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 textIn 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
A Freirean deconstruction of online education in Algeria
Full text linkIn his seminal and highly influential work Pedagogy of the Oppressed (1970), the Brazilian scholar Paulo Freire refers to education as “becoming an act of depositing, in which the students are the depositories and the teacher is the depositor.” Freire strongly criticizes what he calls “the banking model” of education, whether in schools colleges or universities. This model of pedagogy is prevalent and dominant in many countries of the world, and in Algeria–the country under focus in this paper. Nonetheless, with the many advanced technologies that are being integrated into educational institutions all over the world with the aim of building a more learner-centered pedagogy, Freire’s claims and views have recently been subject to many re-readings and revisions by contemporary educators. More particularly, on the recent attempts of the last couple of years to shift into online education so as to save the learning and teaching processes during the confinement imposed by the COIVD 19 pandemic, much ink has been spilled regarding the sudden and forced appliance of MOODLE platform in Algeria. The latter, as will be argued throughout this paper, is nothing but a re-incarnation of Freire’s banking model. Therefore, a pivotal query in the present paper is to unveil how online education in Algeria applied since the outbreak of the Corona pandemic does correspond to Freire’s Pedagogy of the Oppressed where the oppressed is always the learner. 
On the importance of netnographic research in understanding young people’s virtual/real lives
Full text linkThis era of ubiquitous and unprecedented technological advancement has captured the attention of scholars in the humanities, encouraging them to investigate the nature of computing and the prolific use of technology in almost all aspects of human activity. Aiming to redefine humanity in the digital age, many scholars have brought about new theorisations that seek to answer new questions. By placing emphasis on this, the present essay reflects on new directions in the humanities that seek to decipher these technology-related changes. More particularly, my focus is to consider how Robert Kozinets’ netnography, as an emerging research method in digital anthropology, can help educators, parents, and students to understand the transformations that are taking place in non-digital situations. I inquire, in this article, about the role netnographers could play in assisting teachers and parents to bridge the gap between digital natives and digital immigrants by examining virtualised behaviour.peer-reviewe
Cognitive Load Theory and its Relation to Instructional Design: Perspectives of Some Algerian University Teachers of English
No full textTeaching Algerian Third-Year Elementary-school Pupils English Vocabulary Through Songs: An Effective Instructional Tool to Enliven English Classes
No full textResearch objectives (aims), issues or problems: The study accentuates the significant role that integrating songs into the teaching of English vocabulary has for third-year elementary-school pupils in Algeria. It aims to make English vocabulary acquisition effortless and fun for young learners and seeks to facilitate teaching English as a second foreign language for newly recruited instructors. In fact, a major query of this research concerns the incomprehensible lack of songs, poems, and nursery rhymes in the English textbook for third-year pupils, who are 8 to 9 years old, i.e., at an age when musical activities help them become motivated and interested in class activities.
Research methods: To test the efficacy of songs in teaching English vocabulary to young third-year learners, the researchers opted for a true experimental research method. An experimental group of 26 pupils was exposed to nursery rhymes about numbers, colors, and family members, while a control group of 25 pupils was taught the same vocabulary items for three weeks using lessons from the textbook only.
A short description of the context of the presented issue: The experiment took place in one of elementary schools in the city of Mostaganem, where the researchers’ former student works as a teacher of English. The experiment lasted three weeks: from January 10 to January 31, 2023.
Research findings: The findings of this research indicate that the use of songs considerably improved the average vocabulary scores for the 26 young pupils in the experimental group compared to the control group. Therefore, this research paper concludes that songs enhance natural and effortless vocabulary acquisition among third-year pupils who are learning English for the first time.
Conclusions and/or recommendations: Moreover, this study encourages elementary-school English teachers to give more pedagogical consideration to the use of children’s songs in teaching English to their pupils so as to enliven the lessons and to raise the pupils’ motivation to learn this foreign language
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
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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