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1
Giordmaina and Zammit. "Shaping the Identity of the New Maltese through Ethics Education in Maltese Schools." Education Sciences 9, no. 4 (October 4, 2019): 253. http://dx.doi.org/10.3390/educsci9040253.
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The aim of this paper is to show how changes in the social fabric of Malta have resulted in amendments to the school curriculum in respect to the teaching of moral values. The curriculum now caters for a new subject in schools called Ethics, which is aimed at students who opt out of the mainstream Catholic Religious Education classes. As educators directly involved in its introduction in Maltese schools, as well as in the training of the subject teachers, we reflect on how this new subject relates to the development of both Maltese and migrant students’ identities. We highlight some of the challenges the subject of Ethics presents to parents, teachers and students, and the tensions some students encounter between the religious values taught at home and secular values taught at school.
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Borg, Mark G., and Joseph M. Falzon. "Streaming in Maltese primary schools." Research in Education 45, no. 1 (May 1991): 1–12. http://dx.doi.org/10.1177/003452379104500101.
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Mifsud, Francois. "Other faith students in Maltese Catholic schools: responses of school leaders." International Studies in Catholic Education 2, no. 1 (March 2010): 50–63. http://dx.doi.org/10.1080/19422530903494827.
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Borg, Mark G., and Joseph M. Falzon. "Sources of teacher stress in Maltese primary schools." Research in Education 46, no. 1 (November 1991): 1–15. http://dx.doi.org/10.1177/003452379104600101.
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Askell-Williams, Helen, Carmel Cefai, and Francis Fabri. "Maltese Students' Perspectives About Their Experiences at School and Their Mental Health." Australian Journal of Guidance and Counselling 23, no. 2 (September 24, 2013): 252–70. http://dx.doi.org/10.1017/jgc.2013.13.
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In this article we report Maltese primary and secondary students' perspectives about their school experiences and their mental health. Questionnaires were completed by 281 students. Relationships emerged between students' reports about their involvement in bullying, mental health status, and a range of typical features of school environments. A conservative non-parametric Jonckheere-Terpstra test indicated significant unidirectional differences, from non-involved through to bully/victim groups, for six selected variables that have the potential to be influenced by schools' policies and practices, namely, positive school community, coping with school work, social and emotional education, friendships, safety, and teachers' responses to bullying events. Effect sizes ranged from small to medium. This study illustrates identifiable patterns of students' social, emotional and academic wellbeing. It highlights the need for intervention programs that are conceptualised to meet the needs of different student groups, in this case, involvement in bullying as a victim or as a bully. It also highlights how a range of school-based influences may operate together to affect the wellbeing of students, and points to the need for multi-disciplinary collaboration and approaches to mental health promotion in schools.
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Paris, Anna, and Marie Thérèse Farrugia. "Embracing multilingualism in Maltese schools: from bilingual to multilingual pedagogy." Cahiers internationaux de sociolinguistique N°16, no. 2 (2019): 117. http://dx.doi.org/10.3917/cisl.1902.0117.
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Martinelli, Victor, and Bernardette Brincat. "A Bilingual Perspective on the Possible Universality of Phonological Awareness Skills Across Two Languages." Journal of Education, Teaching and Social Studies 2, no. 2 (April 7, 2020): p1. http://dx.doi.org/10.22158/jetss.v2n2p1.
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Reading comprehension relies on the integration of phonological, semantic, syntactic and pragmatic language abilities. The current study investigated phonological awareness in six-year-old children’s mastery of reading in Maltese and English. The researchers recruited eighty-two bilingual participants attending bilingual schools in Malta and administered two parallel batteries comprising parallel word reading tests and phonological tasks in the two languages. Principal components analysis identified clear componential structures in both of the phonological batteries (Maltese and English). A statistical regression analysis identified similar phonological underpinnings across the two single word reading measures. Specific measures of phonological awareness constituted common phonological underpinnings of reading performance in both Maltese and English, if to different degrees. The results support the notion of similarity in the patterns of association of skills sustaining reading across Maltese and English in bilingual children. The view that the phonological skills underpinning reading development across alphabetic languages may not differ substantially between different orthographies is supported.
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Brincat, Joseph M. "Maltese: blending Semitic, Romance and Germanic lexemes." Lexicographica 33, no. 2017 (August 28, 2018): 207–24. http://dx.doi.org/10.1515/lex-2017-0011.
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AbstractMalta’s position at the centre of the Mediterranean attracted various conquerors and settlers, but in its present form Maltese has its origins in the Arabic dialect introduced by the Muslim conquest around the year 1000. Lexical Latinisation started early under Norman rule and kept increasing steadily up to the twentieth century thanks to contact with Chancery and spoken Sicilian up to the sixteenth century, and then with Italian which was introduced by the Knights of Malta. This article traces the historical developments and their influence on the Maltese language, providing statistics concerning the composition of the lexicon and the various methods by which it can be analysed. A look at the present situation explains how Maltese and English bilingualism in the schools and in society is affecting the spoken variety which is often marked by code-switching.
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Brincat, Joseph M. "Maltese: blending Semitic, Romance and Germanic lexemes." Lexicographica 33, no. 1 (September 1, 2018): 207–24. http://dx.doi.org/10.1515/lexi-2017-0011.
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AbstractMalta’s position at the centre of the Mediterranean attracted various conquerors and settlers, but in its present form Maltese has its origins in the Arabic dialect introduced by the Muslim conquest around the year 1000. Lexical Latinisation started early under Norman rule and kept increasing steadily up to the twentieth century thanks to contact with Chancery and spoken Sicilian up to the sixteenth century, and then with Italian which was introduced by the Knights of Malta. This article traces the historical developments and their influence on the Maltese language, providing statistics concerning the composition of the lexicon and the various methods by which it can be analysed. A look at the present situation explains how Maltese and English bilingualism in the schools and in society is affecting the spoken variety which is often marked by code-switching.
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Mifsud, Denise. "Distribution dilemmas." Educational Management Administration & Leadership 45, no. 6 (August 12, 2016): 978–1001. http://dx.doi.org/10.1177/1741143216653974.
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In this paper, I explore the relationship of democracy to educational leadership; more specifically, to the notion of distributed leadership as it unfolds within policy-mandated multi-site school collaboratives, with particular reference to practices in Malta. Under the policy framework ‘For All Children To Succeed’ introduced in Malta in 2005, Maltese primary and secondary state schools embarked on the process of being organized into networks, legally termed ‘colleges’. I explore leadership distribution among the leaders constituting the college and the subsequent inherent tensions within this educational scenario. The notion of distributed leadership as perceived by the leaders is examined, and especially the leaders’ reception of its presentation in the policy document as the leadership discourse; and its eventual (non-)enactment at both school and college level. A Foucauldian theoretical framework, specifically Foucault’s concepts of power relations, governmentality, discourse, and subjectification, is used to carry out a case study of a Maltese college, collecting data via semi-structured, in-depth interviews, participant observation and documentary analysis. Narrative is both the phenomenon under study and the method of analysis. The policy discourse does not unfold in a participatory democratic manner in practice, resulting in an organizational paradox where leadership enactment in a Maltese college is ‘directed’ from above, rather than ‘distributed’. These findings may be significant for educational practice, policy and theory in terms of the generation of problematization which may lead to further research on this contested topic.
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Askell-Williams, Helen. "Parents’ Perspectives of School Mental Health Promotion Initiatives are Related to Parents’ Self-Assessed Parenting Capabilities." Journal of Psychologists and Counsellors in Schools 26, no. 1 (December 7, 2015): 16–34. http://dx.doi.org/10.1017/jgc.2015.28.
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Achieving broad-scale parent1 engagement with school initiatives has proven elusive. This article reports survey data from 287 Maltese parents about their perceptions of the quality of their child's school's initiatives for promoting students’ wellbeing and mental health. Findings indicate that, on average, parents rated school initiatives highly. However, a MANCOVA of respondents grouped into three categories of Self-Assessed Parenting Capabilities (low, medium, high) showed that parents who held low perceptions of their own parenting capabilities also held significantly lower perceptions of the quality of schools’ mental health promotion initiatives. Less favourable dispositions towards school mental health promotion initiatives by parents with relatively low-parenting capabilities have implications for the design and delivery of school-based initiatives. For example, typical parent engagement, support and information provision activities (e.g., parent-teacher meetings, newsletters) might be less well received in families that arguably have a greater need to engage with such initiatives. This study has implications for whole-school mental health promotion initiatives that seek to include all parents.
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Martinelli, Victor, and Deidre Fenech. "Dyslexia and Enhanced Visuospatial Ability: A Maltese Study." Academic Journal of Interdisciplinary Studies 6, no. 1 (March 28, 2017): 103–14. http://dx.doi.org/10.5901/ajis.2017.v6n1p103.
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Abstract The aim of this study was to explore the issue of adolescent learners with dyslexia and their visuospatial ability. There is a substantial body of findings in educational and psychological literature suggesting that individuals with dyslexia are likely to have high levels of visuospatial ability. A group of 38 thirteen-year-old male and female bilingual (Maltese and English) students who were ethnically Maltese and clinically registered as having dyslexia, participated in this study. They were recruited from secondary schools from a number of regions on the island of Malta and were considered to be representative of the wider population of similarly affected peers of their age. The research group was matched for age, sex, ethnicity and ability with another group of 38 peers who were average readers in English and who came from the same classes as the research group. Both groups completed a Maltese standardised English reading comprehension test to confirm their status as weak and competent readers respectively. They then completed a published paper-and-pencil test of visuospatial reasoning and an interactive, computer-based virtual reality test based on a similar test described in published literature (Bungalow Test). In general, males tended to outperform females but this was only statistically significant in one of the many measures they completed. No consistent and statistically significant differences were evident between the groups on the wide array of visuospatial measures administered. The findings suggest that in the groups studied, adolescent learners with dyslexia possessed similar visuospatial skills as their average peers.
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Cefai, Carmel, and Paul Cooper. "The introduction of nurture groups in Maltese schools: a method of promoting inclusive education." British Journal of Special Education 38, no. 2 (June 2011): 65–72. http://dx.doi.org/10.1111/j.1467-8578.2011.00500.x.
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Skreczko, Adam. "Catholic Education. European and Maltese Perspective. Church Schools' response to future challenges, Floriana 2004, ss. 159." Rocznik Teologii Katolickiej 3 (2004): 184–86. http://dx.doi.org/10.15290/rtk.2004.03.19.
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Spiteri, Jane. "Too Young to Know? A Multiple Case Study of Child-to-Parent Intergenerational Learning in Relation to Environmental Sustainability." Journal of Education for Sustainable Development 14, no. 1 (March 2020): 61–77. http://dx.doi.org/10.1177/0973408220934649.
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Little is known about child-to-parent intergenerational learning for environmental sustainability. This qualitative multiple case study research investigated how young Maltese children (aged three to seven years) influence their parents’ pro-environmental actions. Participants included 12 children and 10 parents. Data were collected via observations in one household and two state schools, conversational interviews with children, children’s drawings and their interpretations of them, children’s photograph interpretations, semi-structured interviews with parents and document analysis. Findings revealed that most parents were influenced by their children’s requests to engage in pro-environmental actions, which in turn they had learned about as part of the Eco-Schools programme. Additionally, some parents regarded their children as having agency in discussing environmental issues and strived to empower them in acquiring environmental stewardship skills, but others did not. These findings provide insight into young children’s direct and indirect abilities to influence adults’ actions towards environmental sustainability.
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Patti, B., A. Bonanno, M. D'Elia, E. Quinci, G. Giacalone, I. Fontana, S. Aronica, G. Basilone, and S. Mazzola. "Daytime pelagic schooling behaviour and relationships with plankton patch distribution in the Sicily Strait (Mediterranean Sea)." Advances in Oceanography and Limnology 2, no. 1 (June 17, 2011): 79. http://dx.doi.org/10.4081/aiol.2011.5318.
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In this study, hydroacoustic data collected with a scientific echosounder working at two frequencies (38 and 120 kHz) over the continental shelf off the southern Sicilian coast were used in order to investigate the relationship between fish schools and plankton patches. Specifically, image analysis algorithms were applied to raw echograms in order to detect and characterise pelagic fish schools and plankton aggregations, considered as a proxy of food availability. The relationship was first investigated using estimated total plankton biomass over the whole water column and, second, by dividing the study area into three sub-regions and further distinguishing plankton patches between the surface and the bottom. In the relatively lower plankton abundance areas of Zone 1 (northern sector of the study area), results showed an inverse relationship between the biomass (and density) of fish schools and the biomass of co-occurring plankton patches located close to the bottom. Instead, over the Sicilian-Maltese shelf (Zone 3), characterised by higher plankton abundances, a direct relationship was found when using plankton data from the whole water column. The observed difference between Zones 1 and 3 is probably due to diverse dominant fish species in the two sub-regions.
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Zammit, Christopher, David Bilocca, Silvia Ruggieri, Gaspare Drago, Cinzia Perrino, Silvia Canepari, Martin Balzan, et al. "Association between the Concentration and the Elemental Composition of Outdoor PM2.5 and Respiratory Diseases in Schoolchildren: A Multicenter Study in the Mediterranean Area." Atmosphere 11, no. 12 (November 29, 2020): 1290. http://dx.doi.org/10.3390/atmos11121290.
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Abstract: Exposure to outdoor air pollution has been shown to increase asthma symptoms. We assessed the potential role of particulate matter with aerodynamic diameter <2.5 μm (PM2.5) on respiratory condition in schoolchildren in the south Mediterranean area. A total of 2400 children aged 11–14 years were recruited, and data on their symptoms were collected through an ISAAC (International Study of Asthma and Allergies in Childhood)-based questionnaire. Outdoor PM2.5 was collected for 48 consecutive hours in the schoolyards of their schools and selected residential outdoor areas. The levels of PM2.5 were measured, along with its elemental composition. The incidence of an acute respiratory illness within the first 2 years of life was higher amongst Sicilian children when compared to Maltese children (29.7% vs. 13.5% respectively, p < 0.0001). Malta had a significantly higher prevalence of doctor‐diagnosed asthma, when compared to Sicily (18.0% Malta vs. 7.5% Sicily, p <0.0001). Similarly, current asthma (7.8% vs. 2.9%, p < 0.0001) and use of asthma medication in the last 12 months (12.1% vs. 4.9%, p < 0.0001) were more frequent amongst Maltese children. Total median PM2.5 was 12.9 μg/m3 in Sicily and 17.9 μg/m3 in Malta. PM2.5 levels were highest in the Maltese urban town of Hamrun (23.6 μg/m3), while lowest in the rural Sicilian town of Niscemi (10.9 μg/m3, p < 0.0001). Hamrun also exhibited the highest levels of nickel, vanadium, lead, zinc, antimony, and manganese, whilst the Sicilian city of Gela had the highest levels of cadmium, and the highest level of PM2.5 when compared to rural Sicily. Elevated levels of PM2.5 were positively associated with the prevalence of doctor diagnosed asthma (odds ratio (OR) 1.05), current asthma (OR 1.06), and use of asthma medication (OR 1.06). All elements in PM2.5 showed increased OR for doctor diagnosed asthma, while higher concentrations of Cd and Mn were associated with higher prevalence of rhinitis.
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Attard Tonna, Michelle. "The benefits of mentoring newly qualified teachers in Malta." International Journal of Mentoring and Coaching in Education 8, no. 4 (November 21, 2019): 268–84. http://dx.doi.org/10.1108/ijmce-02-2019-0034.
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Purpose Newly qualified teachers (NQTs) seek advice from more experienced colleagues and are considered as learning through participation, including observing other teachers and receiving feedback. In many education systems around the world, induction programmes are developed to support these new teachers in needs ranging from pedagogical to the practical. The induction programme in Malta has been in place since 2010 and offers support to NQTs through their mentor, a member of the school management team, and their college principal. The purpose of this paper is to examine the benefits of mentoring as experienced by a group of NQTs and their mentors in select Maltese schools. Design/methodology/approach Through a grounded theory approach (Glaser and Strauss, 1967; Strauss and Corbin, 1994), the reflections and online conversations with 15 mentors from 10 schools, who were given the role of supporting an NQT in their school for one scholastic year, informed this study. This approach was used because grounded theory seeks to derive its explanations from the data of the phenomenon itself and encourages systematic, detailed analysis of the data. Codes were developed from the transcripts, which were then compared against the research questions, using an inductive approach. Themes emerged, helping the researcher to construct meaning. Findings The data strongly suggest that a mentoring approach based on reflection and dialogue promoted positive relationships between the mentors and the mentees and led to professional growth. Moreover, the school and social environment played a crucial role in the way the participants interacted and defined their challenges. It is thus recognised that the NQT induction programme needs to be adequately understood and acknowledged by schools and the education authorities in order for it to reach its aims of supporting beginning teachers. Physical spaces and opportunities for collaboration can enhance what the mentors are trying to achieve. Originality/value This research is the first of its kind in Malta as it explores the perceptions and experiences of mentors who are actively participating in the induction programme for NQTs.
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Baldoli, Claudia. "The ‘Northern Dominator’ and the Mare Nostrum: Fascist Italy's ‘Cultural War’ in Malta." Modern Italy 13, no. 1 (February 2008): 5–20. http://dx.doi.org/10.1080/13532940701765890.
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Within the wider attempt to transform Italian communities abroad into Fascist colonies, the Italian Fasci Abroad sought to build nationalist propaganda in the Mediterranean. The irredentist activities and the propaganda of the Fasci in Malta alarmed the British governors on the island, the British government and MI5. This article analyses the cultural conflict organised in Maltese schools, bookshops and universities by the Italian nationalists against the British protectorate–a conflict the British suspected could be followed by military activity, in particular when Italy began building its empire in Ethiopia. The nationalist offensive was supported in the 1920s and, more vigorously, in the 1930s by the Fasci, the Italian consulate on the island and, ultimately, the Italian government. Not even the Second World War and the bombing of Malta by the Italian air force concluded the conflict between Italian and British imperialism on the island.
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Spiteri, Karl, Maria-Louisa Busuttil, Samuel Aquilina, Dorothy Gauci, Erin Camilleri, and Victor Grech. "Schoolbags and back pain in children between 8 and 13 years: a national study." British Journal of Pain 11, no. 2 (February 1, 2017): 81–86. http://dx.doi.org/10.1177/2049463717695144.
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Schoolbag weight in schoolchildren is a recurrent and contentious issue within the educational and health sphere. Excessive schoolbag weight can lead to back pain in children, which increases the risk of chronic back pain in adulthood. There is limited research regarding this among the Maltese paediatric population. A cross-sectional study was undertaken across all schools in Malta among students aged 8–13 years (inclusive). Data were collected using a questionnaire detailing schoolbag characteristics, self-reported pain and demographic variables, such as age and gender. Structured interviews with participants were also carried out by physiotherapists. A total of 4005 participants were included in the study, with 20% of the total Malta schoolchildren population. Over 70% of the subjects had a schoolbag that exceeded the recommended 10% bag weight to body ratio. A total of 32% of the sample complained of back pain, with 74% of these defining it as low in intensity on the face pain scale–revised. The presence of back pain was statistically related to gender, body mass index (BMI), school and bag weight to body weight ratio. After adjusting for other factors, self-reported back pain in schoolchildren is independently linked to carrying heavy schoolbags. This link should be addressed to decrease the occurrence of back pain in this age group.
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Mangion, Mariella, and Sandra C. Buttigieg. "Multi-type childhood maltreatment: associations with health risk behaviours and mental health problems in adolescence." Journal of Children's Services 9, no. 3 (September 9, 2014): 191–206. http://dx.doi.org/10.1108/jcs-09-2013-0033.
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Purpose – The purpose of this paper is to determine whether multi-type child maltreatment is associated with health-risk behaviours and mental ill-health in adolescence. Design/methodology/approach – In total, 406 15-16-year-old students from Maltese schools answered the “Child maltreatment physical and mental health” questionnaire (Nguyen et al., 2010). This assessed demographics, health risk behaviour, mental health and child maltreatment. Findings – Of the four categories of maltreatment measured (physical, sexual, emotional and neglect), 27.4 per cent of the young people experienced one type, 16.6 per cent two types, 11.1 per cent three and 6.5 per cent four. For health-risk behaviours, there were positive relationships between multi-type maltreatment and school fights (r=0.27, p<0.01), breaking school rules (r=0.19, p<0.01), illicit drug use (r=0.14, p<0.05) and alcohol use (r=0.10, p<0.05). As regards mental health, multi-type maltreatment was positively associated with depression (r=0.38, p<0.01) and anxiety (r=0.23, p<0.01), and negatively associated with self-esteem (r=−0.26, p<0.01). Practical implications – Early recognition of multi-type maltreatment and its consequences enables providers of children's services to offer the required diverse range of services. Additionally, policy makers should ensure the adoption of multi-sectoral and collaborative inter-agency approaches so as to effectively and holistically manage child maltreatment, not only during the acute childhood phase but also during adolescence and adulthood, when consequences are expected to emerge. Originality/value – This study raises awareness about the prevalence of multi-type child maltreatment in Malta. It also highlights the negative association between cumulative exposure to multi-type child maltreatment and mental health outcomes and risky behaviours.
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Bezzina, Christopher. "The Maltese Primary School Principal." Educational Management & Administration 26, no. 3 (July 1998): 243–56. http://dx.doi.org/10.1177/0263211x98263003.
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Aquilina, S., A. Amato Gauci, M. Ellul, and L. Scerri. "Sun awareness in Maltese secondary school students." Journal of the European Academy of Dermatology and Venereology 18, no. 6 (November 2004): 670–75. http://dx.doi.org/10.1111/j.1468-3083.2004.01046.x.
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Borg, Mark G., and Joseph M. Falzon. "Coping actions used by Maltese primary school teachers." Educational Research 32, no. 1 (March 1990): 50–58. http://dx.doi.org/10.1080/0013188900320106.
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Darmanin, Mary. "Maltese Primary School Teachers’ Experience of Centralised Policies." British Journal of Sociology of Education 11, no. 3 (September 1990): 275–308. http://dx.doi.org/10.1080/0142569900110303.
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Falzon, Ruth, and Stephen Camilleri. "Dyslexia and the school counsellor: A Maltese case study." Counselling and Psychotherapy Research 10, no. 4 (December 2010): 307–15. http://dx.doi.org/10.1080/14733140903370228.
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Cassar, Carmel. "Malta and the study of Arabic in the sixteenth to the nineteenth centuries." Turkish Historical Review 2, no. 2 (2011): 125–54. http://dx.doi.org/10.1163/187754611x603083.
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AbstractThe Holy See became aware of the potential evangelising role of the Maltese in Ottoman lands at least from the mid-sixteenth century. This had much to do with Malta's geographical proximity to North Africa, coupled with the ability of the Maltese to speak a native Semitic language, believed to be close to Arabic, while at the same time being fervently Catholic Christians. Malta was singled out for this role mainly because the majority of Levantine Christian communities, then largely under Ottoman rule, were known to speak some form of Arabic. The combination of these factors appeared to be an excellent combination of circumstances to the Catholic Church authorities in Rome who believed that Malta was ideally suited for the teaching of Arabic. In Rome there was a general belief that the establishment of a school of Arabic in Malta, would help make the Catholic Church more accessible to the Christians of the Levant. However, despite continuous efforts, throughout the seventeenth and eighteenth centuries, by the Holy Congregation of Propaganda Fide, the teaching of Arabic never really took off in Malta. Under British colonial administration, in the early nineteenth century, Arabic remained on the list of subjects taught at the University of Malta and was later introduced at the Lyceum and the Valletta Government School. The British colonial authorities may even have encouraged its teaching and for a brief time, in the mid-nineteenth century, the well known Lebanese scholar Ahmad Faris al-Shidyaq, was lecturer of Arabic at Valletta. The end of Arabic teaching during World War One coincided with the emergence of the belief, pushed by Lord Gerald Strickland, that the Maltese descended from the Phoenicians. It was believed that the Maltese had preserved ancient Phoenician, rather than Arabic, over the millennia. By associating the Maltese with the ancient Phoenicians Strickland was simply saying that the Maltese might have had Semitic origins but that did not mean they were Arabs.
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Gatt, Daniela, and Barbara Dodd. "Preschoolers’ lexical skills in two majority languages: Is there evidence for the onset of sequential bilingualism?" International Journal of Bilingualism 24, no. 2 (February 14, 2019): 222–45. http://dx.doi.org/10.1177/1367006919826408.
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Aims and objectives: This study measured bilingual lexical skills in children just starting preschool and in others who had been attending preschool for one year. It aimed to investigate how children’s lexical abilities were influenced by length of contact with structured bilingual input at school, in a context where two majority languages are taught through the educational system. Methodology: The participants were 72 children starting their first and second year in preschool, aged 2;11–3;4 ( N = 35) and 3;11–4;4 years ( N = 37), respectively. The children came from Maltese-dominant homes and attended the same state preschool where, in line with established bilingual educational policy, they were expected to receive systematic oral exposure to English. Receptive picture name judgement and picture naming tasks in Maltese and English were employed to measure receptive and expressive lexical abilities. Data and analysis: Correct receptive judgement and naming responses were analysed as a function of age group and language of testing. Findings: Comparison of 3- and 4-year-old performance revealed marked growth in Maltese but limited improvement in English for the older group. This profile was inconsistent with lexical outcomes expected for children receiving significant exposure to a second language (L2) in preschool. The findings call for reconsideration of the assumption that preschool entry for Maltese-dominant children and the sequential bilingual exposure associated with it bring about an improvement in L2 lexical abilities. School and home bilingual input, children’s learning demands and Malta’s sociolinguistic context were considered as possible contributing factors. Originality: To our knowledge, a focus on preschoolers’ lexical skills in two typologically distant, majority languages against a backdrop of stable bilingualism is novel. Significance: Given the bilingual stability and socio-cultural uniformity of the broader context for this study, the findings are proposed as a point of reference for evaluating preschoolers’ bilingual lexical skills.
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Spiteri, K., M. L. Busuttil, S. Aquilina, and V. Grech. "The epidemiology of back pain in school children: a Maltese national study." Physiotherapy 102 (November 2016): e203. http://dx.doi.org/10.1016/j.physio.2016.10.248.
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Falzon, Ruth, Carmen Galea, Rita Galea, Silvia Galea, and Maud Muscat. "Reflecting on Maltese school‐based counselling practices: An autoethnographic collaborative writing project." Counselling and Psychotherapy Research 20, no. 1 (September 9, 2019): 81–91. http://dx.doi.org/10.1002/capr.12261.
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Çalışkan, Abdulkadir, and Ali Özdemir. "Meeting Management Skills of District Directors of National Education According to Perceptions of School Managers." Journal of Education and Training Studies 6, no. 11 (September 18, 2018): 113. http://dx.doi.org/10.11114/jets.v6i11.3200.
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The purpose of this research is the examination of meeting management skills of District Directors of National Education according to the perception of school managers. Scanning model, as one of the Quantitative methods, was used in the research. The research universe is the managers of schools in districts of Maltepe, Sultanbeyli, Kartal and Pendik. 309 school managers formed the sample of the research which was determined by a random sampling method. According to the education level of school managers, in their perception of meeting management skills of District Directors of National Education, no significant difference was found in sub-dimensions of participant management, time management, and management of meeting room facilities, management of meeting agenda, and management of minutes of meeting. However, a significant difference was found in the sub-dimension of meeting management skills and in total scale. Managers with a B.A degree evaluated more positively the District Directors of National Education than managers with a graduate degree. According to the duties of the school managers, there was a significant difference in the sub-dimension of participant management among the arithmetic averages (mean) of the groups in the meeting management skills of the District Director of National Education. While there was a significant difference in total scale and in skills of meeting management and time management regarding school managers’ perception of meeting management skills of the District Director of National Education according to the age of school managers, there was no difference in other sub-dimensions.
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Izzo, Riccardo, Filippo Gomez Paloma, Diana Serena, and Gaetano Raiola. "Sports perception in young people Survey in the Italian primary school and comparison with the Maltese school." Timisoara Physical Education and Rehabilitation Journal 9, no. 16 (September 1, 2016): 51–57. http://dx.doi.org/10.1515/tperj-2016-0008.
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Abstract Here below are the results of a comparative study on the perception of the sports practice in primary school by focusing on the possible differences between genders and classes, and assessing the difference of the sociologic aspects and the media. Studying, assessing and analyzing the issues related to physical activities offered to children of school age allows a deeper knowledge of the current psycho-physical condition of the child. It’s also important to know the cultural and social phenomena concerning young people which always represent, for better or for worse, the time they live in.
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Askell-Williams, Helen, and Carmel Cefai. "Australian and Maltese teachers' perspectives about their capabilities for mental health promotion in school settings." Teaching and Teacher Education 40 (May 2014): 61–72. http://dx.doi.org/10.1016/j.tate.2014.02.003.
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Vella, Yosanne. "History in Malta's New National Curriculum Framework." History Education Research Journal 11, no. 2 (May 1, 2013): 125–35. http://dx.doi.org/10.18546/herj.11.2.10.
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In February 2013 Malta's new national Curriculum, entitled 'A New National Framework for All' was launched. It was the end result of almost three years of meetings, debates, discussions, consolations and draft documents. This paper first gives a brief description of the historical background of Curricula in Malta, all of which eventually lead up to the present one, and then goes on to discuss specifically history in Maltese Curricula. Today it is no exaggeration to say that, of all school subjects history is the one which has undergone the most radical transformation as far as its pedagogy is concerned. History teaching in Malta now focuses on the learning of specific history skills and concepts, and analyses and interpretation of primary and secondary sources. However, history does not have a high status in the Maltese educational system and there were clear intentions in the initial stages of the creation of the new curriculum to eliminate the subject. This paper describes the advances in history pedagogy experienced in Malta in the past 20 years and the endeavours of the writer to retain history as a separate academic subject in the new curriculum.
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Panzavecchia, Michelle, and Sabine Little. "The Language of Learning – Maltese teachers’ views on bilingual and multilingual primary classrooms." EuroAmerican Journal of Applied Linguistics and Languages 7, no. 1 (February 20, 2020): 108–23. http://dx.doi.org/10.21283/2376905x.11.184.
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Recent global migration trends and an increase in worldwide human mobility are currently contributing to unparalleled challenges in the area of literacy and education within multicultural and multilingual societies (Leikin, Schwartz, & Tobin, 2012). Malta, a small island in the Mediterranean, is one country currently seeking ways in which to adapt to the realities of today’s diverse classrooms. This paper details original research into Maltese teachers’ perceptions and practices in multilingual classrooms. Following a brief overview of Malta's language history and educational system, we draw on the experiences of eight bilingual primary school teachers through in-depth, semi-structured interviews. Recent demographic changes in Malta necessitate a paradigm shift in education. With Malta’s challenges mirrored at global level, this study makes an important contribution to understanding the issues faced by educators and children, exploring pathways towards an equitable and socially just education for all.
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Pace, Doreen Said. "Critical Reflection on the Maltese Legal Framework and the Policy Documents in Relation to the Role of the Educational Leader." Journal of Education and Culture Studies 5, no. 3 (April 8, 2021): p1. http://dx.doi.org/10.22158/jecs.v5n3p1.
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In Malta, the core role of the educational leader is to be a curricular leader whilst attending to student matters, teaching personnel, home-school-community links, administration and finance. Research recommends that such expectation can be best fulfilled through the adoption of a distributed leadership style. However, when analyzing the Maltese legal contextual background laid out in the Laws of Malta - Education Act, the subsequent Government documents and the job description for the post of Head of School (HOS) to identify whether the theoretical stance and what is requested in practice align, the findings indicate that the suggested styles in the legal framework do not align clearly well with the policy documents and the practice thus possibly creating certain conflicts and confusion. The point being made is that notwithstanding being knowledgeable about what should be the core business of the school leader if the laws state otherwise, then the educational practitioners will end in a dilemma between the theory and the practice. Consequently, here, it will be emphasized that the legal documentation’s expectations of the system guiding the work of the educational leaders should not only be adjourned but more importantly, should promote more the distributed leadership role more clearly and allow the school leaders to fulfill what they are expected to do by reducing, or better still, removing unnecessary administrative work that alienates them from their core business.
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Hazar, Zekihan, Kürşat Hazar, Belgin Gökyürek, Muhsin Hazar, and Sinan Çelikbilek. "Investigation of the relationship between playfulness, digital game addiction and aggression levels of secondary school students in terms of various variablesOrtaokul öğrencilerinin oyunsallık, dijital oyun bağımlılığı ve saldırganlık düzeyleri arasındaki ilişkinin çeşitli değişkenler açısından incelenmesi." Journal of Human Sciences 14, no. 4 (December 19, 2017): 4320. http://dx.doi.org/10.14687/jhs.v14i4.5035.
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Introduction and Aim: The most basic problems that the developing technology brings to the life of children are the increasingly decreased physical games, the rapid increase of the digital game addiction and the violent games are pushing the aggressive behavior of the individuals. This research is important for the solution of the problem. Purpose of the research; The relationship between playfulness, digital game addiction and aggressiveness of middle school students in terms of various variables.Method: In this research, which adopts the relational screening model, similar sampling method is used as the objective sampling method. In this direction, the study group is composed of the students from the 2016-2017 education period, the Türdü 100. Year Middle School students affiliated to the Muğla Provincial Directorate of National Education and Maltepe Secondary School students affiliated to the Ankara Provincial Directorate of National Education. 55.6% of the participants were female (n = 213) and 44.4% were male (n = 170). 49.6% (n = 190) of participants attending Türdü 100.Yıl Secondary School, 50.4% of students attending Maltepe Secondary School (n = 193). Of the participants, 42% were 12 years (n = 161), 27.7% were 13 years (n = 106) and 30.3% were 14 years old (n = 116). In order to collect data in the study, Playfulness Scale, Digital Game Addiction Scale for Children, and Aggression Scale were used. The obtained data were subjected to various analyzes using the SPSS 24.0 packet program. Findings: According to research findings, participants' total scores on the scales were statistically significantly different between school type, sex and age variables. At the same time, it was found that the participants had a statistically significant relationship between the total scores of these three scales.Conclusion and Discussion: As a result; Playability, digital game dependency and aggressiveness of middle school students are related to each other. Therefore, it can be said that it is important to investigate the problems to be solved by considering these three situations to solve the present problem.Extended English abstract is in the end of Full Text PDF (TURKISH) file. ÖzetGiriş ve Amaç: Gelişen teknolojinin çocukların yaşamına getirdiği en temel olumsuzluklar arasında fiziksel aktivite içerikli oyunların giderek azalması, dijital oyun bağımlılığının hızlı bir biçimde artması ve bununla bağlantılı olarak özellikle şiddet içerikli oyunların bireyleri saldırganlık davranışına itmesi gibi önemli sorunlar olarak karşımıza çıkmaktadır. Bu araştırma, yaşanan problemin çözümüne ışık tutması açısından önem taşımaktadır. Araştırmanın amacı; ortaokul öğrencilerinin oyunsallık, dijital oyun bağımlılığı ve saldırganlık düzeyleri arasındaki ilişkinin çeşitli değişkenler açısından incelenmesidir.Yöntem: İlişkisel tarama modelinin benimsendiği bu araştırmada, amaçsal örnekleme yöntemlerinden benzeşik örnekleme yöntemi kullanılmıştır. Bu kapsamda çalışmanın örneklemini, 2016-2017 eğitim öğretim döneminde öğrenim görmekte olan Muğla İl Milli Eğitim müdürlüğüne bağlı Türdü 100. Yıl Ortaokulu öğrencileri ile Ankara İl Milli Eğitim Müdürlüğüne bağlı Maltepe Ortaokulu öğrencileri oluşturmaktadır. Katılımcıların % 55,6’sı kadın (n=213), % 44,4’ü erkektir (n=170). Türdü 100.Yıl Ortaokulunda öğrenim görmekte olan katılımcıların oranı % 49,6 iken (n=190), Maltepe Ortaokulunda öğrenim görmekte olan katılımcı oranı % 50,4’tür (n=193). Katılımcıların % 42’si 12 yaş (n=161), % 27,7’si 13 yaş (n=106), %30,3’ ü 14 yaş (n=116) grubundadır. Araştırmada veri toplamak amacıyla Oyunsallık ölçeği, Çocuklar İçin Dijital Oyun Bağımlılığı ölçeği ve Saldırganlık ölçeği kullanılmıştır. Toplanan veriler SPSS 24.0 paket program kullanılarak çeşitli analizlere tabi tutulmuştur. Bulgular: Araştırma bulgularına göre katılımcıların ölçeklerden almış oldukları toplam puanlarının okul türü, cinsiyet ve yaş değişkenleri arasında istatistiksel olarak anlamlı düzeyde farklılık gösterdiği bulunmuştur. Aynı zamanda katılımcıların bu üç ölçekten almış oldukları toplam puanlar arasında istatistiksel olarak anlamlı düzeyde ilişki olduğu görülmüştür. Sonuç ve Tartışma: Sonuç olarak; ortaokul öğrencilerinin oyunsallık, dijital oyun bağımlılığı ve saldırganlık düzeylerinin birbirleri ile ilişkili olduğu dolayısıyla bu problemin tespit ve çözümüne yönelik yapılacak olan araştırmaların bu üç durumu göz önünde bulundurarak ele alınmasının mevcut problemin çözümünde önemli olduğu söylenebilir.
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Farrugia, Josette. "Teachers' experience of the introduction of student-centered pedagogies that promote lifelong learning and enthusiasm for chemistry and science." Lumat: International Journal of Math, Science and Technology Education 3, no. 3 (July 30, 2015): 285–303. http://dx.doi.org/10.31129/lumat.v3i3.1030.
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This paper looks at the first steps taken by a group of Maltese teachers participating in the EU funded FP7 project aimed at promoting inquiry-based learning (IBL) in Mathematics and Science classrooms across Europe, PRIMAS, by providing long-term professional development (PD) to teachers during the introduction and implementation of IBL in an examination-oriented culture. Data were obtained through teachers’ reflective journals and interviews. Difficulties encountered and ways of overcoming challenges are presented. The main difficulties encountered may be classified as systemic difficulties; barriers due to teachers’ personal beliefs and attitudes; and student-related difficulties. Peer support, support of school authorities, and long-term continued PD are needed to help teachers move away from traditional teaching and implement IBL strategies.
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Mifsud, Denise. "‘Decentralised’neoliberalism and/or‘masked’re-centralisation? The policy to practice trajectory of Maltese school reform through the lens of neoliberalism and Foucault." Journal of Education Policy 31, no. 4 (December 30, 2015): 443–65. http://dx.doi.org/10.1080/02680939.2015.1121409.
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Mifsud, Denise. "Circulating power and in/visibility: layers of educational leadership." Journal of Workplace Learning 27, no. 1 (January 12, 2015): 51–67. http://dx.doi.org/10.1108/jwl-09-2013-0065.
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Purpose – The purpose of this paper is to study circulating power and in/visibility. In the unfolding Maltese education scenario of decentralization and school networking, suffused with entrenched power, with added layers of leadership and more subtle levels of accountability, this paper explores the underlying power relations among the top educational leaders, namely, the College Principal and Heads of School, and among the Heads of School themselves. Design/methodology/approach – Foucault’s theories of power, governmentality and subjectivation are used as “scaffoldings” for the exploration of power relations. This case study research exploring one “college” is carried out through in-depth semi-structured interviews, participant observation of Council of Heads (CoH) meetings, as well as documentary analysis of the policy mandating this reform, explored through narrative analysis. Findings – Analysis shows that layers of hierarchical leadership do translate into layers of “visibility”, with the Principal being rendered the most “visible” actor according to role designation and policy rhetoric. Struggles in the dynamics between tiers of leaders are a reality. Despite a deeply felt presence of the circulation of power, it is the Principal who has the final say. Originality/value – This is expected to contribute to educational leadership literature with regards to the relationship among top educational leaders. Through its provision of a diverse reading of leadership, it is deemed to be of particular relevance to professional work and learning in areas of leadership, of interest to budding scholars, seasoned Foucauldians and practicing educational leaders.
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Helvacioglu, Firat, Ziya Kapran, Sadik Sencan, Murat Uyar, and Ozlem Cam. "Optical Coherence Tomography of Bilateral Nanophthalmos with Macular Folds and High Hyperopia." Case Reports in Ophthalmological Medicine 2014 (2014): 1–3. http://dx.doi.org/10.1155/2014/173853.
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Importance.There is a conflict about the content of the macular folds in nanophthalmic eyes in the literature. Our study clearly demonstrated that papillomacular folds seen in nanophthalmos or posterior microphthalmos were only composed of neurosensory retina without involvement of retinal pigment epithelium and choroid.Observations.This is a report of two consecutive nanophthalmic patients with macular folds at Maltepe University School of Medicine, Department of Ophthalmology, from January to June 2012. Anterior segment dimensions were near normal. The axial lengths of the eyes were short with markedly shortened posterior segment. A macular fold extending from the center of the fovea towards the optic nerve head was present in all eyes. Optic coherence tomography clearly demonstrated that folds were only composed of neurosensory retina. Binocular visual acuities and refractive errors of the cases were 0.3, 0.2 and +16.00, +15.75 diopters, respectively.Conclusions and Relevance.Our study proposes a surgical option to treat these folds like serous retinal detachments by showing the true content of the folds, although there is not any surgical operation accepted for this condition yet. Further studies dealing with the surgical interventions of these folds should be performed to support this option.
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Meilani, R. Sri Martini, and Yasmin Faradiba. "Development of Activity-Based Science Learning Models with Inquiry Approaches." JPUD - Jurnal Pendidikan Usia Dini 13, no. 1 (April 30, 2019): 86–99. http://dx.doi.org/10.21009/10.21009/jpud.131.07.
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This study aims to develop an activity-based science learning model with an inquiry learning approach for early childhood that can be used to increase the sense of curiosity and scientific thinking in children aged 5-6 years. This research was conducted with research and development / R & D research methods. Data was collected through interviews, observations, questionnaires, pre-test and post-test for children. Data analysis using paired t-test. The results showed that children were interested and enthusiastic in the learning process by using a science-based learning model with the inquiry approach, Sig. (2-tailed) showing results of 0.000, so the value of 0.000 <0.05 was different from before and after the use of learning models. The results showed that: children can understand the material given by the teacher, the child is more confident and has the initiative to find answers to the teacher's questions about science material, the child's curiosity increases to examine the information provided by the teacher, the child's understanding of work processes and procedures from science learning with the inquiry approach getting better. It was concluded that an activity-based science learning model with an inquiry approach for children aged 5-6 years used an activity model with an inquiry learning approach based on children's interests and children's needs so that children's curiosity would emerge and continue to be optimally stimulated.
Keywords: Inquiry approach, Learning model, Science Learning
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Gan, Wan Ying, Siti Fathiah Mohamed, and Leh Shii Law. "Unhealthy Lifestyle Associated with Higher Intake of Sugar-Sweetened Beverages among Malaysian School-Aged Adolescents." International Journal of Environmental Research and Public Health 16, no. 15 (August 4, 2019): 2785. http://dx.doi.org/10.3390/ijerph16152785.
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High consumption of sugar-sweetened beverages (SSBs) among adolescents has turned into a global concern due to its negative impact on health. This cross-sectional study determined the amount of SSB consumption among adolescents and its associated factors. A total of 421 adolescents aged 13.3 ± 1.3 years (41.8% males, 58.2% females) completed a self-administered questionnaire on sociodemographic characteristics, physical activity, screen-viewing behavior, sleep quality, frequency of eating at fast food restaurants, home food availability, peer social pressure, parenting practice, and SSB consumption. Weight and height were measured. Results showed that the mean daily consumption of SSBs among adolescents was 1038.15 ± 725.55 mL. The most commonly consumed SSB was malted drink, while the least commonly consumed SSB was instant coffee. The multiple linear regression results revealed that younger age (β = −0.204, p < 0.001), higher physical activity (β = 0.125, p = 0.022), higher screen time (β = 0.147, p = 0.007), poorer sleep quality (β = 0.228, p < 0.001), and unhealthy home food availability (β = 0.118, p = 0.032) were associated with a higher SSB intake. Therefore, promoting a healthy lifestyle may help to reduce the excessive consumption of SSBs among adolescents.
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Artdita, Clara Ajeng, Morsid Andityas, Nur Ika Prihanani, and Yohanes Wawan Budiyanto. "Bacterial Detection Causing Subclinical Mastitis on Etawah Crossbreed Goat in Kokap, Kulon Progo, Yogyakarta Province." Jurnal Sain Veteriner 38, no. 1 (April 1, 2020): 37. http://dx.doi.org/10.22146/jsv.39818.
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Resident in Kokap, Kulon Progo, Yogyakarta Province has another income sector, that is dairy goat (Etawah Crossbreed) farming and they have been joining into farm group, which is called Kelompok Ternak. There are many bacteria that causing dairy goat intra mamary infection, thus the milk production will be contaminated. Two hundred and four (204) milk samples from 103 lactation goat in four farm groups in Kokap, Kulon Progo, Yogyakarta is used in this study. Out of these, 21 samples (10,29%) were detected strong positive (++ and +++) for subclinical mastitis by using California Mastitis Test (CMT). Among this positive result, the next step was bacteria detection. This tests were held in Preclinic Laboratory Animal Health Study Program, Vocational School, UGM. The samples were inoculated in blood agar, then colony was identify by Gram staining. The next steph is biochemical tests using McConkey Agar (MCA) and eosin methylene blue (EMB) as a selective media for Gram negative bacteria, manitol salt agar (MSA) as selective media for Staphylococcus, sugar fermented broth (glucose, lactose, mannitol, maltose, and sacharose), Kigler iron agar (KIA), lysine iron agar (LIA), motility indole ornithin (MIO), and Simmon’s citrate. The result was Staphylococcus aureus (80%), Staphylococcus epidermidis (20%), Escherichia coli (10%), and Klebsiella pneumoniae (10%).
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Copperstone, C., G. McNeill, L. Aucott, and D. M. Jackson. "A pilot study to improve sugar and water consumption in Maltese school children." International Journal of Adolescent Medicine and Health, February 15, 2019. http://dx.doi.org/10.1515/ijamh-2018-0134.
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AbstractBackgroundExcessive sugar consumption remains implicated as one of the key dietary factors that has been linked to overweight and obesity in children. Schools have been identified as an important setting for health promotion interventions in children and can be successful in bringing about dietary behavioral change when well designed.ObjectiveThe main aim of the study was to conduct a pilot intervention study and assess the possible effects of educational and environmental methodological components on sugar intake and water consumption in Maltese school children.Subjects and methodsFace-to-face educational sessions for children and parents were supported by written materials and provision of free drinking water for children for a 12 week period in the school setting. Two main dietary outcomes were measured: non-milk extrinsic sugars(NMES) intake (measured as g/day) and water consumption (measured as servings/day), measured in the pre- and post-intervention periods. The dietary outcomes were measured at school using the novel online dietary assessment tool, REALITYMALTA™.Results55 children, aged 10-11 years, were recruited, and 48 provided diet data at baseline and end. A reduction in mean energy intakes was noted from 7733 kJ/day (SD 2046) to 6809 (SD 2224) kJ/day (p = 0.03), with water servings intake increased and NMES intake decreased but results not statistically significant. Parent attendance at the educational sessions was low.ConclusionsA larger scale study, including multi-level analysis is recommended. Modifying the content of the intervention and finding ways to increase parent engagement should be considered in future.
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Vella, Yosanne. "Teaching bias in history lessons: An example using Maltese history." History Education Research Journal 17, no. 1 (April 1, 2020). http://dx.doi.org/10.18546/herj.17.1.08.
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Historians collect and verify evidence and then interpret it in an acceptable way. A general consensus is that history does not present us with an absolute truth – the most we can hope for is historians' reliable, evidentially based interpretations of the historical topic. History not viewed as interpretation has long raised alarm bells in history pedagogy circles. History educators are acutely aware that history taught as an uncontested body of positivistic knowledge with a canon of given factual information can promote prejudice, bias and bigotry – it can ultimately fuel civil and international conflict and violence. Alternatively, history teaching as a constructivist process with multiple interpretations can be used to promote positive values – history pedagogy can be a tool to support peace, reconciliation and conflict resolution. This places a major responsibility on a key objective of history teaching: addressing the concept of historical bias with effective methods of teaching on how to detect and analyse bias in historical sources for both primary and secondary schools. This paper reports an attempt at teaching secondary school students (aged 13 to 14 years) how to detect bias in primary written history sources while learning about a controversial topic in Maltese history – church– state relations in Malta in the 1960s. The method employed is qualitative research – specifically pedagogical research – which is research into the processes and practices of learning and teaching. In this case, the researcher tries new teaching methods with a small group of students, and their feedback regarding the exercise is examined. The students' ultimate answers after trying out the new scaffolding activities were quite encouraging, and show that breakdown of tasks is the key to helping understanding in history learning. The pedagogy employed is discussed in comparison to other approaches to teaching about bias. The paper also analyses student feedback on their learning about bias. Crucially, the paper addresses the impact of a specific intervention strategy to improve student understanding of, and ability to detect, bias in historical sources.
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Mizzi, Bernardette, and Duncan P. Mercieca. "Ethics education in Maltese public schools: a response to otherness or a contribution to Othering?" International Journal of Ethics Education, September 19, 2020. http://dx.doi.org/10.1007/s40889-020-00104-0.
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Abstract This paper reflects on the establishment of an Ethics Education Programme for school pupils aged between five and sixteen years who opt out of Catholic Religious Education in Malta. It needs to be seen in the light of the changing demography of Malta and the increasing secularisation of the country, as well as to the growing racism, islamophobia and rejection of the Other to be found all over Europe (and of course beyond). We question if the Ethics Education Programme, in its commitment to ‘totalising’ western ideals of rationality, autonomy, and universal values, is itself rooted in discomfort with the Other and constitutes a form of ethical violence. The work of Emmanuel Levinas on Otherness, sameness and violence is central to this paper.
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"Malta." IMF Staff Country Reports 20, no. 98 (April 10, 2020). http://dx.doi.org/10.5089/9781513540078.002.
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Since the beginning of March, when the first COVID-19 case was identified in Malta, the number of infected people has increased rapidly. As of April 1, 188 people have been diagnosed with COVID-19 in Malta. Contagion is not anymore limited to Maltese citizens who have travelled abroad or been in contact with foreign travelers in recent past. Two patients have already recovered and none has died. The authorities have responded swiftly with containment measures and early actions to mobilize the healthcare system. Before the first case was diagnosed in Malta, on March 7, the authorities dedicated facilities within hospitals and accelerated purchases of protective and respiratory equipment while training care workers. As the first cases were reported, travel restrictions were put in place. They were gradually tightened from a partial ban to a full suspension of inbound flights to Malta starting March 21. Social distancing measures have also gradually been stepped up, from partial quarantine measures for travelers to the cancelation of all mass activities, the shutdown of all schools, childcare centers, bars, restaurants, sport centers, non-essential shops and services and, since March 28, the full lockdown of the most vulnerable population.
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Baldacchino, Godfrey, and Peter Mayo. "Multifunctionalism, Volunteers and the "School Culture" Adult Education in the Maltese Context." Internationales Jahrbuch der Erwachsenenbildung 23, no. 1 (January 1995). http://dx.doi.org/10.7788/ijbe.1995.23.1.229.
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Żammit, Jacqueline. "Maltese as a foreign language educators’ acquisition of intercultural capabilities." Asian-Pacific Journal of Second and Foreign Language Education 6, no. 1 (June 16, 2021). http://dx.doi.org/10.1186/s40862-021-00116-3.
Full textAbstract:
AbstractThis study sought to understand how teachers of Maltese as a foreign language (MFL) develop intercultural capabilities by exploring the importance of intercultural competence (IC) to MFL teachers, the characteristics of interculturally competent MFL educators, and the ways in which educators develop IC. The study adopted the interpretivist paradigm and a case study research design to collect qualitative data. Seventeen MFL teachers of adult learners were purposefully selected because they all taught MFL to non-native adults. These educators were interviewed, by answering the researcher’s ten unstructured questions. A smartphone was used to record the interviewees. Findings regarding the perceptions of the teachers who were interviewed are as follows. Firstly, the participants stated that IC is important for MFL teachers because it helps them to embrace diversity, to help adult learners to learn the target language (i.e. Maltese) better, and to be sensitive and accommodative to learners from different backgrounds. Secondly, according to the participants, an interculturally capable person is one who knows their own culture and others’ cultural aspects, respects and accepts other cultures. It was also found that teachers develop intercultural capabilities through learning at a school and by visiting other countries and being immersed in the cultures of those countries. The implications of the findings as supported by existing literature, are that IC is important for foreign language teachers and as a result, intercultural training, learning through interactions with others and visits to other countries are necessary to develop intercultural capabilities.