Interdisciplinary Journal of Sociality Studies <p><strong>Interdisciplinary Journal of Sociality Studies (IJSS) "</strong><em>ISSN: 2789-5661</em><strong>"</strong> is an internationally referred double-blind peer-reviewed "open access" journal targeted towards rethinking and providing empirical, conceptual, or theoretical opinions on social-related issues. IJSS encourages and seeks scholarly and applied based submissions by practitioners, academics, students, among others. <a href="">See More</a></p> Education Research and Rural Community Development Forum en-US Interdisciplinary Journal of Sociality Studies 2789-5661 <p>This journal permits and encourages authors to post items submitted to the journal on personal websites or institutional repositories both prior to and after publication while providing bibliographic details that credit, if applicable, its publication in this journal.</p> Sociality and the Need for the Epistemology of Social Relatedness: IJSS Editorial Statement <p><em>As our inaugural statement, this article conceptualises sociality, which forms the focus of the "Interdisciplinary Journal of Sociality Studies". We reinvigorated its “scope and focus” for the cognisance of our potential authors. We also explicated, step by step, our fundamental editorial process, including the issue of originality, trustworthiness and misconduct, ethical considerations, citation and referencing style, disclosure and conflict of interest, permissions and acknowledgement, as part of our quality production process. The article also presents the academic background of all our inaugural editorial team to display the potential of IJSS towards the production of quality knowledge on sociality studies. Based on this exploration, we conclude that IJSS accommodates any scholarly articles that solve social-related problems </em><em>with an iota of sociological and emancipatory tendency involving humans and their relationships with but not limited to environment, objects and subjects. Therefore, we recommend that all potential authors ensure that the author guidelines' instructions are strictly adhered to while preparing for submission.</em></p> Bunmi Omodan Bekithemba Dube Copyright (c) 2021 Dr Bunmi Isaiah Omodan, Dr Bekithemba Dube 2021-10-18 2021-10-18 1 10.51986/ijss-2021.vol1.01 Alcohol Consumption and its Socio-demographic Correlates among Secondary School Teachers in Uganda <p><em>Alcohol consumption among teachers is becoming an issue of concern in Uganda. Markedly, alcohol consumption among teachers varies by socio-demographic characteristics. This study establishes the relationship between socio-demographic characteristics and alcohol consumption among secondary school teachers in Greater Bushenyi of Uganda. The study employed a cross-sectional design with a quantitative method of data collection and analysis. Multistage sampling was employed, first stratified proportionate and then simple random sampling. The study sample consisted of 266 participants from 11 secondary schools. Data were collected using a self-administered questionnaire. Descriptive statistics and logistic regressions were the analytical strategies, using Stata 15.0 version. Significance was set at p = 0.05. The rate of alcohol consumption among teachers was 44.7%. Male teachers were more likely to consume alcohol as compared to females (AOR: 2.2, 95% CI: 1.22-3.80, p&lt; .01). As compared to Muslim counterparts, teachers identifying with the Roman Catholic denomination were three times more likely to consume alcohol (AOR: 3.1, 95% CI: 0.98-9.10, p = 0.05). Relative to comparable populations of adults whose alcohol consumption rates were already known, alcohol consumption among particularly male and Roman Catholic teachers in greater was high. It is recommended that school-based interventions should focus on male teachers.</em></p> Athanansio Bashaija Dennis Zami Atibuni Aloysius Rukundo Copyright (c) 2021 Athanansio Bashaija, Dennis Zami Atibuni, Aloysius Rukundo 2021-10-19 2021-10-19 1 1 7 10.51986/ijss-2021.vol1.001 Conceptualisation of Critical Literacy and Argumentative Writing as an Essential Tool for the Development of Dialectic Reasoning among Students <p><em>Critical literacy is a skill needed for academic and intellectual achievement, lifelong learning, discourse, future job prospects and other endeavours. Although it is instrumental to developing social interactions and relationships, some students cannot think critically and contribute meaningfully to spoken/written discourse because they do not possess the necessary skills and strategies. One way of developing critical literacy is through argumentative writing. Often, some students perceive argumentative writing as a complex and complicated skill in spite of its importance to their academic and lifelong goals. This paper discusses the importance of critical literacy and explores how argumentative writing can help develop this skill to salvage this situation. The article concluded that students should be exposed to the rudiments of argumentation to become critical literates who can critically scrutinise, appraise, and interpret information for their academic development and social transformation.</em></p> Folasade Esther Jimola Ayomiku Samuel Olaniyan Copyright (c) 2021 Folasade Esther Jimola, Ayomiku Samuel Olaniyan 2021-10-25 2021-10-25 1 8 15 10.51986/ijss-2021.vol1.02 Addressing the Trajectory of Cultural and Gender Discrimination among Marine Women Officers <p><em>Seafaring is openly challenging working circumstances for females. For the last twenty-two years, females in western countries have been interested in joining the fleet, but as the captaincy roles aboard, their numbers are minimal compared to other jobs. In every working place, females always face many unusual problems, which are more in seafaring. The manuscript derives the discrimination factors of marine women officers (MWOs) onboard due to cultural (or racial) or being a woman using the experiences of 149 women officers from 18 different countries. Two experiences such as onboard discrimination due to cultural reasons (DDCR) and not being promoted in the company as being women (NPCW) for MWOs are considered the responses in the present study. It was found out that mean DDCR is positively associated with age (P=0.0313), nationality (P=0.0047), current position onboard (P=0.1051), while it is negatively associated with cohabitation (P=0.0137) and type of contract (P=0.0719). Variance of DDCR is negatively associated with male companions' support (P=0.1432). Also, mean NPCW is negatively associated with her male companions' support (P&lt;0.0001), while its variance is positively associated with professional qualification (P=0.1317). It was found out herein that MWOs from other nations (except Spanish) at older ages, second class officers, staying single with temporary contracts are highly discriminated against based on cultural (or racial) reasons. In addition, MWOs with higher male companions' support are very rarely promoted in the company.</em></p> Mahashweta Das Copyright (c) 2021 Mahashweta Das 2021-11-07 2021-11-07 1 16 23 10.51986/ijss-2021.vol1.03