bluuebunny/crossref_metadata_2025 huggingface dataset:
Key Problems of Customers in the Era of COVID-19 Pandemic – Insurance Market Diagnosis
Authors: Maśniak Dorota , Gnas Aleksandra
Published: December 2022

The article aims at presenting selected issues related to customers’ problems which have become apparent in the era of COVID-19 pandemic. The authors seek to answer the question about the way the pandemic situation has influenced the scope of insurance coverage offered by insurance undertakings. Accordingly, they pay particular attention to the attempts made by insurers to expand insurance coverage by introducing pandemic-related provisions into the GTC. The analysis focuses on types of insurance that relate to risks which are of vital importance during the pandemic and to the restrictions introduced as a result thereof (travel insurance, life insurance and BI insurance). As the research covers the current situation, the article is a preliminary diagnosis indicating problems which ought to be thoroughly examined in the future
Gloss to the Judgment of the Court of Justice of the European Union of 29 October 2021 (Request for a Preliminary Ruling from the District Court in Opatów – Poland) HG and TC v. the Insurance Guarantee Fund, Case C-688/20
Authors: Raczyński Aleksander
Published: December 2022

The publication is an approving gloss to the judgment of the Court of Justice of the European Union of 29 October 2021 in Case C-688/20, HG and TC v. the Insurance Guarantee Fund. The judgment addresses two important issues: on the one hand, the scope of compulsory insurance against civil liability in respect of the use of motor vehicles in accordance with the first paragraph of Article 3 of Directive 2009/103 and, on the other hand, the relationship between EU legislation (in this case directives) and national regulations.
In the context of the compatibility of the criteria for the existence of an insurance obligation under the first paragraph of Article 3 of Directive 2009/103 (5th Motor Directive), the Court of Justice upheld the earlier line of case-law in a logical and consistent way, by referring to the formal condition that a vehicle is registered and roadworthy in accordance with the national legislation in force.
That judgment indicates the discrepancy between national and EU legislations in terms of the conditions for compulsory insurance. Although Article 23(1) of the Law on Compulsory Insurance, the Insurance Guarantee Fund and the Polish Motor Insurers' Bureau links the insurance obligation with the mere fact of a vehicle ownership, the interpretation of the first paragraph of Article 3 of Directive 2009/103 presented by the Court of Justice allows for the exemption from that obligation in the event of formal deregistration of a vehicle or its withdrawal from use under relevant national regulations. Nevertheless, the existence of such discrepancy is not an objection to the commented judgment. It is the role of the Court of Justice to ensure that EU legislation is interpreted in an autonomous and uniform manner throughout the European Union.
Additional Forms of Retirement Savings under the Third Pillar of the Polish Retirement Protection System
Authors: Szczepańska Magdalena
Published: December 2022

The purpose of the article is to present the additional forms of retirement savings under the third pillar of the Polish retirement protection system as well as in the broader context of the national pension insurance system, taking into consideration legal regulations concerning pension benefits paid by the Polish Social Insurance Institution (ZUS). The author synthetically discusses various schemes operating in the third pension pillar (EPS, IRA, IRPA and ECP), and analyses the adequacy of the adopted solutions in the light of the basic aim of this system which is to complement benefits paid under the national pension system. In addition, benefits paid out to the participants to the third pillar schemes are discussed in detail in the context of the overall objective of the third pillar.
Difficult-to-treat rhinosinusitis in IgG4-related disease
Authors: Arcimowicz Magdalena , Gotlib Tomasz
Published: December 2022

Introduction: IgG4-related disease is a rare, immune disease with hyper-IgG4-gamma-globulinemia and fibro-inflammatory lesions that can occur in any organ. The diagnosis is made on the basis of clinical and histopathological criteria. In otolaryngological practice, the IgG4-related disease should be taken into account in the differential diagnosis of patients with salivary or lacrimal gland enlargement, with eyelid edema and chronic rhinosinusitis. Systemic glucocorticosteroids are the first line of treatment and can be combined with other immunosuppressants or biological treatment. The prognosis is favorable, but delay in diagnosis and therapy can lead to multiple organ failure and premature death. Case study: The paper presents a case report of patient initially treated for allergic rhinitis with asthma and eyelid edema, accompanied by rhinosinusitis, and history of numerous comorbidities (Hashimotos disease, parotid tumor, idopathic hepatitis, anemia and albinism). Imaging studies confirmed enlargement of the salivary and lacrimal glands with the upper eyelids edema and rhinosinusitis. The patient was qualified for sinus surgery. Postoperative histopathological examination enabled the diagnosis of IgG4- -related disease. For the next 5 years, the patient received prednisone and azathioprine, then prednisone and methotrexate, inhaled and nasal steroids, under constant specialist care, including otolaryngologist. Eyelid oedema resolved, asthma and allergic rhinitis were well controlled. Despite treatment, sinus symptoms gradually worsened, accompanied by headaches. The mucocele of the left frontal sinus was diagnosed and qualified for sinus reoperation. In the postoperative period, despite intensive treatment, mucocele of the right frontal sinus developed. Finally, another radical surgery on the frontal sinuses was performed (Draf III). The patient also showed other signs of progression of IgG4-related disease, including a twofold increase in serum IgG4 concentration. The lack of full control of the disease, manifested by difficult to treat rhinosinusitis, became the basis for qualification of the patient, now 44 years old, to biological treatment with rituximab.
Perceived Influence of Emerging Technologies on Lifelong Learning and Resilience among Women Who Dare Open Distance Learning
Authors: Oladipo Adenike , Oladele Esther , Oke David
Published: December 2022

In this study, the authors investigated the influence of emerging technologies on lifelong learning and resilience among women who dare Open and Distance Learning in a dual mode tertiary institution in the South-West geo-political zone of Nigeria. The sample consisted of 431 female learners from the three available departments; Management Sciences, Social Sciences and Science Education. Both secondary and primary data were collected; the latter was collected using a questionnaire on Google Forms. The data were analysed descriptively and using the ordinary least squares regression with robust estimates of standard error. This latter method helps to overcome the possible econometric problems of serial correlation and heteroscedasticity in the model. Preliminary data shows that women enrolments over a period of ten years have consistently increased. Also, most learners were aware of the emerging technologies except technologies such as edublog.com, Edmodo, Weebly and Wiki spaces. The regression result shows that emerging technologies influenced lifelong learning and resilience of the women. Meanwhile, emerging technologies that influenced lifelong learning and resilience were google classroom and Facebook only, while google drive posed a negative influence. Thus, more robust technologies, special female facilities and newly emerging technology job oriented fields should be introduced.
Building Resilience during the Forced Isolation: Experiences of Tenacious Academics of the Open University of Sri Lanka
Authors: Jayatilleke Buddhini Gayathri
Published: December 2022

The purpose of this paper is to report on the resilience of the faculty academics of the Open University of Sri Lanka who embarked on the online journey to support the isolated learners during the Covid-19 lockdown. A total of 225 academics responded to the questionnaire administered immediately after the lockdown, resulting in a 66% response rate. Findings revealed that 10% of academics had already completed their activities, 53% had engaged in online teaching before and during the pandemic while 17% had commenced only during the pandemic. In contrast, 20% had not gone online. This study focuses on the 17% who responded promptly to support learners during this unexpected situation. The challenges were categorized as learner-centric; teacher-centric and institutional-centric. Learner-centric challenges were focused on learner issues such as access issues related to devices, internet connections, data, etc., and how to design alternative strategies to increase learner engagement. Teacher-centric challenges were upskilling knowledge and skills associated with online learning, balancing official workload with personal commitments, etc. Institutional-centric challenges were related to obtaining essential support services remotely. These tenacious academics demonstrated how they build their resilience to face unexpected situations through self-regulatory mechanisms. This study provides some insights into building resilience for future educational endeavours.
Strengthening Resilience through Remote Multimedia Training
Authors: Allela Melisa Achoko
Published: December 2022

School closures and limited in-person learning as efforts to curb the Covid-19 pandemic impacted the regular delivery of education across all levels. This prompted learning institutions worldwide to embrace varied online and/or distance learning tools to facilitate the continuation of teaching and learning. To keep the doors of learning open during this period of uncertainty, two of several MOOCs developed with support from COL included the Mobile Learning with Multimedia course and Advanced Mobile Learning with Multimedia course. These two MOOCs were created against a backdrop of an acknowledged need for the increased participation of educators in the Global South to contribute to the creation and availability of OER resources. The courses thus sought to contribute to the capacity building of educators who can author or adapt OER multimedia resources. Post-pandemic, it is anticipated that technology-mediated learning/teaching will become entrenched as part of regular learning. Thus, the need for proficiency in the digital skills required to develop and facilitate such instruction becomes even more critical. This paper collates data from the two courses to share findings that can inform future implementations of similar remote capacity building efforts as a strategy for strengthening resilience in both teacher training.
Antecedents of Intention to Further Study Using Online Distance Learning among Online Distance Learning Students
Authors: Osman Zahir
Published: December 2022

The online distance learning (ODL) market has become very competitive with the emergence of new ODL higher education institutions. Further, many traditional universities are switching from face-to-face classes to ODL systems for some of their programs. Therefore, it is very challenging for the ODL institutions to ensure their students remain with them if the students want to continue their studies to a higher level. This study aims to assess the direct and indirect influence of perceived social ability, perceived usefulness, and self-management learning on attitude and intention. The Technology Acceptance Model theory was adopted to clearly define the probability of current ODL’s students will stay with their current ODL institutions if they intend to further their study. 421 responses were used in data analysis and Smartpls 3.0 was employed to investigate the direct and indirect relationship among the constructs. The study’s statistical results have demonstrated that perceived social ability, perceived usefulness, and self-management learning has positive and significant direct influence on attitude and indirect influence on intention. Likewise, an attitude has a positive and significant direct influence on intention. Therefore, this study is vital to draw attention to the factors influencing ODL students’ intention to study further using online distance learning.
Data Analytics in an Open and Distance Learning (ODL) Institution: The case of Botswana Open University (BOU)
Authors: Modikwagae Refilwe Thandy , Nkgari Moses
Published: December 2022

The use of Information and Communication Technologies (ICTs) in ODL allows for the generation of huge amounts of data, sometimes known as "Big data," when applicants and enrolled learners interact with the online platforms. It is argued that; this vast data is captured and stored, but it is often insufficiently analysed to assist learners and the institution in the service delivery or data-driven decision-making processes.This article investigates how this data may be analysed and used to develop strategies to enhance learner services and service delivery in an ODL, specifically at BOU. The report describes the outcomes of a quantitative research study for Botswana Open University, which was done through the analysis of raw data from the BOU Student Management System. This paper offers insights generated from BOU data analytics that might be used to improve the University's teaching and learning. According to BOU's case study, ODL institutions might benefit from data analytics adoption by identifying trends and reorganizing the ODL value chain.
Bridging the Gender-Based Digital Divide: Empowerment of Women Through ICT
Authors: Hendricks Winston , Olawale Babawande
Published: December 2022

This paper explores how digital transformation can bridge the gender-based digital divide and empower women for civic engagement in a digital world. This is because, in recent times, women in developing countries such as South Africa have been marginalized due to the patriarchal sentiment prevalent in society. While gender equality is not only a universal human right, recognizing the importance of gender equality in ensuring the advancement of society will go a long way to reducing the existing gender gaps in digital inclusion. While it has been argued that digital transformation perpetuates gender-related inequality, empowering women has the potential to generate a new source of global economic growth that is more inclusive. In addition, the incorporation of computer-based technologies into an organization's products, processes, and strategies, often referred to as 'digital transformation' is capable of providing an avenue for more equal women participation in labour markets and entrepreneurship. However, despite the advantages of digital transformation for women’s empowerment, women’s marginalisation in digital technologies continues to be evident in South Africa and its education system. The present study, therefore, investigates how digital transformation can bridge the gender-based digital divide and empower women for civic engagement in a digital world by promoting gender equality in the digital communities. Underpinned by an Interpretivist paradigm, the study employs a qualitative research approach and a case study design. Thus, to investigate how digital transformation can bridge the gender-based digital divide and empower women for civic engagement in a digital world, data for the study was collected through interviews from ten female university students in a rural university in the Eastern Cape Province, South Africa. The findings from the study revealed that while there are several opportunities that the digital technologies present in the quest for women empowerment, the lack of skills and expertise, literacy gaps, traditional and social norms, and a lack of confidence in experimenting with technology, among many others are the key factors that widen the digital gender gap. Based on the findings, recommendations were made that universities and higher education institutions partners should promote women's empowerment by supporting women's meaningful and equal participation in decision making where digital technologies are concerned.
A Novel Competency Framework for Effective Mentoring
Authors: Ramkissoon Bhima , Baichoo Radha Rani , Bholoa Ajeevsing , Sider Steve
Published: December 2022

Mentoring is important for learner success. Effective mentoring requires the acquisition of specific and adequate competencies (knowledge, skills and dispositions) for mentors to perform their roles towards their mentees in a confident, coherent and consistent manner. However, our experiences have shown the existence of skills gaps and divergent mentoring practices across schools in the Mauritian context. // To address the shortcomings, we designed and developed a novel competency framework for mentoring that is part of a micro-credential for online learning and as capacity building initiative. The framework seeks to bring a shift in the way mentoring is practiced in Mauritius, with focus on reciprocal learning. // The mentoring competency framework (MCF) consists of four professional domains underpinned by six key drivers, namely, research, rethink, respond, re-align, revisit and reflect, which we consider as critical elements to inform effective mentoring practices. This poster describes each domain of the MCF. The first domain, Professional Identity, focuses on a commitment of mentors to engage with theories on mentoring and reflection on mentoring practices. The second one, Professional Knowledge and Skills, lays emphasis on subject-specific competencies. The third and fourth domains are Professional Relationships and Dispositions which highlight the importance of collaboration, communication, problem-solving, values and ethics.
Keeping Learning Open during Covid-19 and beyond through Innovative Learning Design: A Case Study of the University of Namibia
Authors: Beukes-Amiss Catherine Margaret , Haipinge Erkkie
Published: December 2022

The infusion of technology into Open and Distance Learning (ODL) practices was nothing new at the University of Namibia (UNAM) during the emergence of Covid-19. The Centre for Innovation in Learning and Teaching (CILT) (previously the Centre for Open, Distance and eLearning (CODeL) at UNAM, focuses on leading learning innovations and was tasked with developing innovative approaches during the Covid-19 pandemic’s lockdown period, which remain relevant beyond the pandemic. // This study examined how CILT as an academic support Centre in collaboration with the Commonwealth of Learning (COL) supported efforts of various Higher Education Institutions (HEIs), to keep student learning of all modes of study (face-to-face, online, ODL) open, during the Covid-19 pandemic. This was achieved through the creation and implementation of a Rapid Development Process (RDP) as part of learning design capacity development initiatives and a Creative Commons ascribed resource website, focusing on Learning Design and Digital Assessment resources. The RDP resources were workshopped with various Namibian Universities and an African University. As part of the methodology, the study adopted a single case study research design and used a structured workshop evaluation survey and secondary sources as data collection instruments. // The findings of the study reveal overall satisfaction with the RDP workshop approach and topics covered, as well as its relevance to Continuous Professional Development (CPD) of participants. Most of the participants indicated that they only started to engage in online teaching and online assessment activities because of institutional strategies that were forced by Covid-19. // The study concludes that the RDP workshops were well-structured and had a positive impact as the learning experiences gained can be practiced in participants’ institutional contexts and as part of the new norm in HEIs.
Personalized Experiential Learning Using Virtual Reality to Enhance Imagination and Emotional Connectivity in Skills-Based Courses
Authors: Low Yvonne , Uzza Aisyamariam Abdul , Hamdan Analisa , Singh Abtar Darshan
Published: December 2022

Experiential learning is a philosophy and methodology in which educators plan to engage learners purposefully in direct experience and focused reflection to develop skills and knowledge, clarify values, and apply prior learning experiences. In other words, experiential learning is an instructor’s careful arrangement of a specific, interactive learning experience for students where they can develop their understanding and discover new knowledge. In this respect, different learning technologies can be used to ensure that skills-based content achieves the goals and learning outcomes, most of which are competency-based. Virtual reality is one such emerging technology which can enable learners to experience and be immersed in virtual learning environments which takes them out of the “window”. In a virtual learning environment, learners get to manoeuvre learning artifacts and manipulate the perspective plane to their prior learning experiences vis-à-vis the achievement of outcomes stated in the curriculum. This paper aims to provide answers to the research question: Could virtual learning designs enable personalized experiential learning to enhance imagination and emotional connectivity in skills-based courses in the new normal. As a result of the Covid-19 pandemic, many differentiated learning environments have been initiated such as ODL, blended and hybrid learning. In all these new initiatives, learners are still placed within the “4-walled classroom atmosphere” where learning is “confined to small, crowded, and neat spaces”. The researcher has observed that this has led to limited imagination, lack of emotional connection and has demotivated learners, resulting in poor quality products, especially in a skills-based learning environment. These observations are also supported by Latchem (2017) in an edited book ‘Using ICTs and Blended Learning in Transforming TVET’ which states that the common problem of distance learners is having limited contact with educators and their peers. According to Fleming (2021), advanced technology such as VR will ensure immense personal engagement and participation in a 21st century classroom as learning will involve artificially digitized content that resembles real life situations.
An Examination of Issues of Equity during the Pandemic: Global Perspectives
Authors: Bissessar Charmaine
Published: December 2022

This poster presentation will be based on a review of articles in the book Emergency Remote Learning, Teaching and Leading: Global Perspectives. The poster presentation will entail a discussion of issues in equity among students from teachers’ perspectives. The participants are from Trinidad, Grenada, Greece, and Ghana. The presenter will discuss the similarities experienced by students in each context as well as the differences. The chapters are qualitative and quantitative in nature with 17 teachers in Greece to 265 students in Ghana. The sampling methods are different for each chapter and these will be presented in a chart. The findings include such issues as emotional, behavioural, technical, and issues in competencies in Ghana. In Trinidad and Grenada, the issues were (1) the digital divide; (2) attendance (3) parental involvement; (4) students’ motivation or lack thereof. In Greece, there were similar issues with students’ attendance, their online skills and their lack of motivation. The findings of these studies will add to the extant literature.
Presenting START, GOAL, Digital Sarthak, SkillBot and Maker’s Space: Inspiring Innovations for an Empowering, Democratic and Inclusive Technological Society
Authors: Manzar Osama , Srivastava Saurabh
Published: December 2022

Digital Empowerment Foundation (DEF) has been making use of many innovative methods and technologies to democratize innovation, upskill, build resilience and foster lifelong learning in rural India with a special focus on marginalized communities. We would like to showcase some of our innovations here. // START: A digital learning and Media & Information Literacy (MIL) toolkit, designed exclusively for first-generation technology users to promote digital inclusion and fight information poverty. It is a 45-hour digital learning curriculum that covers 30 topics ranging from basics of computers, use of applications, MIL and online security and safety, among others. The pedagogy for START focuses on hands-on training and workshops in rural and tribal communities through activities and gamification of topics. // GOAL (Going Online as Leaders): A program to connect urban volunteers with rural women online to provide them guidance and support in digital skills to bridge the information gap. This technology-enabled mentorship program was adopted by the Ministry of Tribal Affairs, Government of India and is now being replicated in several states. The data comparing baseline and endline show that beneficiaries of GOAL show higher interest in pursuing higher education, greater self-confidence, improved communication skills and aspiration to become changemakers. // Digital Sarthak: This program demonstrates how digital literacy through the community network model can be an important strategy to achieve a replicable model of local economic development. 100 rural women were trained to further train 500 women-led Community Development Organizations (CDOs) and 10000 rural women entrepreneurs in the first stage. The program placed women in active roles in the information eco-system that further improved their confidence and capacity. // SkillBot: A self-learning chatbot built on the free and open-source Telegram platform. Telegram provides free backend technical support and chatbot feature. SkillBot was developed by DEF and Commonwealth of Learning to teach digital literacy, financial literacy, citizen services and data management to rural youth and artisans. SkillBot is multilingual and employs tutorial lessons, audio graphics, infographics, flashcards, interactive quizzes and activities for teaching. Skil Bot thus provides an accessible, easy to understand platform for skilling. // Maker's Space is an initiative where physical centres equipped with STEM learning and digital skilling tools are created in DEF’s community information centres at the remotest locations. Maker's Space facilitates an unstructured learning space supported by digital/STEM tools that allow children and youth, especially persons with disabilities, to take ownership of their learning and create innovative solutions for their communities.
Building Education Resilience for Girls in Kenya
Authors: Kisirkoi Florence , Michelle Cude
Published: December 2022

Education disruptions caused by poverty, insecurity and negative traditional practices in rural communities in Kenya were escalated by the Covid-19 pandemic when Narok county was reported to be leading in teenage pregnancy. Such a trend would delay achievement of the international Sustainable Development Goal 4 .1 by 2030. The purpose of this study was to investigate the strategies which some students employed to continue learning amidst education disruptions. It was guided by the research questions: What were their experiences in education during Covid-19 pandemic school closure? What made some of them continue learning amidst disruptions while many did not? What do they propose as useful solutions which builds education resilience? Using interview schedules and guided by interpretivist paradigm, voices were captured where 29 girls, 44 boys; later 21 girls and 2 teachers were interviewed to express their perspectives on their experiences during Covid-19 disruptions. Some of the experiences were harassment and lack of learning resources; some suggestions which could build education resilience for inclusive learning were provision of innovative, learning technology tools, libraries, and socio-emotional support groups.
Tertiary Education Disruptions and Readjustments amidst the Covid-19 Pandemic in Botswana
Authors: Tladi Lekopanye Lacic , Aiyuk Sunny Enow
Published: December 2022

The Covid-19 pandemic has been a global nightmare that continues to pose a multi-facetted threat to human existence. For many institutions, the pandemic outbreak has actually forced them to take an Online and Distance Learning pedagogical approach by adopting the use of various educational technologies to facilitate online teaching and learning as the main form of instruction in higher education globally. This paper seeks to discuss the impact of Covid-19 and highlight the initiatives conceived and implemented by some Universities across Botswana in response to the disruptions caused. The paper focuses on the interventions in leadership, curriculum delivery, assessment, research and student support. // Desk research shows that responses to the pandemic varied across institutions as shown by the identified three Botswana Public universities: University of Botswana (UB), Botswana International University of Science and Technology (BIUST), Botswana Accountancy College (BAC) and Botswana Open University (BOU). Common across these universities is that they all took a decision to find ways of ensuring continuity of teaching and learning activities through adoption of educational technologies. Going forward, it is important that institutions should undergo a serious paradigm shift towards embracing the use of educational technologies in learning and teaching.
Using Game-based eLearning to Build Resilience to Natural Hazards in the Caribbean
Authors: Welsh Nicole , Lewinson-Morgan Annika , Tucker Robert
Published: December 2022

The Caribbean and Latin America is the second most disaster-prone region globally. Between 2000 and 2019, the Caribbean region faced over 170 hurricanes, 148 tropical storms, eight earthquakes, and several floods. Generally, disasters have an adverse economic, social and psychological impact; however, it should be possible to reduce the severity through planning, preparation, and appropriate, timely action. Some natural hazards, such as hurricanes, are cyclical and should only become disasters when there is damage or loss of resources, lives and livelihood. Game-based blended learning focused on prevention and preparation can build knowledge and awareness, contributing to building resilience, specifically, the ability to withstand and recover from natural hazards. This article postulates that resilience should be encouraged from a young age because resilient children can become resilient adults and contributors to a society capable of functioning during crises or difficult situations, including natural hazards and disasters. // The proposed strategy involves a Be Alert Game (BAG) piloted in small groups, with children ages seven to ten, in four countries in the Caribbean (Barbados, Grenada, Jamaica and the Republic of Trinidad and Tobago). Surveys were administered before and after the game was tested. The feedback from these surveys were used to determine learners’ knowledge and approach before and after playing the game. // The game focuses on four natural hazards (hurricanes, tsunamis, earthquakes and volcanoes), their key features, pre-emptive and preparatory steps, and the potential impact of inaction. Gamers are encouraged to learn about natural events and disaster prevention by participating in interactive quizzes, drag-and-drop activities, researching and engaging with their teachers, family, and friends. The final component of each of the four levels in the game uses a blended approach and is mindful of the local context; thus, the location of the nearest emergency shelters will differ. Multimedia components include images, voice-over, music, sound effects, interactive buttons, animated characters and closed captioning. The developers will use the feedback from the participants to improve on the levels and interactive elements, which are all geared toward building resilience and preparing for natural hazards through game-based open learning.
Breve Análise Socioambiental da Tríplice Fronteira Amazônica Brasil-Colômbia-Peru
Authors: Oliveira Eguerton Fernandes de
Published: December 2022

O presente artigo tem a meta de analisar a realidade fronteiriça entre Brasil, Colômbia e Peru, verificando os desafios socioambientais enfrentados pelas populações locais especificamente de Tabatinga, Letícia e Santa Rosa, contribuindo com a apreciação leitora e holística sobre a região, a população e suas dinâmicas. Para tanto, se constrói de modo bibliográfico, tendo como referência estudos sobre o tema e documentação legal vigente nos três países. Espera-se com este estudo contribuir para a percepção de que a região de tríplice fronteira Brasil, Colômbia e Peru é um espaço de realidade educativa singular, cabendo estudos mais expressivos nesse contexto geográfico.
Educação Intergeracional
Authors: Santana Leonardo Sampaio Baleeiro , Junior Bartolomeu Moura , Silva Vagner Pereira da , Souza Fernando Kbasdimekwa Brito de , Gouveia Joselma dos Reis , Lopes Luciana da Silva
Published: December 2022

A morte é um processo vital triste e doloroso. O medo e o medo dos adultos há muito são um assunto tabu – pelo menos em grande parte da sociedade ocidental. Tentamos salvaguardar as crianças desta realidade, embora seja especialmente difícil para nós lidar com a morte com os pequenos. Esse fato é influenciado por nossas crenças de que as crianças não possuem as ferramentas cognitivas e emocionais necessárias para enfrentá-lo. Essas crenças não são verdadeiras e as crianças podem se beneficiar de um ambiente em que a morte seja discutida com naturalidade. A escola poderia ser um local ideal, pois é um agente socializador primário onde as crianças passam uma parte considerável do seu tempo, além de estar junto com a família um dos primeiros contextos em que os pequenos vão enfrentar esse problema. No entanto, são poucas as iniciativas voltadas para o desenvolvimento de uma pedagogia da morte na educação infantil (ou no ensino fundamental) e não temos recursos suficientes para nos dar o que fazer quando ocorre uma morte na escola. Os professores carecem de preparo pedagógico nessa matéria e ferramentas que podem ser utilizadas. Este artigo tem o intuito de mostrar acerca dos fundamentos basilares acerca da educação infantil, inferindo sobre o luto e sua importância.
Uso das Tecnologias da Comunicação e Informação no Ensino da Geografia
Authors: Oliveira Jacqueline Araújo de
Published: December 2022

As novas tecnologias estão ganhando espaço em todas as áreas do dia a dia. O uso do computador como ferramenta de trabalho e como forma de comunicação pela população em geral é amplamente difundido e na escola não poderia ser diferente. Assim, este estudo bibliográfico busca examinar o uso das tecnologias da comunicação e informação no ensino de geografia.
Ensaio sobre Linguagem
Authors: Cerqueira Juliana Behrends de Souza , Souza Julio Teixeira de
Published: December 2022

Há quem considere a linguagem um instrumento básico para o ser humano. Grosso modo, os seres humanos deixaram de lascar pedra e passaram a refinar a linguagem. Da mesma forma que, ao observarmos uma ferramenta, temos uma ideia de suas possibilidades funcionais, igualmente, analisando a linguagem, é possível perceber o que podemos fazer por meio de seu uso. A linguagem é sem dúvida um instrumento fabuloso, permite-nos usar a razão, capacidade característica nossa que nos qualifica como racional. O presente ensaio tem a meta principal de discorrer sobre a linguagem em uma perspectiva humana, quando se vê o humano como competente artífice da linguagem. Para o que propomos, iremos recorrer a diversos estudiosos de variadas áreas, estabelecendo conexões e relações ainda não efetivadas.
Le « retour du dédoublé » à l’écran : mises en scène du double intrapsychique féminin : du hors champ à l’autre scène
Authors: Seror Joy
Published: December 2022

Le présent travail propose une analyse des personnages féminins doubles, compris sous le terme de « double intrapsychique » (Lihi Nagler) dans le cinéma contemporain. Deux personnages a priori distincts se rencontrent et tissent un lien, mais l’un d’entre eux s’avère être la création de l’autre protagoniste qui rêve, imagine, ou hallucine ce deuxième personnage. Le dispositif cinématographique vient renforcer l’ambiguïté inhérente au statut de doppelgänger, par le biais de la double incarnation : deux acteurs distincts incarnent chacun une part d’un seul et même personnage, sans que la fiction ne le dévoile clairement. Le présent travail propose une analyse des différentes mises en scènes de ces personnages doubles, sous le signe de l’illusion, à travers deux extraits de films : D’après une histoire vraie (2017), adaptation de Roman Polanski du roman de Delphine de Vigan (2015), et le célèbre Persona, d’Ingmar Bergman (1966). Cette analyse diachronique mettra en lumière le dispositif illusionnel « encadré » par un effet de « trompe-l’œil » (A. Ledoux) privilégié par Roman Polanski avant d’observer dans un second temps l’esthétique bergmanienne aux contours plus flous. La figure du « hors champ » sera alors centrale ; d’un point de vue métaphorique, dans la mesure où le personnage double incarne une part obscure, une « autre scène » au-delà du sujet, mais également en tant que dispositif scénique, laissant de côté ce qui appartient au monde mental. Le champ devient ainsi le théâtre de ce « retour du dédoublé », aux allures hybrides, entre hallucination, rêve et fantasme.
Ekphrasis de l’écran de fumée et prolifération textuelle : une étude de House of Leaves de Mark Z. Danielewski (2000) et de Dorian, an Imitation de Will Self (2002)
Authors: Remy Anthony
Published: December 2022

Publiés au tournant du XXIe siècle, à deux ans d’intervalle, House of Leaves et Dorian, an Imitation s’articulent tous deux autour d’une tension constante entre réalité et fiction, incarnée par le paradigme écranique de la représentation. L’écran, dont la profusion eut dès la première moitié du XXe siècle une influence considérable sur l’évolution de la société occidentale, s’y voit accordé une importance toute particulière, bien qu’il se retrouve délibérément relégué aux marges de l’espace diégétique des deux récits, tout en y jouant un rôle fondamental : la définition même du hors-champ. Encouragés par une quête commune de rédemption, les protagonistes des deux romans entreprennent dès lors de réintégrer ces représentations artistiques dans le cadre diégétique, engendrant une prolifération de l’écrit qui se révèlent n’être qu’un écran de fumée supplémentaire au simulacre sous-jacent.
“A Great Ox Stands Upon My Tongue” : The Refusal of Translation and the Poetics of Amnesty in Yaël Farber’s MOLORA
Authors: Lambert Marie
Published: December 2022

Receptions of MOLORA, Yaël Farber’s dramatic reimagining of the Oresteia myth during the Truth and Reconciliation Commission hearings, have praised the play’s use of its tragic and historical bases for adaptation to transform spectatorial experience into a site of dramatic witnessing, as the conventions of ancient tragedy resonate with recent South African history. Yet, despite its recognizable double referents, MOLORA is marked too by its use of techniques of linguistic sense-making to obfuscate recognition, as Farber uses translation and intertextual citation as devices for denying full comprehension of the referential play at work in both its mytho-tragic and historical-juridical domains. Through an examination of the play as an adaptation and translation of both myth and recent history, this paper interrogates the aesthetic conditions of possibility for achieving justice through narrative testimony that the TRC set forth in its exceptional structure. Indeed, through techniques of non- and partial translation that produce a paradoxical experience of “dramatic amnesia” within its familiar formal and narrative frames, MOLORA fosters a particular anti-memorial relation to its adapted content, one whose performance nonetheless demonstrates the possibility of unprecedented socio-political imaginaries within and despite the ambivalent amnesty of the TRC.
Le hors-champ dans les œuvres sonores immersives : des expériences sensorielles de l’espace par le son
Authors: Monfort Ève-Marie
Published: December 2022

Au-delà du cadre des arts de la scène et des arts visuels, la présence du hors-champ, défini par ce qui n’est pas donné à voir, se manifeste dans une sphère de l’art contemporain, celui des « arts sonores ». Des artistes qui utilisent le médium son, comme Janet Cardiff, Max Neuhaus ou encore le groupe Digital Flesh, créent des environnements sonores et immersifs à l’aide de techniques de spatialisation acoustique où le spectateur est invité à se déplacer afin d’explorer ce qui s’offre à lui. Entre les sons appartenant à l’espace et les sons diffusés par les artistes, deux espaces sonores se superposent, créant la confusion chez les spectateurs. Ces sons spatialisés, dont on ne peut voir la source, convoquent notre mémoire et notre imagination par la création « d’effets de présence ». Un effet de présence est défini comme une illusion, une impression de présence d’un corps ou d’un objet dans un espace par le son alors qu’il n’en est rien. Le son prétendument immatériel et intangible a la capacité de matérialiser des objets et la présence humaine. Il permet de créer un nouvel espace hors-champ mais bien présent. Le spectateur situé au cœur de l’expérience d’écoute fait l’expérience sensorielle des déplacements du son dans l’espace, de l’acoustique du lieu et de son propre corps en tant qu’être sensible dans un monde situé entre le réel et le fictif.
Le (dés)ordre alimentaire et l’ordre du quartier
Authors: Santarsiero Luis , Souquet Lionel
Published: December 2022

Cet article se propose d’analyser l’aide alimentaire fournie dans les cantines communautaires (soupes populaires), en Argentine, en analysant la vie quotidienne et l’alimentation collective dans des situations de vulnérabilité sociale. Sous l’hypothèse de travail qui positionne ces espaces comme des tentatives de normalisation face au (dés)ordre alimentaire, les perceptions des responsables des cantines en tant que médiateurs de différents contextes et scénarios d’aide alimentaire sont analysées, en prenant principalement le cas d’un quartier étudié dans la ville de La Plata, rendant possible certaines généralisations sur l’intervention alimentaire à partir de cette étude de cas. De cette manière, l’axe analytique central est considéré comme l’espace du quartier, qui se constitue par rapport aux cantines comme un lieu support de la vie quotidienne et des liens politiques et sociaux qui établissent un « ordre » possible au sein du quartier défavorisé. Ces dimensions (voisinage, sociabilité et aide alimentaire) ont été intégrées dans les observations et les visites du quartier, établissant les zones d’influence et d’extension de chaque cantine. La dimension de la spatialité est ainsi récupérée comme la possibilité de consolider un ordre alimentaire de quartier déployé et représenté par les cantines et leurs gestionnaires.
« While humanlike, they are not actually humanful » : hybridité et normativité dans The Constant Rabbit de Jasper Fforde
Authors: Derrien Stanislas
Published: December 2022

Dans son roman allégorique The Constant Rabbit (2020), Jasper Fforde postule l’apparition de lapins anthropomorphes au Royaume-Uni, sur fond de politique-fiction. Ces créatures hors normes constituent une projection équivoque de l’altérité, et recèlent donc des possibilités d’identification multiples. Cet article explore la représentation de l’humain derrière le masque de l’animal dans ce roman éminemment ludique. Le surgissement de l’anomal interroge les normes sociales et culturelles qui régissent ce monde alternatif émaillé de références métatextuelles : le lapin humanoïde, au mode de vie non-conformiste voire déviant, sert un discours dont l’intention satirique est explicitée au sein même du récit. The Constant Rabbit déconstruit ainsi, par l’absurde, les notions de normalité et de normativité à travers un procédé de défamiliarisation reposant sur la caractérisation des lapins ffordiens, citoyens de seconde zone « semblables aux humains » mais « pas tout à fait humains ». Par la mise en scène de relations « inter-espèces » conflictuelles, Fforde propose un commentaire oblique sur le réel, et notamment sur la société britannique contemporaine. Au-delà du divertissement mainstream, l’ambigüité inhérente à l’allégorie invite à la spéculation quant aux enjeux idéologiques de ce roman, dont le traitement complexe de l’hybridité suggère l’existence, chez l’auteur, d’une visée interventionniste.
Le kitsch : une esthétique hors-normes ?...
Authors: Souquet Lionel
Published: December 2022

Cet article se propose d’explorer la notion de kitsch, apparue à la fin du xixe siècle. D’abord perçu comme esthétique et art de vivre de la bourgeoisie triomphante, le kitsch va peu à peu être associé à la classe moyenne puis aux milieux populaires. Tout au long du xxe siècle, et surtout avec l’entrée dans la postmodernité à partir des années 1960, les choses commencent à changer de perspective. Selon Gillo Dorfles, le kitsch naîtrait d’une conception de l’art basée sur l’ascension sociale et la consommation. Il apparaît dès que le sacré est démystifié et remplacé par des fétiches et de nouveaux rites en relation avec l’homme-machine, le sport, la musique, la danse. Les « hommes de mauvais goût » jouiraient de tout ce qui est de mauvais goût car, selon Dorfles, ils confondent jugement esthétique et jugement éthique. Le kitsch serait plein de faux dramatisme, de pathos et de sentimentalisme.
Characterization of non-typhoidal Salmonella from poultry in Punjab, India
Authors: KAR SARMISTHA , SINGH RANDHIR , KAUR SIMRAN PREET , SINGH PARMINDER , GILL J P S
Published: December 2022

Present study was done to determine the prevalence, virulence and antimicrobial spectrum of identified serotypes. A total of 693 samples, comprising 585 poultry fecal samples (420 from layer, 120 from broiler and 45 from backyard poultry), 54 each poultry feed and farm water were collected from 31 poultry farms of three districts of Punjab. A total of 6 Salmonella isolates were obtained from these samples. Out of 585 fecal samples, 6 (1.02%) were positive for Salmonella. Out of 31 farms, 2 (6.45%) farms were positive for Salmonella. Out of 6 Salmonella isolates, four isolates from one farm were serotype Salmonella IIIa, 35: z24: z23 and two Salmonella isolates from another farm were untypable and also carried spvC gene. Isolates showed resistance to gentamicin (2/6, 33.3%), co-trimoxazole (1/6, 16.7%). Antibiotics ampicillin, tetracycline, ciprofloxacin, chloramphenicol and enrofloxacin were effective against all the isolates. On PFGE analysis, four isolates from one farm were clustered in two clusters and two isolates from other farm were similar and clustered together. Based on the results we can say that drug resistant Salmonella is present in poultry flock in Punjab.