http://dspace.epoka.edu.al:80 The DSpace digital repository system captures, stores, indexes, preserves, and distributes digital research material. 2026-07-30T02:42:57Z http://dspace.epoka.edu.al/handle/1/2745 Communication, Information and Knowledge Exchange in the Prevention of Antimicrobial Resistance in South Africa and Worldwide: A Narrative Bioethical Review Bioethics, communicative ecology and AMR Sharma, Samridhi; Srinivas, Sunitha; Maguire, Kelly; Tandlich, Roman Current study uses the method of narrative review and the method of bioethical analysis to evaluate the status of management antimicrobial resistance in South Africa and globally. Specific focus is placed on the evaluation of the alignment of the strategic, operational and tactical decision-making between international, regional national and sub-national level of planning decision-making, data and information exchange, and mechanisms to minimise human suffering due to antimicrobial resistance. Antimicrobial resistance is looked at as a feedback loop which results from the irrational prescribing an overuse of antimicrobial medicines by humanity, and through the lens of the utilitarian qubit. Results of the study indicate that the World Health Organisation and other international, or regional organisations stimulate collaboration and create/operationalise platforms that allow for efficient exchange of information about antimicrobial resistance. Limitations exist in the antimicrobial resistance testing and linking of prescribing and dispensing of antimicrobial agents in low- and middle-income countries. Solutions are proposed to address the gaps at the tactical level of decision-making and to deal with uncertainty antimicrobial resistance development in the future. These include of targeted training mechanisms, which are legislated at the national level of government, and which empower frontline healthcare workers. These training programmes should be supplemented by the use communicative ecology in data gathering, and information sharing. It is also important to drive behavioural rigor in prescribing, dispensing, and therapeutic uses of antimicrobial medicines in public healthcare systems. Finally, health literacy of all stakeholders should be continuously monitored in relation to antimicrobial resistance. 2026-07-20T00:00:00Z http://dspace.epoka.edu.al/handle/1/2744 An Assessment of Disability Inclusion in Albania's Disaster Risk Reduction System Drenofci, Blerta Albania is among the most disaster-prone countries in Europe, frequently struck by earthquakes, floods, wildfires, droughts, and extreme weather. Persons with disabilities (PWDs), 6.5% of the adult population and 10% of children, face mortality rates in disasters estimated to be two to four times higher than those of the general population. Yet Albania's civil protection system has long been disability-blind: national strategies, local emergency plans, early warning systems, and evacuation protocols have been drawn up with little regard for the specific needs of PWDs. Despite the country's ratification of the UN Convention on the Rights of Persons with Disabilities in 2012 and the adoption of a Civil Protection Law in 2019 that explicitly references PWDs, the gap between legal obligation and operational practice remains wide. This paper analyses results from a structured institutional survey administered to central government bodies, prefectures, and municipalities across Albania. Drawing on responses from 26 institutions, the study examines institutional awareness, policy implementation, training levels, communication practices, and inter-institutional cooperation on the inclusion of PWDs in disaster risk reduction (DRR). Key findings include the near-total exclusion of PWDs from emergency drills, reported by 53.8% of institutions; the absence of accessible emergency communication formats in 65.4% of institutions; severe shortages of trained personnel; and the identification of insufficient financial resources as the primary barrier by 92.3% of respondents. The findings reveal a wide gap between formal commitments, including Albania's Law on Civil Protection (2019), the National DRR Strategy and Action Plan (2023–2030), and the UN Convention on the Rights of Persons with Disabilities, and what actually happens in practice. The paper identifies the key deficiencies and closes with seven concrete policy and operational recommendations, covering dedicated budget lines, mandatory training, disability-inclusive early warning systems, evacuation protocols, participatory mechanisms, disaggregated data systems, and accountability frameworks, aimed at building a rights-based, inclusive DRR system in Albania. 2026-07-20T00:00:00Z http://dspace.epoka.edu.al/handle/1/2743 Parental Attitudes and Involvement in Primary EFL Learning: A View from Beyond the Classroom Galica, Blerta Abstract Family involvement in children’s lives and development is considered a fundamental requirement. Its role and continuous support are deemed crucial for a child’s personality, cognitive and academic development. Nowadays, when English has become the dominant language, its learning and teaching as a foreign language is also of great importance. In primary education, the home environment, parental attitudes and involvement, its engagement and support are very important factors that can substantially influence students’ confidence, motivation and success. Therefore, this study aims to examine parental attitudes and support during their children’s English language learning as a foreign language, as well as to provide an overview of the significance of parental involvement during the preparation of their children for tests and assessment in English language, in primary education in Kosovo. This qualitative study involved ten parents of children enrolled in public primary schools. The collected data from semi-structured interviews were used to obtain comprehensive responses addressing the research questions. Thematic analysis of the results revealed that participants had a positive attitude toward EFL learning and perceived their role as significant throughout the entire learning process. The majority of parents reported engaging in shared reading with their children, reviewing English language materials and preparing for tests and assessment, as well as in maintaining continuous parent-teacher communication. Overall, this study underscores the fundamental need for consistent parental support, involvement and continual collaboration between parents and schools in primary EFL education. 2026-07-20T00:00:00Z http://dspace.epoka.edu.al/handle/1/2742 Promoting Authenticity in the ESP Classroom through Digital Learning Resources Boudinar, Somia This study investigates the integration of digital learning resources to address the authenticity gap in English for Specific Purposes (ESP) instruction within the Computer Sciences Department at Setif 1 University, Algeria. Despite the growing recognition of authenticity as a pivotal factor in effective language learning, ESP classrooms in the Algerian higher education context continue to rely heavily on static, textbook-based materials that fail to replicate the linguistic demands of real-world professional environments. Employing a mixed-methods research design, this study combines quantitative data collected from a 20-item Likert-scale questionnaire administered to 45 Master 2 students across five sections with qualitative data gathered from semi-structured interviews with 5 ESP practitioners. Quantitative findings reveal that students perceive digital resources as moderately effective in enhancing authenticity, with an overall mean of 3.82 (SD = 0.74). Section-level analysis indicates that perceptions of the impact of digital resources on authenticity had the highest mean (M = 4.15), while challenges and limitations had the lowest (M = 3.31). Thematic analysis of teacher interviews uncovers four overarching themes: (1) the transformative potential of digital resources for authenticity, (2) infrastructural and pedagogical constraints, (3) the role of discipline-specificity in resource selection, and (4) professional development needs. The study concludes that while digital resources offer significant promise in bridging the authenticity gap, their effective integration requires systematic institutional support, targeted teacher training, and curriculum redesign informed by an analysis of authentic communicative needs. 2026-07-20T00:00:00Z