Academic Staff

Biography

Short Bibliography:

Dr. Araz Ramazan Ahmad is currently a lecturer and director of the Media office at the University of Raparin. At the same time, he works as a journalist and writer since 2004, as he is a staff member of Kurdistani Nwe (Kurdish Daily Newspaper). During (2013-2017), he was Lecturer, Founder, and Director of Media and Publications at the University of Raparin. From 2014 to 2017, he was Director of the International Relations Office at the University of Raparin. Besides, from 2015 to 2016, he was the Founder and Director of the Career development center at the University of Raparin. He was Coordinator for the Erasmus Mundus Marhaba Program at the University of Raparin, Funded by the European Union, from 2014 to2017.
Additionally, DR Ahmad worked at different media organizations, newspapers, magazines, TV channels, and Radio stations, such as Alam al Tawasol – Lebanese magazine from 2013 to 2014, Editor of Prwsha newspaper. Ranya, Iraq- Kurdistan Region, from 2006 to 2007, was a member of the Liberal Newspaper Committee. Sulaimaniyah, Iraq from 2004 to 2007, was also in charge of Newsroom at “Kurdistani New,” a Kurdish Daily Newspaper from 2005 to 2010, founder and director of Zanko Radio University of Raparin, from 2014 to 2018, and reporter of Radio Nawa in 2007. Harmoniously, DR Ahmad worked with several civil organizations like Youth organization - IWPR and NPA (Norwegian People's Aid) from 2006 to 2008, and project coordinator at Rebaz foundation in 2007, Kora organization for national issues as a seminar presenter from 2013 to 2015, and Media Youth Organization as a seminar presenter from 2013 to 2015.
Dr. Ahmad is an active member of the Kurdistan journalists syndicate since 2006, a member of the International Federation of Journalists based in Paris from 2013, and a Member of the British Association of Journalists since 2012.

Academic Research papers:

 The Social Media and Digitalization of Political Participation in Youths. Journal of society. 8 (1), 83 – 93, 2020 . http://www.society.fisip.ubb.ac.id/index.php/society/article/view/160

 The Impact of Social Media on Panic During the COVID-19 Pandemic in Iraqi Kurdistan: Online Questionnaire Study. Journal of Medical Internet Research. Published on 19.05.2020 in Vol 22, No 5 (2020): May. https://www.jmir.org/2020/5/e19556/

 Panic Buying in Bangladesh: An Exploration of Media Reports. Front. Journal of Frontiers in Psychiatry. Published on 18 January 2021. https://www.frontiersin.org/articles/10.3389/fpsyt.2020.628393/full

 Quality of media reporting of suicide in Iraq. International Journal of Social Psychiatry. Published on 18 March 2021. https://journals.sagepub.com/doi/abs/10.1177/00207640211003928

 Which governments may control the mass media Iraqi Kurdistan and Iran as a case? (Journal of Economic Development, Environment and People, Vol 4, No 2 -2015). http://jedep.spiruharet.ro/

 The use of media in the so-called ‘Arab Spring’ of 2010 and 2011 with that of the uprisings in Eastern Europe during the 1950s and 1960, Journal of Koya University, No 37 -2015), http://jhss.koyauniversity.org/index.php/jhss

 The role of social media in the recent uprising 2014. Presented in Istanbul at international conference on media, communication, design and technology. (Journal of Economic Development, Environment and People, Vol 4, No 2 -2015). http://jedep.spiruharet.ro/

 Publishing violence at the Kurdish Media and its Role in strengthening Islamic state of Iraq and Syria (ISIS). Kurdish Academics Journal. Third round, part B, No 3, June 2015.

 Kurdish websites, the level of growth and stages of development (theoretical input) Journal of Arts, Literature, Humanities and Social Sciences JALHSS, Vol 20, No, 2018, pages: 135-150, publisher: Emirates College for Education Sciences, http://www.jalhss.com/Online-First.html

 The role of Media in creating political Knowledge, Journal of University of Raparin, Vol, 5, No. 14(2018), http://journal.uor.edu.krd/

 The role of a reporter in news gathering in Iraq, Journal of University of Raparin, Vol, 1, No, 2, http://journal.uor.edu.krd/

 The Effect of Media Censorship on Freedom, Tishk International University Journal, icabep, Vol, 1, No,1. Pp. 168: https://www.ishik.edu.iq/business/icabep/selected-papers-2019/

 The Role of Media in Crisis Management in the Kurdistan Region (Financial Crisis as a Case Study), Journal of University of Raparin ,Vol, 6, No,1, pp. 451-483: http://journal.uor.edu.krd/index.php/JUR/article/view/24

 The role of social media in the Arab Spring uprisings, CEE e|Dem and e|Gov Days 2019: Cyber Security and eGovernment. Proceedings of the Central and Eastern European e|Dem and e|Gov Days 2019, May 2-3, 2019, Budapest (OCG Conference Proceedings) (Englisch)Taschenbuch – 13. Mai 2019: https://www.amazon.de/CEE-Dem-Gov-Days-2019/dp/3708918983/ref=olp_product_details?_encoding=UTF8&me=

 Reporting as a tool of censoring different views about Islam Religion(Facebook Pages and accounts reported as a case), Journal of University of Raparin, Vol, 6, NO, 2, pp 392 – 413, September 30,2019 at: http://journal.uor.edu.krd/index.php/JUR/article/view/75

 The Impact of Internet on Social Relationships among University Students in the Kurdistan Region. Cihan University-Erbil Journal of Humanities and Social Sciences, 3(2), 8-19. Published on 2019-12-10. https://doi.org/10.24086/cuejhss.v3n2y2019.pp8-19

Philosophy of Teaching

Philosophy of Teaching

Araz Ramazan Ahmad

College of Nursing– University of Raparin

araz.ahmad85@uor.edu.krd

+9647701573122

Initially, I teach Academic Debate for first stage students, and I teach in the English language; most of the activities are doing in English via practical ways, which are why my philosophy would be dissimilar, and more than anything, I want students to recognize my genuine desire for teaching and interest in them as individuals. I want my classes to be challenging but fair, valuable beyond their time. I am obligated to provide a high-quality experience and strive to be the teacher I want as a student. To accomplish this, I integrate things I have learned in my own classes, student evaluations, and a variety of studies and books I have read about teaching on the university level.
I want to challenge students and push them out of their comfort zone. I tell them the first day: if school is not challenging, but there is a challenge at the college level, and I tell them they have to manage their daily life as they have to think about time management for presenting activities such as seminars and presentations. My rules are simple: Don’t panic, don’t quit, come talk to me. I always find a way to reward effort. Besides, students have to prepare Seminars and presentations, works as small groups for making debates about a warm topic, writing academic reports and essays, and how they use academic sources include how they use citation and referencing according to Harvard Style of referencing; thus, they need more practical skills because of daily activities during my classes and these practical ways will help them for other stages in their student’s life.
During the last 5 minutes of each class, I review the up-coming topics. I tell them why we are covering this material and how it connects to prior topics, and our larger plan moving forward. I provide a general guideline to what they should focus on and what they can gloss over. I help them organize their thoughts in order to prepare themselves for debating skills about warm topics inside and outside the country.
Like any other skill development, critical thinking requires practice, whereby repetitious acts form patterns that become easier to perform, eventually becoming natural, almost instinctual.
Although it is rewarding to see class conversations quickly gain momentum and capture student interest which we develop more quickly intellectually and socially by listening to multiple perspectives and logics. In short, I teach rhetoric—the art of persuasion because I am here to learn, too; I practice critical thinking informal feedback from students.
At the core of my educational philosophy is the principle, “we learn not for school, but for life.” To awaken students to the persuasive forces at work on their attitudes and behaviors is to awaken them to their responsibilities as citizens, friends, family members, and principled human beings. However, the experience of working with several hundred students has significantly altered my approach to communicating the value and importance of heightened rhetorical consciousness.
I have discovered that the most effective route for making my courses valuable and practical to everyday experience is my communication with students throughout the composition process.