Search

A number of barriers exist that make using wikis in online teaching more challenging. Monitoring and correcting student actions is more difficult online than in a face-to-face classroom. Most students hesitate to edit and change other student writing and so incentives need to be used to get students to edit each other's work. Students should receive an orientation where they learn the purpose and benefits of wikis and receive instruction on how to use wikis. This study examined student use of wikis in an online assignment. As a course evaluation, students were asked to respond to five questions about their experience in using a wiki in the assignment. Conclusions were drawn about the practicality of using wikis in teaching online. Students affirmed that collaboration leads to learning and knowledge acquisition. By engaging in collaboration, learners observe and improve upon weaknesses or gaps in learning. Students learn from each other by examining and improving the work of others. Students also recognized that using wikis to develop documents is a valuable skill to take into the workplace. The study confirms much of the research on the topic of using wikis as a learning strategy. Also, the study shows that process is as important to learning as is outcome. The benefits of using wikis for learning are equally important as the final product produced.

Incorporating National Incident Management System training and exercise principles into homeland security and emergency management learning can help university students develop emergency response capabilities through practical application of knowledge in simulated incidents. In addition, they gain team-building and leadership skills, establish relationships with professionals that will carry forward into their careers, and obtain confidence in their abilities to respond under pressure to simulated critical incidents. This case study describes student experience in disaster relief and humanitarian service exercises in the United States, Kosovo, and the Former Yugoslavian Republic of Macedonia. The DEAL approach to critical thinking is used to provide student feedback concerning the use of exercises as an applied-learning tool.

This paper examines the vital importance of infrastructure protection and risk management in the context of the devastating 2023 earthquake in Turkey, which resulted in over 50,000 deaths and left 1.5 million homeless. Highlighting the consequences of inadequate infrastructure and government failure to enforce building standards, the study stresses similar risks in countries like Kosovo and North Macedonia. It argues for enhanced government regulation, improved urban planning, and robust international collaboration in disaster response to better prepare for and mitigate future seismic events. Through a detailed analysis of the Turkey earthquake, the paper provides essential insights into creating more resilient and disaster-ready communities. [ABSTRACT FROM AUTHOR]

This article stretches the boundaries of the meaning of applied learning to include online learning activities. The DEAL model of critical reflection was used to obtain student feedback in comparing two delivery strategies of an upper-division online leadership capstone course. Student reflection comments were analyzed for offerings of the course in summer and fall semesters. The fall delivery of the course adopted an applied reading summary strategy which required students to specifically apply their learning to their work and career plans. The DEAL model of critical reflection provided rich qualitative data evaluating teaching approaches and suggested students preferred applied reading summaries over other strategies.

Western Balkan states, among them Kosovo and North Macedonia, joined others from around the world in offering aid to Turkey, which, along with Syria, was hit by two deadly earthquakes on February 6, 2023. The epicenter of the 7.8-magnitude earthquake was in Kahramanmaras province near the border with Syria. As a result of the earthquakes, there were 50,783 deaths, 297 missing and 107,204 injured across 11 of the 17 affected provinces of Turkey. At least 15.73 million people and 4 million buildings were affected. About 345,000 apartments were destroyed. Over 1.5 million people were left homeless. Over 100 nations and 16 international organizations offered aid to the earthquake victims in Turkey. In addition, 11 countries contributed search and rescue teams accompanied by specially trained dogs to locate survivors trapped in the rubble. In contrast, aid to Syria was comparatively less, primarily due to Western sanctions on the nation and government-imposed restrictions on humanitarian organizations operating beyond their controlled regions. The paper conducts an analysis of ten existing international response organizations, examining their agreements and procedures in disaster response efforts. It investigates the history and effectiveness of these organizations in managing disaster situations, with a specific focus on their roles in addressing the Turkey and Syria disasters. The paper assesses their effectiveness in the context of the February 2023 earthquake. Furthermore, the paper explores the concept of mutual aid mechanisms, which are commonly utilized by countries worldwide for disaster response. These agreements, whether bilateral or multilateral, are typically established at different levels of government, ranging from local to national and even international. While the specifics of these agreements may vary among nations, the overarching goal is to create a framework for sharing resources, personnel, and expertise during times of emergency. Additionally, the paper discusses the response efforts of two Balkan countries, Kosovo and North Macedonia, which provided assistance such as search and rescue teams, handlers with dogs, and material aid like blankets and stretchers. Notably, these nations offered their support independently, without being part of any international organization. Their response was established through direct communication with Turkey. It was characterized by its immediacy and sincerity, Finally, the paper draws conclusions based on an evaluation of the strengths and weaknesses of existing response systems, offering recommendations to policymakers to enhance overall disaster response procedures. [ABSTRACT FROM AUTHOR]

Following the Maidan Revolution in 2014, the competing interests of the main actors in Ukraine and globally stalled the process of conflict resolution. The geopolitical view of the situation prevented focusing on the regional challenges such as the humanitarian situation and were unlikely to facilitate positive developments in the peaceful settlement of the conflict. The Minsk Agreements were questioned by both sides, although they were the only existing framework for the settlement of the conflict. The United Nations efforts in conflict management were limited due to controversial views between the West and Russia. This paper uses DIME conflict analysis to examine the various actors involved in the conflict between Ukraine and the separatist movements in the Donbas region of eastern Ukraine from 2014 to the invasion of Ukraine in 2022. DIME is an acronym for Diplomacy, Information, Military, and Economic. The various parties and stakeholders involved in the conflict in eastern Ukraine are listed and characterized under these four descriptors. [ABSTRACT FROM AUTHOR]

Recent protests and riots around the globe have renewed the call for police reform. While police reforms could benefit the police and the public, police training in cultural awareness, racial biases, and communications may result in better and faster changes in police attitudes and approaches for working with minorities. This study suggests that non-police public safety personnel perceive a greater need for police training than the police. The study examined the police relationship and their communication with minority populations as perceived by Kosovo police (N=20) and other public safety personnel (N=24). Respondents answered a quantitative survey. Although not statistically significant, it appears that most police respondents didn't recognize that cultural barriers exist between minorities and police, and they didn't feel a strong need for cultural training. On the other hand, other public safety personnel showed greater support for cultural training, recognizing that cultural barriers do exist between police and minorities. Both groups agreed that trust is more important than speaking the same language when working with minorities. [ABSTRACT FROM AUTHOR]

When there is miscommunication and misunderstanding, the natural cooperation between individuals and groups results in competition. A lack of understanding and respect has led to recent tensions between police and minorities around the globe. Recent protests and riots have renewed the call for police reform. The call for police reforms is not new. While police reforms may be necessary, police training in cultural awareness, racial biases, and communication may result in better and faster changes in police attitudes and better relations with minorities. The study examined police relationships and their communication with minority populations as perceived by Kosovo police (N=20) and other public safety personnel (N=24). Respondents answered a quantitative survey that used a Likert scale. This study suggests that non-police public safety personnel perceive a greater need for police training than the police. The study found that the police respondents didn't appear to recognize that cultural barriers exist between minorities and police and they didn't feel the strong need for cultural training. On the other hand, other public safety personnel showed greater support for cultural training, recognizing that cultural barriers do exist between police and minorities. Both groups agreed that trust is more important than speaking the same language when dealing with minorities. Trust can be developed by working with minority leaders, being involved in community activities, and getting cultural training from minority community members. Because language barriers exist between police and minority populations in Kosovo, more language training is recommended. [ABSTRACT FROM AUTHOR]

With the beginning of the twenty-first century, further emphasis is placed on the global challenges in terms of security in the environment in which we live. All countries around the world are exposed to dangers which, in varying degrees and proportions, pose a threat to the individual country's physical security, wealth and interests. Such events, including natural and man-made disasters, usually create the need for large human capacities. The costs of disasters in terms of money, human suffering and effort, and lost resources can be devastating. Such threats are a diverse combination of natural forces and human actions. They can be direct and indirect. It's not by chance that nature responds harshly to man's activities. This includes unwise industrial, commercial, household and agricultural activities. As human beings, we build on flood plains or earthquake fault lines, make changes to riverbeds, construct sewage systems, create roads and buildings without urban planning, and cut down forests without reforesting. Air pollution, water pollution and the environment generally jeopardize the lives of people and other living things. If our activities do not cause disasters, they make response to disasters worse when they happen. Although disasters cannot be prevented or controlled in most cases, it is obvious that citizens be prepared either individually or in groups, in families, or as healthcare workers and community organizations to mitigate and lessen the damage and, when the disaster happens, to create a successful response. Knowledge is key to understanding and effectively responding to disasters of any kind. Knowledge also improves resilience - the capacity to bounce back after a disaster. Before we blame nature for disasters, we must first answer questions about our knowledge and preparation as individuals, families, and communities to respond to catastrophes. This paper examines citizen knowledge and readiness in the Balkan region for disasters. It proposes citizen emergency preparedness training (following a model used in the United States) as a means of responding to the gap in knowledge and preparation. [ABSTRACT FROM AUTHOR]

Training and exercises are commonly used among first responders to prepare them for disasters and other emergency situations. Emergency management students from Utah Valley University in the United States shared what they have learned about disaster preparedness and response with university students in the Balkans. The six students divided into teams of two and taught three groups of 15 students each. The Utah Valley University students trained 45 Macedonian students about disaster response principles, search and rescue, triage, and emergency medical care. The training was followed by three simulated exercises. The American students were interviewed about their experience. They reported a heightened cultural awareness and better understanding of the disaster response capabilities in the Balkans. They indicated that they gained greater respect for the differences that exist in handling disaster response and a greater appreciation of the culture of the people they met. In addition, they developed friendships with students and emergency personnel. [ABSTRACT FROM AUTHOR]