scholarly journals Review of Atrocities against Rohingya Muslims: An Appraisal

2021 ◽  
Vol 3 (02) ◽  
pp. 1-10
Author(s):  
Sadaf Butt ◽  
Saad Jaffar ◽  
Nasir Ali Khan

Rohingya Muslims are Myanmar’s minority but they have been facing brutal riots and genocide for several years. This genocide in the 21st century is a tragedy for the whole world of humanity. All major powers have remained silent on this incident, Rohingya Muslims evicted from their homes brutally, beaten, and killed. This paper critically evaluates how ruthless riots against Rohingya Muslims took place and how they took refuge in Bangladesh in bad conditions. Current research has mainly been conducted through primary and secondary sources including e. books, newspapers, electronic media, available official records, and documents from offices, archives, and libraries. The analytical and descriptive research critically examines the different aspects of genocide against Rohingya Muslims. This paper further highlights the indifference of the Myanmar leader, the riots could have ended if the Myanmar government had wanted to, but the silence of Myanmar leaders sparked genocide and today the millions of Rohingya Muslims are forced to live in other countries.

2018 ◽  
Vol 28 (6) ◽  
pp. 1835-1847
Author(s):  
Vladimir Tomashevic ◽  
Hatidza Berisha ◽  
Aleksandar Cirakovic

In this paper the authors proceed from defining the concept of balance of forces, theoretical understanding of the balance of forces from the aspect of the scientific understanding of the realistic theory of international relations with concrete examples from the history of international relations. However, the focus of the work is an analysis of the power between a single world power (USA) and major powers (Russia, China) in a possible balance of power.The aim of the paper is to try to point out, through a relatively brief review, the possibility of establishing a balance of forces in the 21st century.


1998 ◽  
Vol 21 (1) ◽  
pp. 20-21
Author(s):  
Lori Lathrop

The 21st century will offer plenty of opportunities for indexers, whether they work with electronic media or traditional back-of-the-book indexes. Our existing skills are needed to develop new processes.


Author(s):  
Christopher Changwe Nshimbi

Africa turned the corner of marginalization in international affairs at the beginning of the 21st century. The end of the Cold War and global shifts in power toward the end of the previous century were closely followed by “Africa rising.” This contrasted previous decades-long narratives of a hopeless, war-ravaged, and plague-ridden continent. The Africa rising mantra followed reforms implemented in the late 1980s and early 1990s that improved institutional capacities and established African countries on firm business, economic, and political trajectories. This promised improved business environment, economic vitality, and positive democratic outlook. Africa has thus become important to major powers. They court it for its support to govern challenges that necessitate international cooperation and to enhance the major powers’ influence in global institutions and on the world. Rising Asian economies such as China and India compete for Africa’s natural resources against traditional global powers like the European Union (EU). The EU has long been economically and politically involved with Africa and has generally dominated these relations. Leading theories, discussions, and research that examine the historic, economic, and geopolitical factors at play in the evolution of African Union (AU)-EU relations suggest that elements of dependency are a calculated creation of colonialism and encounters that occurred between Africa and Europe before the advent of colonialism. Dependency continues to characterize these relations, as shown by formal AU-EU pacts. Decolonial scholars argue that the dependency is real, as Africa did not demolish colonial structures at independence. Some critical scholars further argue that the history of colonialism is also pertinent to the history of the EU in that the history of European integration was partly influenced by the history of colonialism. That is, the history of colonialism contributed to the political creation of the EU, and attempts by Western European countries to form a pan-European organization coincided with early 20th-century efforts to stabilize colonialism in Africa. The European countries could only efficiently exploit Africa by combining their political and economic capacities. AU-EU relations face many challenges in the 21st century. Influence in the relations is predominately unidirectional, with the EU determining the terms of engagement even on issues peculiar to Africa or the AU and where the latter appears to have the upper hand. The challenges show that the AU and EU are interdependent, but the onus is on the AU to set priorities right and enhance capabilities for engaging the EU. This would be easier if the EU were not continuously devising ways to maintain its dominance in the “partnership.” An overarching challenge in the partnership, therefore, is finding common ground and leveling the playing field.


2021 ◽  
Vol 3 (9) ◽  
pp. 24-39
Author(s):  
Dayang Nurshafiqa Abang Ahmad ◽  
Suziyani Mohamed

Ministry of Education in Malaysia has urged the implementation of 21st-century learning starting from 2014 to fulfil the needs of education in Malaysia. The use of gadgets in learning is normal in this century but to some rural schools in Malaysia. This study was conducted to identify the teachers’ perception towards play-based learning using gadgets in rural preschool in the Kapit Division of Sarawak. This study focused on 3 important aspects which are the usage of gadgets and their effects in teaching and learning, and the challenges faced by the preschool teachers in using gadgets during their teaching and learning process. The samples of this descriptive research involved 40 teachers from Song and Kapit districts in Sarawak. The research instrument used for this study was a structured questionnaire which consisted of 10 items using five points Likert scale. The reliability coefficient value of Alpha Cronbach is 0.65. The data was analysed using SPSS to get the frequency and percentage values. It showed that preschool teachers have positive perceptions towards play-based learning using gadgets in preschools. Despite that, using gadgets in play-based learning has some cons such as students’ unfamiliarity with using gadgets and poor internet coverage in rural areas. This study enables preschool teachers to vary their teaching methods and approaches to ensure their students have an equal education as those who are in the urban area.


2020 ◽  
Vol 1 (1) ◽  
pp. 168-182
Author(s):  
Vincent Chan ◽  
Nur Iylia Syafiqah Binti Abdul Malik ◽  
Cedric Choong Ee Chun

Fostering a teaching and learning ecosystem is vital in the 21st century teaching and learning process to determine student's positive impact on social academic outcomes. This paper proposed a teaching and learning ecosystem for Gen-Z students and the researchers developed RICES concept and Fish approach to support their ecosystem. This study will investigate and explore the implementation of RICES (Relationship & Role, Introduction, Communication, Educate and Structure) strategy to build and foster the teaching and learning ecosystem. The ecosystem will ensure educating this generation will be more holistic whilst enabling the learning-centred approach to be effectively used. The paper is concluded with the approach and impact of RICES. A descriptive research method was conducted with the tertiary students. The result revealed that RICES strategy shows a significant relationship among of each element.


2019 ◽  
Vol 15 (11) ◽  
pp. 105
Author(s):  
David Oladimeji Alao ◽  
Goodnews Osah ◽  
Eteete Michael Adam

The development of Information and Communication Technology (ICT) due to Internet connectivity has called to question the preparedness of nations to curb cyber terrorism and the effects on human security. Boko Haram emerged as one of the deadliest terrorist groups globally. The paper investigated the Nigeria’s efforts in checkmating cyber terrorism, the implication on human security and the inherent challenges associated. The paper employed descriptive research and qualitative method while secondary sources of data were adopted. The study found that cyber terrorism as employed by Boko Haram was deployed in raising fund, propaganda, coordinating operation, international collaboration, recruitment and training of its members. In addition, the Nigerian government has not given sufficient attention to war against cyber terrorism and this has complicated human security provisioning particularly in the North-East Nigeria. This study concluded that cyber terrorism has come to stay as long as development in ICT cannot exclude the terrorists and the prevalence of fear of attack and the destruction of lives and property facilitated by Internet have devastating effects on human security. This paper recommended the criminalization of terror attacks, adequate equipment of the security agencies and political will to tackle societal ills.


2021 ◽  
Vol 8 (2) ◽  
pp. 129
Author(s):  
Alfarobi Brillian Fikri ◽  
Peni Susapti ◽  
Makhasin Ariffi Setya

AbstractThis study aims to describe the teachers’ abilities and obstacles in making HOTS questions in the thematic learning of social studies for class V at MI Jombor, Semarang. This study used a descriptive research method with data collection techniques through interviews, observation, and documentation. The results of this study concluded that: (1) the teachers did not have good understanding and ability in making HOTS questions of the thematic learning of social studies, and (2) MI Jombor had not been able to apply the curriculum 2013, which was oriented to HOTS learning and the teachers still had problems in making HOTS questions in the thematic learning of social studies. These findings need the teachers’ concern. In other words, 21st-century learning requires teachers to continuously improve their innovation and creativity in making quality evaluation questions for their students.AbstrakPenelitian ini bertujuan untuk mendeskripsikan kemampuan dan kendala guru dalam pembuatan soal HOTS pada pembelajaran tematik muatan IPS kelas V di MI Jombor, Semarang. Penelitian ini menggunakan metode penelitian deskriptif dengan teknik pengumpulan data wawancara, observasi, dan dokumentasi. Hasil penelitian ini menyimpulkan bahwa (1) guru belum mempunyai pemahaman dan kemampuan yang baik dalam pembuatan soal HOTS pada pembelajaran tematik muatan IPS, dan (2) MI Jombor belum mampu menerapkan kurikulum 2013 yang berorientasi pada pembelajaran HOTS dan guru masih mengalami kendala dalam pembuatan soal HOTS pada pembelajaran tematik muatan IPS. Hal ini menjadi catatan yang perlu diperhatikan oleh guru. Dengan kata lain, pembelajaran abad 21 menghendaki guru untuk selalu meningkatkan inovasi dan kreativitasnya dalam membuat soal evaluasi yang berkualitas bagi siswanya.


2018 ◽  
Vol 4 (2) ◽  
pp. 131-140
Author(s):  
Depi Oktasari ◽  
Heru Kuswanto ◽  
Ismet Ismet ◽  
Sardianto M.S.

The demands of 21st-century skills highlighted the importance of cooperation between teachers and students to achieve the expected skill. The Pedagogical knowledge of teachers in teaching and technology into things that need to be developed. The pedagogic ability of teachers in the use of technology can be a potential to develop students' abilities argument. This study aims to develop students' ability argumentation through pedagogical knowledge of teachers in using technology. The technology used is the result of the development of student worksheets 3D PageFlip Impulse and Momentum topics. The purpose of this study to look at the ability of students through the application of scientific argumentation (Technological Pedagogic Knowledge) TPK teachers in the classroom. This research is descriptive research. The data collection capability student argumentation performed by administering a written test. The subjects were students of class X at SMAN 1 Yogyakarta Prambanan. Rate scientific argumentation ability of students refers to Toulmin Argumentation Pattern (TAP). The results showed that the complexity of argumentation ability of students still at low level. These results suggest that the ability of the student arguments need to be improved.


Author(s):  
Khushboo Sharma ◽  
◽  
Arun Dev Pareek ◽  

In 2018, when Nandini Krishnan decided to write a book on trans men of India titled ‘Invisible Men’, perhaps she expected great accolades. After all, she was raising a topic that was relegated to the periphery of peripheries, an identity that often went astray in translation. But was the intent enough to write something impactful and honest? At the same time in Indian Cinema, Akshay Kumar geared up for a stereotyped role as a trans woman. What’s the connecting dot between these two? They ended up being nothing but highly skewed queer representations by cis-folks. Meanwhile, an alternative movement was brewing on social media as Alok Menon narrated poems of subversion, dressed as a challenge to everything heteronormative. The current paper aims to examine these voices of subversion, of trans narratives, as formed and catalyzed on social media and across various mediums of general discourses. The paper would also explore the rise of trans narratives in literature with special reference to ‘Me Hijra, Me Laxmi’ by Laxminarayan Tripathi and ‘A Life in Trans Activism’ by A. Revathi. Both exploratory and descriptive research methods are used for deriving the theoretical analysis from primary and secondary sources.


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