Chapter 1. Introduction to the world of Carabus -- Chapter 2. Ohomopterus: a species radiation with diversification of key traits for mechanical reproductive isolation -- Chapter 3. Biology of Ohomopterus -- Chapter 4. Species assemblages -- Chapter 5. Natural hybridization and reproductive isolation -- Chapter 6. Evolutionary history of Ohomopterus -- Chapter 7. Evolution of a key trait for species diversity: body size -- Chapter 8. Evolution of a key trait for species diversity: genital morphology -- Chapter 9. Overview: How does species richness increase?
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Vitet e para të pasluftës, si për gjithë shoqërinë shqiptare ishin të vështira edhe për popullsinë dhe bashkësinë arsimore fierake. Kjo ishte edhe periudha kur u hodhën bazat e një sistemi të ri arsimor. Pjesë e ndry-shimeve të përgjithshme janë padyshim edhe direktivat rajonale të vërejtura në fushën e masivizimit të shkollës, që meritojnë vëmendje dhe interes.
Since the beginning, the first Albanian school had the physiognomy of a school with a contemporary tendency. It is well known that the creators and founders were the Renaissance man, who praised and supported the ideas of the new pedagogy. This mindset set the Albanian school free from the mentality of didactic practices, which were commonly used by the old school. Over the years, Albanian education has tried to follow the footsteps of the European education. The object of this study is to recognize the attitude that Albanian school has held towards new pedagogical theories and developments of Western schools, as well as its tendency to embrace and adapt them to the political, economic, social and cultural situation of Albania. Here, I want to present this important phenomenon of the development of Albanian education and our pedagogical thought during the '20s and '30s of the 20th century. The purpose of this study is to give a scientific synthesis of the history of the development of education and pedagogical ideas in Albania, from 1920 until 1939. Within the limits allowed in a research paper, the reader can draw certain conclusions and experiences. If we look back and see how this progressive trend, turned into a movement that was becoming more powerful day by day and if we take a look at the past and all the other developments during 1920-1939, it is not difficult to understand that this trend would also appear in the Albanian school system. The basic legitimacy is that all dimensions of time - past, present and future are directly reflected in the fact that during all these years the Albanian education has tried to follow the footsteps of the European education.
Received: 2 February 2021 / Accepted: 19 March 2021 / Published: 10 May 2021
Abstract The beginning of the XX century was the time when the contradictions of the capitalism pass into imperialism and leaded to the World War Two. The imperialist relationships between states and the abnormal aggravation of the classes, divergences between bourgeoisie and proletariat extended the activity of bourgeoisie regarding the variety of culture. The fear for the existence of the bourgeoisie class and the desire for the preservation of the capitalist system were seen in the cultural attempts of the beginning of the XX century. In this period is seen the birth of the new pedagogy, which is recognised as the progressive pedagogy gaining role and importance in the capitalist world. The movement started first in the United States of America in the first hundred years of the XX century. The new ideas were first developed by some young teachers who tried to put these into practice. Step by step those ideas were supported by a wider scale of teachers or scholars. The pedagogic progressive movement was strengthened during the last twenty years of the XX century, reaching its peak with the foundation of the "Progressive Education Association".
The story of the journey and revival of Christian clerical schools in the space of IX-XV centuries is an integral and very important part of our overall national history. If we look at the depth of centuries, we see that the problems of education and the school were tied up and dissolved with the religious problems in philosophy and practice, becoming themmselves Christian clergymen and teachers in most cases. The aim of these schools, generally, were for national progress. They were opened by the Catholic and Orthodox clergy, and later by Muslim clergy. Funding and direction were provided from their headquarters, in order to prepare new local clergy, who would later serve in their homeland. It is understood that from this perspective carried with it the value of a scientific concept and democratic attitude towards religion by claiming the role played by religion in the introduction of the Albanian language in religious practices, which is a special uncontested merit for preserving the Albanian language against assimilation. Incorrect interpretation of the activity of these schools has continued in some way even after the 90s; even today some positions are not correct. The problem of schools can not be separated from the problem of language. Nowadays the problem arises of how to handle these schools in the history of Albanian education, also, what it is their place in history, setting out clearly and plainly what are called "centers of national education". In this context, in this treaty it is described objectively the history of religious Christian schools in Albanian lands from the beginning until the XV century. DOI:10.5901/ajis.2015.v4n3s1p285
Desde la recuperación de la democracia la agenda de reivindicación de los derechos humanos ha atravesado diversas circunstancias, de avances y retrocesos, hasta alcanzar la promoción de una decidida política de la memoria. En esta dirección, analizaremos el Espacio para la Memoria de la Perla (Córdoba) como un dispositivo pedagógico transmisor de la memoria pero en íntima vinculación con las demandas y necesidades actuales de una formación ciudadana participativa y crítica. Para ello haremos, en una primera parte, una revisión de las contingencias que atravesó el movimiento de derechos humanos y la caracterización de la situación actual. En una segunda parte, y en base a la recolección de material empírico en el Espacio de la Perla, indagaremos la naturaleza del dispositivo allí exhibido y su importancia para una pedagogía de la memoria.
The collapse of communist dictatorship and entering of Albania in the way of democratization would show a strong impact also in an important field for the society, such as the education. Albanian transition was not simply a social process, bur in first place it was connected to the reconstruction of democracy and education and in these respects it is the foundation of this reconstruction: "An education that should be rebuilt, a new generation which should be oriented towards the future, a society that must be developed." The problem of democratization and reform of education has emerged in the Albanian society with all its strength and complexity after 1990. Reforming of the educational system in Albania, tackling an issue of fundamental changes in form and content (curricula, school documentation, internal organization of school life), new developments at all levels of the education system (hidden dropouts, problems of vocational education, expansion of general secondary education), decentralization and management of pre-university and higher education, and the teacher's role in the Albanian post-communist society.
Desde la recuperación de la democracia la agenda de reivindicación de los derechos humanos ha atravesado diversas circunstancias, de avances y retrocesos, hasta alcanzar la promoción de una decidida política de la memoria. En esta dirección, analizaremos el Espacio para la Memoria de la Perla (Córdoba) como un dispositivo pedagógico transmisor de la memoria pero en íntima vinculación con las demandas y necesidades actuales de una formación ciudadana participativa y crítica. Para ello haremos, en una primera parte, una revisión de las contingencias que atravesó el movimiento de derechos humanos y la caracterización de la situación actual. En una segunda parte, y en base a la recolección de material empírico en el Espacio de la Perla, indagaremos la naturaleza del dispositivo allí exhibido y su importancia para una pedagogía de la memoria.
The intention of this study is to treat the Albanian teachers contribution originating from Albanian territories who worked in different areas of Albania. They came from different Kosova areas like Pristina, Peja, Gjakova, Prizren, Gjilan, Mitrovica etc. All these teachers gave an important contribution in the development of education and Albanian pedagogical thought during 1941- 1948 eras. Their workings were not inside schools' walls but it a broader range. At that time work was 24/7 with regular students and people who didn't know how to read and write. Kosovar teachers that worked in Albania are found in the position of teachers, deputy head masters and head masters, educational inspectors and up to Ministers of Education. These teachers of this period took an active part in all political, cultural and educational events. Even though they worked in Albania, they never forgot their mother country and their birthplace. In all occasions when Albanian language schools were legalized they rushed without hesitation to organise the opening of such schools. Such things happened during 1915-1918 years, 1941-1944, and also after 1945. DOI:10.5901/jesr.2013.v3n7p160
Penal justice system is made of many agencies that take decisions, agencies of execution of penal decisions, so it's difficult to understand immediately the relation between them and their position regarding the law itself. This article unifies the ways of looking at the penal justice system in its wholeness and gives different perspectives to analyze it. Different parts of penal justice system raise to us important questions so to have a view of all parts of it, even those hidden, we need to see it from different perspectives. Penal justice system might be seen from different perspectives: its structure, police role, penal decisions phase, common policies of crime control of different institutions or penal procedures foreseen in the penal legislation. To understand penal justice system we need to be familiar with penal legislation, institutional practices but also to know the so-called "system models" and management styles which are some of more suggested perspectives to be used by social sciences professionals. DOI:10.5901/mjss.2013.v4n4p249
Recently more and more talk about "globalization" with loads of semasiological variety: mainly economic but also cultural. Many perceive it as a significant progress, others as an undisputed threat. However, despite the euphoria that faces this phenomenon, globalization is an evolving process. Fact remains that this is a progressive development of economic, scientific, political, and cultural of all peoples of our planet has turned it into a big city with many differences, in particular in education and educational activities. In this paper, we will try to illuminate fundamental issues as: a) understanding notion of globalization in relation to both pedagogical principles in the field: the integrity and completeness; b) elements of globalization, as a necessary process and development factor and c) "Education for all" challenges for the XXI century. The content of global education in the scientific publication is given analytical processing, linking globalization in education with the development of democracy and human rights, global ethics, the influence of European norms, standards and the global world, the impact of European and world norms and standards, as well as the penetration of global civic cultural elements. DOI:10.5901/ajis.2013.v2n2p93
Through this topic will be discussed the practical implementation of educational and cultural process of Albanian State towards national minorities after 1990's. We will try to give answer on how practically are implemented such policies within the legal, cultural and social framework of national minorities in Albania. Study methodology is based on real achievements of the democratic state, especially in educational context. In the educational framework of national minorities in Albania after 90's there have been real and concrete achievements. Firstly, these achievements are seen in the educational structure of national minorities, plans, educational programs and school specific texts. Also, there will be taken in consideration the recognition from international organizations and the continuous trials done and being done for the recognition of local and international legislation, convents and specific recommendations, principles and guidelines previewed on "European Charter on Regional and Minority Language", "Framework Convent for the Protection of National Minorities" etc. DOI:10.5901/mjss.2013.v4n4p91
