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Item أسباب انتشار المخدرات وآثارها وعقوبتها في القانون المالديفي وعالجها : دراسة تحليلية في ضوء السياسة الشرعية(جامعة مالديف الإسلامية, 2020) حسن، موسى أنورتعد المخدرات مشكلة اجتماعية حاضرة في جميع مجتمعات العالم، وليس جمهورية المالديف بعيدة عن هذه المشكلة؛ ذلك أنّ الالتجاء إلى المخدرات ازداد في المالديف في السنوات الأخيرة؛ نتيجة للتغيرات الاجتماعية والاقتصادية والسياسية، وغيرها التي طرأت على المجتمع المالديفي، ولم تغب عن الشريعة الإسلامية تلك الآثار والسلبيات المترتبة على المخدرات، وتأسيسا على ذلك، جاء هذا البحث المؤلف من فصل تمهيدي وستة فصول لدراسة أسباب انتشار المخدرات وآثارها وعقوبتها في القانون المالديفي وعلاجها في ضوء السياسة الشرعية وأحكام التعازير، وقد انتهج الباحث في ذلك منهجًا استقرائيا، ووصفيًا تحليليًا، ومنهجا مقارنا، وقد أبانتِ الدراسة عن أن أسبابًا ،اجتماعية، وتكنولوجية، واقتصادية وقانونية وراء ذلك، وفي مقدمتها ضعف الوازع الديني، وأنَّ آثارًا ،نفسيَّة واجتماعية واقتصادية وتربوية نتجت عن ذلك، وقدمت علاجات لهذه المشكلة من منظور إسلامي، ومنها : التوجيهات الإسلامية للأسرة، وترشيد وسائل الإعلام، والوقاية الاحترازية، وإحسان استخدام التقنيات الحديثة، وقدخلُص الباحث إلى عدة نتائج وتوصيات أبرزها ضرورة العودة إلى صيغة قانونية جديدة للمخدرات في جمهورية المالديف، بوصفه حلاً لمشكلة. Drug-abuse is a ubiquitous issue facing all societies across the world, and the Maldives has not been an exception. The practice of abusing narcotic substances has spread more and more in the country in recent years, and is a pervasive evil which affects all but few Maldivian homes. This has been the case as a result of a plethora of reasons connected to social, economic, political, and other factors which have dramatically and drastically changed the social dynamics of the Maldivian nation. Narcotic drugs and alcoholic drinks, have been prohibited in Islamic Shariah due to their evil effects and consequences on human health and intellectual faculties, and are allowed only for specific usages for reasons of necessity when and where they can be administered under medical supervision as a treatment for certain diseases and health conditions. This research includes an introductory chapter introducing the issue as it exists in the Maldives, and has five additional chapters. Those chapters examine the causes of drug-abuse as a common social evil in the Maldives, their destructive impacts on the Maldivian society, the punishments prescribed in Maldivian laws for drug-abuse offenses, and finally how this issue can be solved through the application of Shariah policy and the injunctions of the Shariah. This study has shown that while wide-spread drug-abuse in the Maldives is contributed by social, economic, technological, and even legal reasons, the foremost cause of the problem is the weakness of religious faith and religiosity. Its devastating impacts are felt psychologically, socially, economically, and educationally, by individual persons as well as the society as a collective entity. This research proposes solutions for the problem mainly from an Islamic perspective, including the strengthening of the family in accord with Islamic teachings, development of a responsible and accountable media, and precautionary and preventative measures taken through the effective use of modern technology. The research is concluded with various recommendations which, it is believed, will help the Maldives to get rid of the problem in question.Item Use of role-play in language and literacy development for English as a second language (ESL) learners : an exploratory case study of a Maldivian school(Islamic University of Maldives, 2023-03) Moosa, ShamaProviding children with opportunities to develop their language in a positive environment is vital. Engagement in different types of play allows children to utilise their language skills. Roleplay is one of the most common methods used by teachers in order to facilitate young English as a Second Language (ESL) learners’ language development and literacy skills. The purpose of this study is to investigate how role-play facilitates language and literacy development in ESL learners of grade two level students. Participants of this case study include purposively selected 20 students and 2 teachers. Data were collected by means of classroom observations, semi-structured interviews, and teachers’ lesson-plan documents. Data for this study were analysed by following Braun and Clarke's (2006) thematic analysis framework. The findings revealed that role-play has a positive impact on students’ literacy and language development. It also revealed that role-play is a relevant method for students to enhance their vocabulary through exposure to new vocabulary, and through writing scripts. During role-plays, students incorporated language structures and grammar points, resulting in a holistic improvement in their language development and literacy skills. The study indicates the importance of using role-play in teaching English language and literacy skills. Implications of this study therefore will provide guidance indicating the importance of using role-play to facilitate to English language teachers who teach ESL especially to elementary grade students. Giving more details of how this method can boost the students’ vocabulary as well as other language skills.Item Understanding teacher educators' pedagogical and technological cultural habitus (PATCH) : an ethnographic study in the Maldives(The University of Waikato, 2015) Adam, Aminath ShafiyaA substantial body of literature discusses the complexity of integrating technology in teachers’ pedagogical practices (Mishra & Koehler, 2006). The literature over the last two decades, specifically suggests that teachers and teacher educators have shown limited pedagogical changes regardless of their frequent use of technologies in their teaching. However, the literature overlooks the impact teachers’ culture may have when investigating their use of technologies in their practices. Bourdieu (1977) argues that people’s practices are embodied within their cultures; hence they form habitus through their past and present experiences, both consciously and unconsciously. I argue that teachers’ pedagogical and technological practices cannot be fully understood without considering the social and cultural norms of their specific cultures. My thesis aims to explain the impact of Maldivian teacher educators’ culture and background on their pedagogical and technological practices. The main research question therefore is: How do teacher educators’ pedagogical and technological practices form in the Maldives? Sub-questions arising from this are: 1) What are the social and cultural learning norms that influenced teacher educators’ use of technologies in their pedagogy? 2) How does the institutional context influence teacher educators’ use of technologies in their pedagogical practice? 3) How do teacher educators form their pedagogical and technological practice? My research used an ethnographic methodology, linked with Bourdieu’s (1977) habitus as a lens for exploring teacher educators’ practices in the Maldives. Data were gathered from eleven teacher educators who work in a Maldivian university context: using interviews, observations, focus groups and the hanging out approach. The findings were generated through grounded theory for capturing an in-depth understanding of how these teacher educators’ pedagogical and technological practices were formed. Key findings demonstrated that teacher educators’ pedagogical and technological practices were influenced by their own culture, early learning experiences in the Maldives, and their workplace (institutional context). The study revealed that these teacher educators selected and used specific digital technologies available in their workplace to deliver content. As a result, they formed their pedagogical (content-oriented) and technological (PowerPoint-assisted) cultural habitus that most often mirrored their existing pedagogical thinking. This study has contributed to the research field by recognising the impact of these teacher educators’ culture and background on their pedagogical and technological practices. It fills a critical gap (i.e. a connection between technology use, pedagogy, and culture) which has been neglected in the technology integration research and models. My research therefore, contributes a PATCH framework for understanding teacher educators’ pedagogical and technological habitus and an additional layer into the TPACK framework to represent teacher’s PATCH. Through applying Bourdieu’s habitus lens, I have devised a conceptual framework for investigating pedagogical contexts, an outline of ethnographic process and an analysis model for understanding qualitative data using various technological tools.