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The Covid-19 pandemic forced educational institution to rapidly switch to online delivery. Even if the pandemic seems to be over, online learning will continue to constitute at least a part of the course’s delivery in the future. With that in mind, this study aims to explore the factors that influence teaching presence online and how these perceptions will guide teachers to adopt practices that will impact their presence accordingly. Given the changes implemented due to the pandemic, this study is essential to identify the significance of teaching and social presence in online classes.

Semi-structured interviews were used to find answers to the posed research questions. Exploring the perceptions and experiences of four university teachers, this study, informed by the community of inquiry (CoI) model, investigated the impact of teaching and social presence on the online learning experience in higher education.

The findings indicate that teachers acknowledged the importance of these two elements in teaching online. Moreover, the study investigates how teachers could establish teaching and social presence to enhance the online learning experience.

The study explores teachers’ views on the importance of presence, their practices to achieve in an online learning environment and addresses a gap in the literature on “teaching presence from the educator’s perspective, [since] most studies exploring the student’s perspective” (Gurley, 2018, p. 200).

The purpose of this study is to explore through the author’s personal experience the impact rebuilding the author’s well-being had on the author’s identity and efficacy as a teacher. This describes the author’s experiences after the death of the author’s father and the effect of the author’s emotional state on the author’s personal and professional identity. It also explores how the author developed sustainable habits to cope with daily challenges.

The study adopts an auto-ethnographic approach utilizing journal entries and reflections collected over the years as part of the healing process. These will provide a descriptive view of the author’s emotional state in the years after the author’s father's death. The author employed this method to explore the author’s personal experiences and provide a better understanding of the connections between the reconstruction of the professional identity and the importance of well-being and mental health in light of a significant or transformative event.

The paper provides insights about the significance of a positive mind-set on the efficacy and performance of teachers. This suggests that there is a connection between the impact of improving the author’s well-being on a personal and professional level.

There is little research on how self-efficacy or coping strategies could have an impact on teachers. The paper offers a unique insight into teachers' emotional and academic identities.

The purpose of this paper is to study the financial facilitators who provide financial muscle to terrorists.

The methodology adopted is based on the available materials on two major terrorists groups: Al Qaeda and LTTE, who have terrorized the global community in the last two decades.

The key findings are that most financial facilitators are knowledgeable, literate and suave and who are kin of the top leadership or part of the clan/sect. Kinship is an important factor for trust worthiness, which leads to their association with the top level leadership for a decade or so, to handle aspects related to a terror group. Also, illegal fund raising/moving aspects are controlled by financial/operational heads of groups, while legal fund raising methods are handled by sympathizers.

The methodology is based on descriptive analysis of existing materials gathered from different writings of different persons in different places, as none of the traditional approaches to the study is possible. The only possible method for analysis is a behavioural approach, and that too on a selective basis, not in total.

Government intelligence agencies need to strive to identify such facilitators, who in turn may lead them to the top leadership, as happened in the cases of Osama bin laden and Hambali.

There is no previous systematic approach which has attempted to study the financial facilitators who provide financial muscle to terrorists. The value of this paper lies in its originality of presentation of facts in a systematic fashion.