Zimbabwe is a country failing to recover from a multi-layered crisis that has haunted and bedevilled it since the beginning of the 21st century. Its economy was [and still remains] the fastest shrinking economy outside a war zone. In the years 2007 to 2008 its inflationary rate was one of the highest in the world and even after the fall of Robert Mugabe from power in the November 2017 military coup, it is still experiencing an inflationary trajectory. The soaring unemployment rate coupled with misery and human rights abuses is startling. In this paper we argue that the eco-political crisis is a result of disastrous economic and political policies pursued by the Zimbabwe ZANU-PF led government. Interestingly the Emmerson Mnangagwa led Second Republic has voluntarily joined NEPAD. Questions arise whether this will translate to good governance practices or it’s simply a smokescreen? It is argued in this paper that given the NEPAD and Peer Review Mechanism’s existence; if the Mnangagwa led government comply to the NEPAD Peer Review and adhere to good governance principles as espoused in the NEPAD PRM document; it will be a step in the right direction that may influence how Zimbabwe will move out of the ‘crisis that engulf it.’

The COVID-19 pandemic in Spring 2020 disrupted our teaching practice unlike anything most of us have ever experienced. As I prepare for the start of the fall academic term, I am forced to recall the sobering lessons learned earlier this year at the outset of the coronavirus. One week from the start of this pandemic before the university March spring break began, my teaching life was dismantled. I was forced to use the one-week hiatus to prepare for 100% online instruction. I spent the remainder of the Spring 2020 semester considering and re-visiting the following questions: 1. How did learning and teaching change in the classroom? Subsequently, what does it take to teach online? 2. How might we best use and partner with university IT staff to improve teaching and learning? What are significant variables to consider to transition from face-to-face to online teaching while maintaining academic rigor? 3. How might we tap students to co-construct the syllabus moving forward? What worked for the students in my university undergraduate classroom?.

Decision-making in legal matters rests on the application of rules of law, process and a “feeling” or “guess” based on suspicion and confirmation. Discretion, legitimacy and judgment are often mediated by “juridical intuition” which is not to say intuition is the result of divination but is the product of the ability to understand something without the need for deeper reasoning with the possibility always existing that conclusions reached will be reinforced after rational critical deliberation. Intuitive thinking makes legal decision-making stronger not less or more legitimate.

This qualitative pilot case study explored the partnership between a school district and a university that focused on access of authentic contexts to develop instructional leadership competencies gleaned in a job-embedded aspiring principal residency program. The participants of the study included six candidates along with their corresponding mentor principals and two faculty coaches from the partnering university. Themes from data analysis revealed required constructs for quality faculty coaching and principal candidate learning needed to impact teaching and learning in schools during principal residency preparation. The study also revealed on-going faculty coaching framed through authentic engagement of campus needs lead to exponential learning and preparation of candidates.

The aim of this paper is to present the results of a PAR that analyses how capitalism as a systematic structure of oppression could be, partially, dealt with by community supported agriculture (CSA) in a marginal rural area and how PAR could support activism in this field. The assumption of capitalism as a coercive system has a strong literature base, as the possibility to identify an alternative through community based projects. The research question analyzed in this paper is: what is the contribution of participatory action research to a community supported agriculture project? The research design has been developed through direct and on-going cooperation between the researcher and the community. At the initial stage the scholar shared the basic theoretical framework connected to the literature on CSA, as well as critical analysis of capitalism and post-growth. She then took part in all meetings (about seven formal plus several informal) with an observing participation, collecting field notes and recording. During the third step, she interviewed seven participants, dividing them into three groups: local policy makers (one), farmers (one) and prosumers (five). Finally a feedback session took place, as a first step in shaping the next phase for the following year’s action. The results show that the reflection proposed by the researcher has offered a significant opportunity to clarify problems, potentialities and the deep meaning of the project.

This article aims to concisely point toward an approach marginally delivered by scholars known otherwise as, Neo Albanianism or Neo Albanian movement of the 30s in the early 20th century. This is a period in which the already realized historical need of establishing the Albanian state, necessarily protected the inspiration towards the making of Albanians. As Aurel Plasari says in Counter World of Branko Merxhani, Merxhani appears as one of the most representative configurators and galvanizers of the social and philosophical thought of the Albanian intelligence of the 30s. Merxhanis merit lies in the fact that he tried to orient Albanian social and political thought towards the western way in general and towards positivism in particular, precisely at the period when the Bolshevik revolution in Russia and the Marxist ideology was rapidly spreading in the international spiritual environment. This article provides a brief overview of Branko Merxhanis ideas and his positivist approach to many social phenomena in Albania in the 1930s, such as the idea of the ??change of Albanian society, the role of philosophy and science as a promoter of transformations, the role and the interrelations between the individual and society and so on.