Education and Social Policy

The concept of liberal cooperatives was popularized by the Cooperative Development Foundation/Sahavikasa in Andhra Pradesh while lobbying for cooperative reforms that could enable forming of fully member owned and controlled cooperatives with complete ownership and control of and a change in the existing cooperative law (the Andhra Pradesh Cooperative Societies Act, 1964) in order to facilitate members to assume complete control and ownership of their cooperatives. The Andhra Pradesh Mutually Aided Cooperatives ...

This article provides a critical analysis of the historical development and reconfiguration of compensatory education from its origins in the welfare state to its current framing within the neoliberal paradigm. Although conceived as a tool for equity, compensatory education has gradually been influenced by technocratic and performative logics that undermine its transformative purpose. The analysis is based on territorialization as the organizing structure of the compensatory education movement, within a three-part framework of justiceredistributive, recognition, and spatial. Four fundamental fractures are identified: (i) territorialization without spatial justice; (ii) the absence of coordinated redistribution; (iii) the invisibility of recognition and representation; and (iv) performative evaluation as a reproducer of inequality. Drawing on classic and contemporary authors such as Bernstein, Bourdieu, Fraser, Soja, and Biesta, the article argues that educational justice requires intersectoral policies, democratic participation, and adequate evaluation instruments. Despite the constraints imposed by the paradigm of Outcome-Based Education (OBE), it is argued that schools and territories can still serve as strategic sites of resistance and democratic reconstruction, as long as they are anchored in a substantive conception of spatial and social justice.

Il conflitto fra Federazione Russa e Repubblica Popolare Ucraina non conosce cenni di attenuazione e, al volgere del primo anno di combattimenti, torna a riproporre la complessa serie di interrogativi etici che l'hanno accompagnato fi n dal suo sorgere. Don Aristide Fumagalli, docente di Teologia morale presso il Seminario di Venegono e la Facoltà teologica di Milano, presenta qui una dettagliata e preziosa disamina dei criteri etici che la Dottrina sociale della Chiesa propone al discernimento morale dei credenti. Sullo sfondo dell'inequivocabile e insistita condanna della guerra da parte del Magistero contemporaneo della Chiesa, hanno posto anche argomenti che cercano di declinare questo principio fondamentale in situazioni particolari-la legittima difesa, l'ingerenza umanitaria-, e anche quelli che raccomandano forme di alternativa alla guerra-disarmo, sanzioni, nonviolenza-e infi ne le auspicabili strategie volte a eliminare in radice le cause che originano i confl itti, soprattutto situazioni strutturali di povertà, sfruttamento e ingiustizia. «A fronte di una guerra purtroppo in corso, i cristiani possono essere in dubbio circa il modo in cui ricercare la pace, se ricorrendo alla difesa armata o alla difesa nonviolenta, e giungere a un diverso esito del discernimento. Invece che screditarsi a vicenda, sarà opportuno che si mantengano in dialogo così da arricchirsi e correggersi vicendevolmente nelle proprie valutazioni».

With the advent of Artificial Intelligence (AI), scholars in education believe that the roles of schools, teachers, and
administrators will undergo significant changes. Major transformations can be anticipated in education systems and
their processes, driven by the increased use of AI in education, thereby reshaping the global educational landscape.
This article aims to explore the potential roles of AI in the context of the Competency-Based Curriculum in Kenya. The
Competency-Based Curriculum emphasizes the development and evaluation of specific competencies, including critical
thinking, imagination and creativity, digital literacy, communication and collaboration, learning to learn, self efficacy, and citizenship. Its primary goal is to prepare learners to successfully tackle real-world challenges by
focusing on developing skills and aptitudes applicable in various contexts. One of AI's remarkable facets in education
is its ability to customize individual learning experiences. The application of an AI curriculum may help teachers
perform various administrative functions, such as grading student assignments through automated processes,
allowing them to focus more on direct educational activities, human interaction, innovative content creation, and
fostering a collaborative learning environment. This study examines the trends, challenges, and emerging
opportunities that may be realized from the intersection of AI and the competency-based curriculum in Kenya. The
following research questions guided it: What are the current trends of AI in the field of education? How can AI
applications be integrated into the CBC? What are the benefits of using AI in CBC? What are the challenges related to
the use of AI in education? How can these challenges be mitigated? The approach used is a desk review of published
works related to the use of AI in education. The findings may help policymakers, educational stakeholders, and
researchers address the challenges posed by A1 in the education process across Kenya and the African continent.
Keywords: Artificial intelligence, TAM theory, competency-based curriculum, Kenya

Educators in the United States continue to struggle with the disparity in academic achievement of their students and with the ever-increasing emphasis on meeting Adequate Yearly Progress, for No Child Left Behind. Looking at data from the National Assessment of Educational Progress, the Education Trust concluded that, “By the time [minority students] reach grade 12, if they do so at all, minority students are about four years behind other young people” (National Governors Association, 2003, p. 2). From this struggle, the topic of national standards has risen to the forefront. National standards appear to be a solution to the inequities between individual state standards and a way to provide equitable learning opportunities for all students. National standards could also provide educators with an opportunity to measure and compare the United States and other nations. However, common standards could mean state governments and local school boards, within local school districts, could l...

Ireland, much of Europe, and the United States are facing a silent epidemic of social isolation among both adults and young people. The decline of youth clubs, the erosion of local gathering spaces, and the rise of screen-based entertainment have weakened the social fabric on both sides of the Atlantic. This proposal is world-leading in ambition: it combines two proven strategies-modern youth clubs in every town and regular, intergenerational social discos featuring the creative music of the 1970s, 1980s, and 1990s-into a single, safeguarded, national initiative. While countries such as Iceland, Finland, Germany, Canada, Australia, the UK, and the US have shown the benefits of each element separately, no country has delivered them together at national scale, with guaranteed comfort, safety, and affordability. The vision: safe, comfortable, purpose-built or refurbished venues in every community, staffed by trained youth workers and professional DJs, offering affordable social events for all ages. This will reduce loneliness, strengthen intergenerational ties, and revitalise local culture. -Modern, inclusive facilities, open evenings and weekends. -Activities in arts, sports, music, games, homework support, and life skills. -Accessible to all socio-economic groups. Pillar 2 -Affordable Community Discos -Monthly or bi-monthly events. -Professional DJs curating 70s/80s/90s playlists. -Themed dress-up nights and inclusive dance floors. -Cross-generational attendance encouraged. -Purpose-built or refurbished community centres (not sheds or unsafe barns). -Climate control, good ventilation, and safe lighting/sound levels. -Seating zones for rest and conversation. -Accessibility for people with disabilities. -Refreshment facilities for affordable, non-alcoholic options. -On-site safeguarding and trained staff presence. Phase 1: Map areas without youth clubs or with inadequate social spaces. Phase 2: Secure funding through a mix of government grants, local authority budgets, philanthropy, and business sponsorship. Phase 3: Recruit trained coordinators and DJs. Phase 4: Launch pilot programmes in representative rural, urban, and suburban areas before national scale-up. -Ticket prices €5-€10 to ensure affordability. -Government subsidies for under-18s and low-income residents. -Local business sponsorship for events and equipment. -Volunteer involvement to reduce staffing costs and build community ownership. -Lower rates of loneliness and isolation. -Increased community cohesion and intergenerational understanding. -Better mental health outcomes. -Revitalisation of local cultural life. -Ireland positioned as a global leader in community-based social infrastructure. Rebuilding youth clubs and introducing regular, affordable, intergenerational music events is not just a nostalgic gesture -it is an evidence-based strategy to rebuild Ireland's social fabric. With modest investment, national coordination, and community partnership, this programme can deliver measurable improvements in wellbeing, cultural vitality, and social trust.

في عملية الهجرة، يمر المهاجر بمراحل معينة وسلسلة من التحولات التي تترك بصماتها على فرديته مع مرور الوقت. هذه العمليات التي لا مفر منها، مثل التكيف والاستيعاب، ثم التكامل في نهاية المطاف، بالإضافة إلى العديد من العوامل الأخرى، تؤدي إلى تغييرات في الهوية. إن المفهوم الذي تتناوله هذه الورقة، والذي يدعم فهم عملية التغيير، هو مفهوم التثاقف. فالتثاقف هو العملية التي يكتسب من خلالها الفرد بيئة ثقافية جديدة ويتكيف معها نتيجة لتواجده في ثقافة جديدة. أدى النهج النظري إلى فهم موضوعي لعملية تغيير الهوية في سياق معين. تهدف نظرية التفاعل الرمزي إلى الكشف عن الآليات الداخلية لتشكيل الهوية من خلال التغلب على التعارض بين الفرد والجماعة، وتفترض نظرية الهوية العرقية واللغوية أنه عندما يواجه الأفراد مسارات بديلة للعمل، فإنهم سيختارون المسار الذي من شأنه أن يعزز ذواتهم.

The civil rights of transgender and non-binary youth in Texas were the focus of proposed laws during the 87th and 88th legislative sessions. These laws aimed to restrict access to educational resources, healthcare, and transition services. The response from non-profit organizations and youth-led protest movements represented a significant change in political engagement among transgender and non-binary students from Gen-Z (born between 1997 and 2012) and Gen-Alpha (born between 2010 and 2024). Growing cooperation among youth on online platforms for coordinating protests indicates a transformation in political participation. This study investigates youth resistance strategies and organizational efforts by analyzing testimonies from transgender and non-binary youth leaders.

Anchored on three main objectives-assessing the current state of AI adoption in the Kenyan education sector, identifying challenges and opportunities in integrating AI solutions for enhancing educational resilience and evaluating the role of AI in enhancing educational infrastructure. This study explored how Artificial Intelligence can be leveraged ethically to ensure learning continuity during crises and improve Kenya's educational infrastructure, thereby creating a more resilient and inclusive education system. Using questionnaires-which had a 70% response rate, this research engaged a diverse sample of key stakeholders, including university lecturers, university students, secondary school principals, E learning coordinators, curriculum developers, EdTech professionals, and policymakers from the Ministry of Education and Ministry of ICT and Digital economy. Findings revealed that 76.2% of respondents had experience with AI-based educational tools. However, only 4.8% affirmed widespread institutional integration, underscoring a wide disparity between user comprehension and formal adoption. Challenges mentioned included, policy disconnects, limited digital infrastructure, skepticism on use of AI, limited resources, unequal access to AI technologies mostly in marginalized/ rural areas, limited digital literacy mostly amongst teachers and learners, ethical and religious concerns, limited AI research and limited integration of AI learning into Kenya's curriculum. Notwithstanding these obstacles, the majority of respondents recognized AI's enormous potential to improve educational disparities and facilitate remote learning amid disruptions particularly for students with special needs. Taking note of the, newly launched Kenya's National Artificial Intelligence Strategy (2025-2030), this study recommends that-The government and other relevant stakeholders should support Local EdTech Innovation, there's need to formulate and put into action a National AI in Education Policy Framework, encourage public-private partnerships to strengthen digital infrastructure and connectivity and capacity building and digital literacy development for learners and educators. This research offers valuable insights on implementing AI for and educational resilience sustainable development.

The present document highlights the experience developed at the University of Cauca; it seeks to investigate, reflect on and make an exploratory approach about the environmental dimension. It also describes how this dimension is being addressed and the inclusion of environmental educa tion in the academic programs. It includes three phases: i) The diagnosis of the environmental dimension and the programs of environmental training or environmental education offered by the Institution; ii) A workshop course entitled "Reflections on Environmental Education and its role in the University", and iii) The University Meeting on Environmental Education: "In the Search of University Environmental Identity". Each of these phases includes different activities which direct the institution's commitment to the professional training processes, which considered the en vironmental education as its articulating axis.

El Concurso “Intervenciones Urbanas Participativas #vivotemucovivo” es una actividad académica que busca diseñar y construir una intervención de carácter permanente en el espacio público, en base a equipos integrados por estudiantes de los cinco niveles de la carrera.
El objetivo principal es fortalecer competencias donde además de aplicar contenidos disciplinares, se enfatiza en el desarrollo de habilidades de autogestión, liderazgo y trabajo colaborativo, asimismo como competencias actitudinales, ética y de conciencia social, a través del vínculo con la comunidad, aspectos no abordados directamente en el currículo.
La actividad se enmarca en la metodología de aprendizaje - servicio, donde a través de un encargo en un espacio urbano emblemático, los estudiantes desarrollan un diagnóstico, identificando problemáticas y proponiendo soluciones a través del diseño y ejecución participativa.
Esta iniciativa se inició el año 2013, con instalaciones temporales, que buscaban la interacción ciudadana. A través de los años se ha ajustado la metodología para lograr intervenciones permanentes y de alto impacto en áreas relevantes de la ciudad, buscando un aporte a través de la resolución de problemas reales de la ciudadanía y sus barrios. 
Los principales resultados pedagógicos de la actividad, son la puesta en valor de las competencias actitudinales y de habilidad que generalmente el currículo tradicional no profundiza, a partir de nuevos entornos de aprendizaje. Esto permite que los estudiantes se enfrenten a la resolución de problemáticas y necesidades reales en aspectos sociales, institucionales, constructivos, de gestión y administración de recursos,  en especial empoderándose del rol del arquitecto en la sociedad actual.

As part of its commitment to reversing the continued dismal performance in mathematics, the South African cabinet launched the NSMSTE in 2001. Stakeholders concurred that mathematically gifted youth would be identified and nurtured in Dinaledi or Schools for the stars rather than through a dilution of effort across the whole schooling system (DoE, 2001). Kahn (2019) would applaud such an intervention, arguing that attracting, nurturing, and retaining talent must reside at the heart of any serious developmental state. Finn, who devoted more than four decades of his career to improving education in the United States, would also describe Advanced Placement programs as morally correct, educationally sound, economically beneficial, and politically shrewd (Finn, 2020). Similarly, Goldstein (2012) asserted that one of the motivations driving the work of Sir Francis Galton earlier in the 19th century was the perceived need to identify and nurture those individuals, who, by virtue of their potential as scientists, were viewed as essential to the advancement of society. Hence, the Organisation for Economic Co-operation and Development (OECD) suggests that including gifted students' programs to improve their academic and societal well-being has long been regarded as a global necessity (OECD, 2020). At the launch of the NSMSTE, stakeholders acknowledged that language matters are important in the learning and teaching of mathematical sciences but cautioned that language problems reflect insufficient conceptual understanding (DoE, 2001). Against that observation, they took the position that learners with mathematical potential would be taught in English. Similar Trends in Mathematics & Science Studies [TIMSS] reports have also recommended that the solution to

This study aims to identify the pillars of the social policy of higher education in the United Arab Emirates. To achieve this goal, the study adopted the qualitative approach that is based on the collection of information and documents, for the phenomenon to be studied, which is to identify the basic pillars from which the social policy of higher education in the country is derived and on which it is based. The qualitative approach employed Using descriptive analysis, which requires This requires collecting data from secondary sources It included the content of the the State Constitution, laws and legislation, decrees and decisions of official institutions in making social policy for higher education. In addition, the study collecting data from references, letters, official reports, charters, and global and local agreements. This method aimed at making an objective description. The results showed that the pillars of the social policy of higher education in the UAE are based on a fixed and well-known set of pillars. These pillars constitute the basic foundations on which the policy is based and from which the legal framework for this policy is determined. These pillars are: Laws, legislations, decisions, and current and future decrees issued by official institutions in making social policy for higher education, represented in the legislative authority, the executive authority, and the judiciary in the state. The policy is based on Divine laws, the Constitution, global and local charters and treaties, the ideology of the state, and cultural heritage. These sources crystallize the foundations of the philosophy of higher education. Keywords: Pillars of Social Policy, Social Policy, Higher Education, UAE تهدف هذه الدراسة إلى التعرف على ركائز السياسة الاجتماعية للتعليم العالي في دولة الإمارات العربية المتحدة، ولتحقيق هذا الهدف، اتبعت الدراسة المنهج الكيفي الذي يقوم على جمع المعلومات والوثائق وتحليلها، وذلك من أجل الظاهرة المراد دراستها، التي تتمثل في تحديد ووصف الركائز الأساسية التي تُشتَق منها وتستند إليها السياسة الاجتماعية للتعليم العالي في الدولة، وقد تم الاعتماد في المنهج الكيفي على توظيف المنهج الوصفي التحليلي، وذلك يتطلب جمع البيانات من مصادر ثانوية شملت محتوى دستور الدولة، والقوانين والتشريعات، والمراسيم، والقرارات الصادرة من المؤسسات الرسمية في صنع السياسة الاجتماعية للتعليم العالي بدولة الإمارات العربية المتحدة، وكذلك محتوى المعلومات من المراجع، والمصادر، والوثائق، والخطابات والتقارير الرسمية والمواثيق، والمعاهدات، والاتفاقيات والإعلانات العالمية والمحلية، وقد تمت الاستفادة وجمع المعلومات من المواقع الرسمية لحكومة دولة الإمارات العربية المتحدة أدوات للبحث، ويهدف هذا الأسلوب إلى الوصف الموضوعي. وأظهرت النتائج أن ركائز السياسة الاجتماعية للتعليم العالي في دولة الإمارات ترتكز على مجموعة ثابتة ومعروفة من الدعائم، وهذه الدعائم تعد الأسس الأساسية التي تقوم عليها وتنطلق منها، والتي على أساسها يتحدد الإطار القانوني لهذه السياسة، وهذه الركائز هي: القوانين والتشريعات، والقرارات، والمراسيم الصادرة من المؤسسات الرسمية في صنع السياسة الاجتماعية للتعليم العالي، تتمثل في السلطة التشريعية، والسلطة التنفيذية، والسلطة القضائية بالدولة. وترتكز السياسة على الشريعة الإسلامية، والدستور، والمواثيق والمعاهدات العالمية والمحلية، وإيديولوجية الدولة، والتراث الثقافي؛ وتلك المصادر تُبلور الأسس التي تقوم عليها فلسفة التعليم العالي. الكلمات المفتاحية: ركائز السياسة الاجتماعية، السياسة الاجتماعية، التعليم العالي، دولة الإمارات العربية المتحدة

The study aims to monitor and track the historical development of higher education in the period before the establishment of the United Arab Emirates in (1971 AD), and in the period after the establishment (1971 AD – 2023 AD) through the policy of local governments followed in that period. To achieve this goal, the study followed the historical approach based on collecting and analyzing information and documents pertaining to the period under study in order to monitor and track the development of higher education in the United Arab Emirates during the pre-establishment period (1971 AD), and beyond until (2023 AD), in an attempt to derive the features of development, sustainable change and modernization. The study used primary and secondary sources, by referring to references, sources, documents, official reports, collecting legislations and laws, as well as benefiting from information in previous studies published in refereed scientific journals. The results showed that the development of the higher education movement started in the period before the establishment of the United Arab Emirates, as the trend was initially limited to sending citizens graduating from high schools abroad to pursue their higher studies in Arab and foreign universities. That was a foundational step to build a state and achieve comprehensive sustainable development. This clearly reflects the growth of awareness in the UAE during this period. Keywords: Higher Education, history of higher education, United Arab Emirates. تهدف الدراسة إلى رصد وتتبع التطور التاريخي الذي مرت به مسيرة حركة تطور التعليم العالي في مدة ما قبل تأسيس دولة الإمارات العربية المتحدة عام (1971م)، وفي مدة ما بعد التأسيس (1971م – 2023م) من خلال سياسة الحكومات المحلية المتبعة في تلك المدة. ولتحقيق هذا الهدف اتبعت الدراسة المنهج التاريخي القائم على جمع المعلومات، والوثائق، وتحليلها، وذلك من أجل الظاهرة المراد دراستها، التي تتمثل في رصد وتتبع حركة تطور التعليم العالي في الإمارات العربية المتحدة التي وجدت خلال مدة ما قبل التأسيس (1971م)، وما بعدها حتى (2023م)، في محاولة لاستنباط ملامح التطور والتغير المستدام والتحديث. وقد استخدمت الدراسة المصادر الأولية والثانوية، من خلال الرجوع إلى المراجع، والمصادر، والوثائق، والتقارير الرسمية، وجمع التشريعات والقوانين، وكذلك تمت الاستفادة من معلومات في دراسات سابقة منشورة في مجلات علمية محكمة. وأظهرت النتائج أن تطور حركة التعليم العالي بدأت في التكوين في مدة ما قبل تأسيس دولة الإمارات العربية المتحدة؛ إذ كان الاتجاه في أول الأمر مقتصراً على ابتعاث المواطنين خريجي الثانوية العامة إلى الخارج؛ لمتابعة دراستهم وإكمالها بالجامعات العربية والأجنبية. خطوة تأسيسية لبناء دولة، وتحقيق التنمية الشاملة المستدامة. وهذا يعكس بشكل واضح نمو الوعي في دولة الإمارات خلال هذه المدة. الكلمات الدالة: التعليم العالي، تاريخ التعليم العالي، دولة الإمارات العربية المتحدة.

Merit is often considered the gold standard for evaluating success—used to assess potential, achievement, and worth. Yet growing research and discourse suggest that traditional definitions of merit may overlook the structural barriers faced by underrepresented groups. As conversations around diversity, equity, and inclusion (DEI) gain momentum in workplaces and policy spaces, one question becomes urgent: is our current understanding of merit reinforcing inequality rather than rewarding true capability?

This article explores the social and cultural effects of migration in Moroccan oases, particularly examining shifts in urban development and the evolution  from  traditional  to  contemporary  housing.  It  underscores  the symbolic significance of migrants' expressions and their role in driving socio-economic and cultural shifts within the oasis community.Key word: Return migration, urban transformations, oasis spaces.

The purpose of the present study is to investigate the standards of excellence in graduate students' dissertations in educational programs at Imam Mohammad ibn Saud Islamic University (IMSIU).An inventory of standards of excellence has been conducted to 54 faculty in Saudi universities, then a questionnaire that aimed to analyze the provision of these standards in graduate students" dissertations has been conducted to 144 of faculty members and doctorate students at (IMSIU). The findings revealed the high importance of the standards of excellence associated with research originality, research methodology, theoretical framework, dissertation findings, dissertation applicability and specialization and interdisciplinary. The analysis also indicated that the standards of excellence existed in graduate students" dissertations as the responses were within the range of "agree" for all dimensions. No statistically significant differences have been found with respect to respondent (Faculty/PhD student), while differences were found with respect to specialization in research methodology, theoretical framework, findings and applicability.

Resumen: El presente artículo es un escrito cítrico, fruto del análisis practicado a los Proyectos Ambientales Escolares (PRAE) de instituciones educativas públicas del municipio de Valledupar, Colombia. Con el objetivo de entablar una discusión sobre el tipo racionalidad embebido en los documentos oficiales y, por consiguiente, en los programas de Educación Ambiental desarrollados en las instituciones del municipio, teniendo en cuenta la teoría de Racionalidad Ambiental descrita por Enrique Leff. La teoría de Leff tiene como base la crítica a la racionalidad económica instrumental imperante y propone nuevos caminos epistemológicos que incitan a pensar en escenarios alternativos para alcanzar el desarrollo sostenible

This study compares the Pakistan and India about the services available in special education system for the children with special needs. This comparison can be of great importance as there are too many similarities as well as differences in the conditions of special education system of both countries. The study is based on document review about special education system between Pakistan and India. The scope of this study has been delimited to special education system concerning legislations and efforts towards inclusive education in both countries. Comparative analysis of both countries revealed the pluses and minuses of the special education systems. This analysis would guide the policymakers to move forward in the positive direction to deliver better amenities to the persons with disabilities.

في عملية الهجرة، يمر المهاجر بمراحل معينة وسلسلة من التحولات التي تترك بصماتها على فرديته مع مرور الوقت. هذه العمليات التي لا مفر منها، مثل التكيف والاستيعاب، ثم التكامل في نهاية المطاف، بالإضافة إلى العديد من العوامل الأخرى، تؤدي إلى تغييرات في الهوية. إن المفهوم الذي تتناوله هذه الورقة، والذي يدعم فهم عملية التغيير، هو مفهوم التثاقف. فالتثاقف هو العملية التي يكتسب من خلالها الفرد بيئة ثقافية جديدة ويتكيف معها نتيجة لتواجده في ثقافة جديدة. أدى النهج النظري إلى فهم موضوعي لعملية تغيير الهوية في سياق معين. تهدف نظرية التفاعل الرمزي إلى الكشف عن الآليات الداخلية لتشكيل الهوية من خلال التغلب على التعارض بين الفرد والجماعة، وتفترض نظرية الهوية العرقية واللغوية أنه عندما يواجه الأفراد مسارات بديلة للعمل، فإنهم سيختارون المسار الذي من شأنه أن يعزز ذواتهم.
الهدف من هذه الورقة هو دراسة التغيرات على مستوى الهوية لدى المهاجرين الذين خضعوا لعمليات التكيف والاستيعاب والاندماج في بلد الهجرة من منظور نفسي اجتماعي. ولتحقيق هذا الهدف، أجريت مقابلة مع ثلاثين مهاجر عربي في الدنمرك. استناداً إلى إطار مفاهيمي ومنهجي، أجرى هذا المقال تحليلاً موضوعياً سلط الضوء فيه على أهم التغيرات في العقلية والتفكير واحترام الذات ومبادئ الحياة والثقافة والموقف والسلوك والهوية والمكان/المكان، وما إلى ذلك. من خلال اقتباسات ملموسة من المقابلات مع المهاجرين، والتي تم شرحها جميعًا من خلال نظرية الهجرة والهوية.

En el presente artículo se presentan los resultados de un estudio que describe la autoatribución de comportamientos socialmente responsables e intenciones a la base y su relación con factores biológicos, ambientales y cognitivos, en una muestra de 261 estudiantes

between the central government and various armed Mon groups, whose goals have been greater autonomy if not some kind of independence. Within Mon State, there were until recently a number of so-called "brown" areas, those under partial government control, and "black" areas, which were not under government control. Mon State is fairly prosperous, with high levels of emigration to neighboring Thailand. A number of international organizations, such as UNICEF, the Myanmar Peace Support Initiative (MPSI), and Norwegian People's Aid, have funded education programmes there. In Yangon Region we conducted interviews with the Ministry of Education officials. Yangon Region has the country's largest city and a great diversity of socio-economic backgrounds among its population.

تهديد الصورة النمطية هو حالة ضارة يمكن أن تؤدي إلى ضعف الأداء المعرفي. يربط هذا المقال بين التهديد النمطي وأبحاث التثاقف. في العديد من مناطق العالم، يتدنى أداء الطلاب من خلفيات مهاجرة معينة في البيئات التعليمية. حيث يحصل الطلاب من خلفيات هجرة معينة على درجات أقل في اختبارات الإنجاز مقارنة بالطلاب غير المهاجرين، ويتركون المدرسة في وقت مبكر، في أوروبا والولايات المتحدة على حد سواء. تشكل فجوة الإنجاز بين المهاجرين تحدياً للسياسيين وعامة الناس وكذلك علماء الاجتماع. تفسر مشاكل اللغة والوضع الاجتماعي والاقتصادي المنخفض أجزاء من فجوة الإنجاز، لكن لا يزال هناك تباين كبير يتعين تفسيره. يعتمد عملنا على بحث سابق سلط الضوء على تأثير الصور النمطية السلبية المتعلقة بالإنجاز على أداء الطلاب من الأقليات.

يميل المسلمون من الجيل الثاني الذين يتبعون إيمانهم ويشعرون بالتمييز ضدهم إلى الحفاظ على ثقافتهم التراثية والابتعاد عن ثقافة البلد الذي نشأوا فيه، مما يهيئ الظروف لسوء التكيف النفسي والاجتماعي. ومع ذلك، يجد بعض المسلمين من الجيل الثاني طرقاً لتبني الثقافة السائدة مع البقاء مرتبطين بثقافتهم التراثية. ولتفسير هذه الملاحظات المتناقضة، قمنا بالتحقيق في كيفية تمكن المسلمين من الجيل الثاني من أن يكونوا جزءًا من الثقافة السائدة والتراثية على الرغم من أن دينهم يُنظر إليه عموماً على أنه غير متوافق مع القيم الغربية. وللقيام بذلك، قمنا بفحص دور المرونة في السعي الوجودي في التثاقف بين المسلمين من الجيل الثاني. وكانت الفرضية هي أن اندماج الجيل الثاني يتعزز من خلال قدرتهم على التحلي بالمرونة في السعي الوجودي، مما يسمح لهم بالتفكير في القضايا الثقافية والدينية وخلق مكان نفسي آمن حيث يمكنهم ممارسة إيمانهم دون الشعور بالحاجة إلى الانسحاب من المجتمع السائد.

The Taub Center for Social Policy Studies in Israel was established in 1982 under the leadership and vision of Herbert M. Singer, Henry Taub, and the American Jewish Joint Distribution Committee. The Center is funded by a permanent endowment created by the Henry and Marilyn Taub Foundation, the Herbert M. and Nell Singer Foundation, Jane and John Colman, the Kolker-Saxon-Hallock Family Foundation, the Milton A. and Roslyn Z. Wolf Family Foundation, and the American Jewish Joint Distribution Committee. In addition, generous support is also received each year from individual donors, foundations, and Jewish federations. The Taub Center is an independent, nonpartisan, socioeconomic research institute based in Jerusalem that conducts high-quality, impartial research on socioeconomic conditions in Israel. The Center presents a broad social and macroeconomic perspective to leading policy makers and the wider public in the area of public policy. The Center's professional staff and its interdisciplinary policy program staff, which includes prominent researchers from academia and leading experts in the areas of policy, conduct research and develop evidencebased policy options in the socioeconomic areas on the country's public agenda. The Center presents long-term strategic analyses and policy options to policy makers and the public through direct communications, an active program of publications, conferences, and other activities in Israel and abroad. The Taub Center publications represent the views of their authors only, and they alone are responsible for the contents. Nothing stated in them creates an obligation on the part of the Center, its Board of Directors, its employees, other affiliated persons, or those who support its activities.

The Taub Center was established in 1982 under the leadership and vision of Herbert M. Singer, Henry Taub, and the American Jewish Joint Distribution Committee. The Center is funded by a permanent endowment created by the Henry and Marilyn Taub Foundation, the Herbert M. and Nell Singer Foundation, Jane and John Colman, the Kolker-Saxon-Hallock Family Foundation, the Milton A. and Roslyn Z. Wolf Family Foundation, and the American Jewish Joint Distribution Committee. This paper, like all Center publications, represents the views of its authors only, and they alone are responsible for its contents. Nothing stated in this paper creates an obligation on the part of the Center, its Board of Directors, its employees, other affiliated persons, or those who support its activities.

Neutrosophic Sociology (or Neutrosociology) is the study of sociology using neutrosophic scientific methods. The huge social data that we face in sociology is full of indeterminacy: it is vague, incomplete, contradictory, hybrid, biased, ignorant, redundant, superfluous, meaningless, ambiguous, unclear, etc. That’s why the neutrosophic sciences (which deal with indeterminacy) should be involved, such as: neutrosophy (a new branch of philosophy), neutrosophic set, neutrosophic logic, neutrosophic probability and neutrosophic statistics, neutrosophic analysis, neutrosophic measure, and so on.

Abstract
عرضت الدراسة الآثار النفسية والاجتماعية للعلاقات العاطفية بين الجنسين من خلال عينة مؤلفة من (120) طالباً من طلبة الأقسام الداخلية في جامعة الكوفة، والذين انخرطوا في علاقة عاطفية مع الجنس الآخر خلال الحياة الجامعية، وقد أظهرت نتائج هذه الدراسة: أن النسبة الأكبر كانوا ضمن الفئة العمرية (21-23) سنة، وأن مشاركة الطالبات في هذه الدراسة كانت منخفضة بنسبة (22%) فقط، وبينت هذه الدراسة حاجة الطلبة لاهتمام شكل ما نسبته (55%) وللزواج من قبل الجنس الآخر بنسبة (74%) بالرغم من أن المستوى الاقتصادي متوسط بالنسبة لأفراد العينة وبنسبة (63%) منهم. ومن الآثار النفسية للعلاقة العاطفية تتمثل برغبة الطلاب بالشعور بالسعادة، كما أن الشعور بالغيرة على الطرف الآخر والحزن لهما دور ضمن هذه العلاقة، بينما شكل الالتزام الديني والإيمان بالقضاء والقدر عاملان مهمان ضمن العلاقة العاطفية والسعي إلى الزواج بين الطرفين، وهنالك حاجة إلى مفاتحة الوالدين بالرغبة بالزواج من الطرف الآخر

The study examined the psychological and social effects of romantic relationships between the sexes through a sample of (120) students from the internal departments at the University of Kufa, who engaged in a romantic relationship with the opposite sex during university life، The results of this study showed that the largest percentage were within the category Age (21-23(years, and the participation of female students in this study was low (22%) only, and this study showed the students' need for attention to form (55%) and for marriage by the opposite sex (74%) despite the fact that the level The economy is average for the sample (63%) of them، Among the psychological effects of the emotional relationship is the students' desire to feel happy, and the feeling of jealousy for the other party and sadness play a role within this relationship, while the form of religious commitment and belief in destiny and destiny are two important factors within the emotional relationship and the pursuit of marriage between the two parties, and there is a need to approach the parents with the desire to marry, From the other side.

Non c’è verità più grande che quella sperimentata di persona. La forza della testimonianza personale non ammette discorsi che tentino di confutarla: è la forza dell’evidenza. È questo dato che si percepisce leggendo le testimonianze di alcuni genitori “fortunati”, per dirla con il titolo del libro (Genitori fortunati. Vivere da credenti il coming out dei figli, a cura di La Tenda di Gionata, Effatà, Torino 2022), testimonianza che ribalta il modo di sentire comune, impastato di pregiudizi a basso prezzo.

Los estudiantes universitarios adoptarán un sistema de valores y comportamientos basados en el proceso de su experiencia educativa dentro y fuera del campus. De forma destacada, en la que tendrá un sentido coherente de identidad, autoestima, confianza, integridad, sensibilidad estética y responsabilidad cívica, para con él y los demás, dando significatividad al proceso vivido y posteriormente en el contexto social. Este estudio se realizó con la finalidad de determinar la relación que existe entre la felicidad y el comportamiento prosocial, teniendo en cuenta el género, grupos etáreos y las facultades de pertenencia en 427 estudiantes de educación, de una universidad de Lima. Estudio de tipo descriptivo, correlacional, de diseño no-experimental, de carácter transversal, y ex-post-facto. Se aplica la Escala de Felicidad de Lima (EFL) de Alarcón y el Cuestionario de Comportamiento Prosocial de Roche. Los resultados muestran que existe una correlación positiva significativa entre las d...

تتمحور مشكلة البحث في معرفة أسباب حدوث ظاهرة زواج القاصرات، وآثاره في الفتاة من وجهة نظر عينة من الشباب في المجتمع اليمني،
واعتمد البحث على المنهج الوصفي التحليلي. من أهم الفرضيات التي اعتمدت في البحث، البحث في تأثير المستوى التعليمي للشباب وآرائهم
نحو زواج القاصرات، وتفاوت تأييد زواج القاصرات بين الشباب تبعًا للمحافظات. توصل البحث إلى مجموعة من النتائج منها: ارتباط أسباب
حدوث زواج القاصرات بالفقر، والظروف الاقتصادية التي ترهق كاهل الأسر؛ ما يؤدي إلى تزويج بناتهنَّ في س ن مبكرة، وكذا بالعادات
والتقاليد التي ترغب في هذا الزواج، كما توصل البحث إلى أن هناك آثارًا مختلفة تعود على الفتاة، منها: حرمان الفتاة القاصر من التمتع
بطفولتها، وتحملها المسؤولية في س ن مبكرة.

In light of the recent contention arising over the likely misplacement of children of Brazilian immigrants in Japanese special education classes, this study aims to identify specific problems that may exist regarding the placement process as well as the factors that may contribute to it so that appropriate policy can be developed. The measurement tool, consisting of in-depth interviews with 21 stakeholders including Japanese nationals and Brazilian immigrants, followed the tenets of Constructivist Grounded Theory. From the discourse, five main factors of import affecting the decisions of stakeholders emerged: Linguistic and Cultural Related Misunderstandings of Information, Limitations Concerning Counseling and Life-Educational Planning, Requests for Improving the Support System for Non-Japanese Students, Importance of a Second Opinion, Cultural and Linguistic Effects when Evaluating Non-Japanese Students. The study provides policy recommendations aimed at improving the support syst...

Ръководството е документ, създаден за насоки относно функционирането и управлението на пространства за интензивна допълнителна подкрепа в контекста на приобщаващото образование в България. Основната цел на тези пространства е да подпомагат ученици със специални образователни потребности (СОП) и поведенчески затруднения, които не могат да бъдат адекватно подкрепени в стандартната училищна среда.

This essay explores the theme of the use of force in religious orders, starting from an interdisciplinary research project at the University of Pisa. The reflection focuses on the legitimization of the use of armed force in internal contexts, such as public security, and connects to Max Weber's thesis on the State monopoly of force. The legitimacy of violence is analyzed both in legal systems and religious rules, where violence is often seen as a deterrent rather than direct coercion. The discussion includes biblical and Quranic examples, highlighting the contradictions and justifications of violence in the religious context.

En este artículo se busca realizar una aproximación crítica a los Estándares Básicos de Competencias en Ciencias Naturales (MEN, 2004). Se plantearán algunas dificultades y problemas de los estándares, así como los aspectos destacables de los mismos; finalmente, se discutirá el enfoque que, bajo esta perspectiva, adquiere el concepto de competencia.

وُلد شريف محمود عبد الرحمن (صاحب الثوبً الأبيض) في مدينة لوق التابعة حاليا لولاية جوبالاند عام 1904 في جنوب غرب الصومال. بعد حفظه القرآن في طفولته المبكرة، سافر إلى مصر في عام 1923 لمتابعة تعليمه في عهد ثورة مصر ضد الاحتلال البريطاني. كان ذلك أيضًا عندما بدأ الفاشية الإيطالية في الهيمنة على جنوب الصومال، وبدأت تفرض سيا ستها الاستعمارية القسرية في حكم البلاد. أثناء دراسته في جامعة الأزهر، تأثربالسياسة المصرية، والقومية العربية، وافكار جماعة الإخوان المسلمين المبكرة، مما شكل آراءه المناهضة للاستعمار الأوروبي في البلاد. عند عودته إلى الصومال في أواخر الثلاثينيات، عارض حكم الفاشية الإيطالية والسياسات القمعية وأدى تحديه ذلك نفيه إلى مدينة بندرقاسم (بوصاصو).