghanistan to trace her father, Najwa meets women wearing the burqaa, a head-to-toe veil. This might be an unexpected re-consideration of this garment as a symbol of freedom because she met veiled women who are self-determined and emancipated from within. Therefore, this article sets out to explore how the novel’s protagonist re-considers the veil, home and self-discovery.</jats:p
Transforming Algerian Education: A Generational Perspective
No full textAlgeria's education system is undergoing a profound transformation, driven by the rapid advancement of digital technologies and the changing needs of younger generations. With the rise of Generation Z and Generation Alpha, both of whom are digital natives, there is an increasing demand for educational reforms that cater to their unique learning preferences. This study investigates the generational differences in teaching and learning by conducting interviews with 20 educators from Generation X and Generation Y, alongside surveys completed by 80 students from various schools in Oran, Mostaganem, and Relizane. The findings highlight a noticeable divide in teaching approaches: Generation X teachers tend to emphasize traditional, teacher-centered methods, while Generation Y educators are more inclined to embrace interactive, student-centered strategies. Despite students' strong preference for digital tools, they still value the structure and clarity offered by conventional methods. This study emphasizes the importance of striking a balance between modern teaching practices and Algeria’s cultural values, offering recommendations for bridging generational gaps and creating a more inclusive and effective learning environment for all
QUESTIONING THE SIGNIFICANCE OF TECHNOLOGIZING ALGERIAN SCHOOLS AND UNIVERSITIES: DID IT FAIL OR SUCCEED?
No full textThe present paper investigated major reasons behind the failure of an effective technologization of schools and universities in Algeria. It also tackled the issue of teacher-student rapport in an era where the internet has become a rival for teachers. This work questioned the factors contributing to the failure of a successful integration of new technologies in Algerian classrooms. Field observations were required to collect data; four primary schools (private and public, two middle schools), two secondary schools and four universities were the fieldwork of this study. Also, as a case study, I lastly presented my personal experience in technologizing my classes as a university teacher. The results showed that social, cultural, economic and educational factors were behind the failure of a successful integration of ICTs in Algerian classrooms. Moreover, I emphasized that the teacher-learner rapport is in jeopardy because of the chaotic and ineffective penetration of new technological tools in the Algerian classroom
Investigating the EFL Courses Shift into Moodle during the Pandemic of COVID–19: The case of MA Language and Communication at Mostaganem University
No full textThe ongoing pandemic of COVID-19 has affected all countries worldwide in all sectors, mainly in the education sector. Schools and Universities were closed. Teaching and learning were transformed from face to face environments to online platforms. In light of the latter, a pivotal query in this study was to investigate the shift of English as a foreign language (EFL) learning and teaching into Moodle online learning platform and how the delivery of online EFL courses was (un-)beneficial for students to end up the academic year. This research paper sets out to deconstruct recent calls for integrating several E-learning platforms or apps into the Algerian university. To carry out this study, we used an interview with six Algerian university teachers as a first research tool to cover all issues that arose regarding the use of MOODLE e-learning platform imposed by the Ministry of Higher Education. Another target in this paper is to uncover the main difficulties our colleagues have faced during the confinement. The second research tool we used in this survey was an online class observation followed by six questions on Moodle, the Google Meet app, and a closed Facebook group. We chose 24 MA Language and communication students from the English language department of Mostaganem University to reveal the obstacles they faced throughout the Covid- 19 Pandemic. The results showed that both teachers and students are ready to access various online platforms or apps as alternatives such as Zoom, Google Meet and Facebook closed groups to continue teaching and learning English
Investigating the EFL Courses Shift into Moodle during the Pandemic of COVID–19: The case of MA Language and Communication at Mostaganem University
No full text
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
- …
