Abstract: Jordan's legal system grapples with significant challenges while simultaneously offering opportunities for reform specifically geared toward its criminal laws. Studies recently conducted emphasized the importance associated with bolstering legislative frameworks germane to criminal laws that govern a society's norms together with tailored resource allotment meant for law enforcement agencies alongside providing required backing towards judiciary-related entities. Moreover, this approach should be concurrently focused on addressing social-political-economic elements exerting influence over crime ratio fluctuations existing within affected societies primarily by policy-makers actively involved. Launching extensive quantitative analyses thus far delivered insights into critical correlations amongst crime instances and variables specifically those viz. unemployment stats; along with mapping intricate patterns reflective of concentrated crime sectors within metro-based regions of Jordan. The study examined in this paper presents in an extensive fashion the collective summation as well as analysis accumulated from diverse criminal studies conducted within Jordan, thereby aggregating research findings in order to propose the route forward for future scientific exploration into key aspects concerning policy formulation and practice implementation. This article chronicles the significance pertaining to strengthening legislative frameworks governing criminal laws crucially bound around pre-trial detention protocols, and guidance associated with prosecution-related discretion while ensuring overall access is afforded with due process enshrined constituting basic human rights related to a fair trial for alleged criminals; Defendants. In addition, Adding to this focus lies an immediate need pertaining towards unyielding commitment regarding resource-revamping efforts along with reinvigorating support towards law enforcement agencies thereby inspiring their professional qualification all the while addressing influential social-economic factors exacerbating propagated crime rates existing in communities they serve respectively. Concurrently as a culmination, the article further underscores the necessity of implementing widespread research and consequential evaluations accompanied by subsequent enlightenment capturing core prerequisites enhancing efficacy levels coupled with intricate affiliations regulating justice mechanisms functioning under subsequently valid stringent application of Jordan's existent criminal law reforms. Concluding It concludes by advocating multi-faceted approaches aimed at viable pathways to drive negated reform measures while providing resolve enforcing legal amendments where required, enhancing resource base, conducting educative campaigns while encouraging global cooperation integral consortia dedicated towards advancement expertise sharing disseminating knowledge thus enabling realization tangible realized milestones ultimately better public safety indices.

Abstract: Since the second half of the 20th century, new developments in educational understanding, approaches and philosophies have led to questioning and discussion of the roles of teachers and students in the education process. This new approach has radically influenced history teaching too. In this context, students have not become receptive learners of knowledge but they have been the individuals who have been at the center of the learning-teaching, and they have reached information by using all the sources in the society. In this case, they have begun to be considered as agent individuals who can reconstruct this information by associating it with their background knowledge and past experiences. With regard to history teaching, instead of transferring knowledge about the past to the passive students, the primary goals of teaching have become providing students with the skills related to the nature of history, the processes of producing historical knowledge, the methods and study skills used in this process, and the use of sources and evidence. This approach has enhanced the importance of using objects, which are one of the primary sources of history, in history teaching. Objects have begun to be seen as a part of understanding and making sense of the real world, as an element of embodying the past, as a data source for illuminating the past, and they have been used in education. The aim of this study was to determine the opinions of the social studies teacher candidates about the historical objects and the use of these objects in education. A qualitative case study methodology was used in the study. The data were collected through open-ended opinion and observation forms, and were analyzed using content analysis. The participants of the study were 7 senior teacher candidates studying at a state university in the social studies education department in Turkey. Findings showed that although the teacher candidates had incomplete and somewhat wrong information about the historical objects, their knowledge about the subject was at an acceptable level. Their skills of using historical objects in teaching was also found to be inadequate.