Volume 07 - Issue 12
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Paper Title | :: | Effectiveness of Cooperative Learning Strategy on JSS II Students’ Academic Performance in Oral English across School Type in Makurdi Local Government Area, Benue State |
Author Name | :: | Gwadue Chieorga || Dr. Uchenna Amaefule || Dr. Adaje Ambrose Ochigbo |
Country | :: | Nigeria |
Page Number | :: | 01-07 |
The study investigated effectiveness of cooperative learning strategy on JSS II students‟ academic performance in Oral English across school type in Makurdi Local Government Area, Benue State – Nigeria. The study was guided by two research questions and 2 corresponding hypotheses. The study employed the pre-test post -test quasi-experimental research design. The target population was 4,107 JSS II students for 2023/2024 academic session across public and private secondary schools in Makurdi Local Government Area. A sample size of 120 JSS II students was drawn out of the target population using purposive sampling technique. The instrument and instructional tools used for data collection were: Students‟ Oral English Performance Test (SOEPT) while lesson plans were used as treatment schedule to ascertain the effectiveness of cooperative learning strategy. Mean and standard deviation was used to answer the research questions while inferential statistics of Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. Findings of the study revealed that cooperative learning strategy has significant effect on students‟ academic performance in oral English. The study also revealed that cooperative learning strategy has significant effect on students‟ performance in Oral English across school type in favour of students in private schools. The study recommended among others that cooperative learning strategy should be frequently used by English Language teachers in teaching oral English.
Keywords:Oral English, Cooperative Learning, School Type, Performance
Keywords:Oral English, Cooperative Learning, School Type, Performance
[1]. Adeniran, A. O. (2017). Impact of cooperative learning strategy on students‟ performance in English Language in selected secondary schools in Lagos State. Nigerian Journal of Educational Research and Development, 12(2), 45-56.
[2]. Adeyanju, I. A. (2016). Language in Nigerian education: An examination of the place of English Language in Nigeria. The International Journal of Humanities & Social Studies, 4(11), 65-73.
[3]. Adeyemi, B. A. (2016). The impact of cooperative learning on students' performance in social studies in the southwestern Nigeria secondary schools. Journal of Research in Education and Society, 2(1), 115-120.
[4]. Alabi, B. O. (2018). Assessing oral English proficiency among secondary school students in Nigeria: Issues and challenges. Journal of Language and Linguistic Studies, 14(1), 170-183.
[5]. Andrews, R. (2018). Teaching English: Developing as a reflective secondary teacher. London: Sage Publications.
[2]. Adeyanju, I. A. (2016). Language in Nigerian education: An examination of the place of English Language in Nigeria. The International Journal of Humanities & Social Studies, 4(11), 65-73.
[3]. Adeyemi, B. A. (2016). The impact of cooperative learning on students' performance in social studies in the southwestern Nigeria secondary schools. Journal of Research in Education and Society, 2(1), 115-120.
[4]. Alabi, B. O. (2018). Assessing oral English proficiency among secondary school students in Nigeria: Issues and challenges. Journal of Language and Linguistic Studies, 14(1), 170-183.
[5]. Andrews, R. (2018). Teaching English: Developing as a reflective secondary teacher. London: Sage Publications.
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Paper Title | :: | Innovation Approaches to Developing Music Literacy through Clarinet Instruction |
Author Name | :: | Huang Bo || Kanokkan Kanjanarat || Sarayut Khan |
Country | :: | Thailand |
Page Number | :: | 08-15 |
This study explores innovative approaches to developing music literacy through clarinet instruction. The objective is to enhance students' musical literacy in three key areas: score recognition ability, visual singing ability, and playing ability. To achieve this, the observation method was utilized to gather data on students’ skill development systematically. The study was conducted from September 2022 to July 2024, involving all 160 students from Wenxi Town No. 1 Middle School. The primary research tool is an observation table, and data analysis was carried out using t-test software to ensure a rigorous statistical evaluation of the findings. The lightweight and user-friendly design of the clarinet made it particularly suitable for classroom teaching, inspiring students' interest in music while addressing core areas of musical literacy. The findings highlight the clarinet's potential to enhance students’ technical proficiency, musicality, creativity, and appreciation for the arts. This approach demonstrates the instrument's unique ability to bridge the gap in music education in rural settings, fostering a deeper engagement with and understanding of music among students.
Keywords: The clarinet, Music literacy, Score recognitionability, Visual singing ability, Playing ability,
Keywords: The clarinet, Music literacy, Score recognitionability, Visual singing ability, Playing ability,
[1]. Ministry of Education of the People's Republic of China. (2022). Music Curriculum Standards. Beijing Normal University Press.
[2]. Luo Ning. (2014). Research on the cultivation of primary school students' musical literacy in flute teaching. [ Master's thesis on music education at Sichuan Normal University]
[3]. Luo Yunzhong. (2020). Briefly talk about the role of flute teaching on the musical literacy of primary and secondary school students. DU YU XIE, (13), 237.
[4]. Gao Yiming. (2020). The flute is an auxiliary exploration of the music classroom to carry out the teaching link of score recognition. [Master of Arts Thesis of Nanjing Normal University].
[5]. Liu Yangyang, Song Anning. (2024) The role of the flute in middle school music teaching. Theatre House, 485 (05), 187-189.
[2]. Luo Ning. (2014). Research on the cultivation of primary school students' musical literacy in flute teaching. [ Master's thesis on music education at Sichuan Normal University]
[3]. Luo Yunzhong. (2020). Briefly talk about the role of flute teaching on the musical literacy of primary and secondary school students. DU YU XIE, (13), 237.
[4]. Gao Yiming. (2020). The flute is an auxiliary exploration of the music classroom to carry out the teaching link of score recognition. [Master of Arts Thesis of Nanjing Normal University].
[5]. Liu Yangyang, Song Anning. (2024) The role of the flute in middle school music teaching. Theatre House, 485 (05), 187-189.
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Paper Title | :: | Vietnam - Korea Cultural and Educational Cooperation in the First Two Decades of the 21st Century |
Author Name | :: | Vo Minh Hung |
Country | :: | Vietnam |
Page Number | :: | 16-23 |
Vietnam - Korea relations were officially established on December 22, 1992. After 30 years of construction and development, overcoming historical changes, the Vietnam - Korea bilateral relationship has achieved many important achievements in many fields, including cultural and educational cooperation. In the first two decades of the 21st century, the two countries promoted cultural - social cooperation, education and training, tourism on both people-to-people exchange and state diplomacy channels. The article analyzes in depth the achievements in the fields of culture and education between Vietnam and Korea in the first two decades of the 21st century.
Keywords: Cultural and educational cooperation, Vietnam, Korea.
Keywords: Cultural and educational cooperation, Vietnam, Korea.
[1]. Nhan Dan Newspaper (2012), South Korea supports upgrading Vietnam-Korea University, https://nhandan.vn/tin-tuc-giao-duc/han-quoc-ho-tro-nang-cap-truong-dai-hoc-viet-han-392496/, accessed June 2, 2024.
[2]. Department of Cultural Heritage (2006), Signing Ceremony of the Action Plan to Implement the Cooperation Agreement in the Field of Cultural Heritage Protection 2006 - 2008 between Vietnam and Korea , http://dsvh.gov.vn/le-ky-ke-hoach-hanh-dong-trien-khai-thoa-thuan-hop-tac-trong-linh-vuc-bao-ve-di-san-van-hoa-2006-2008-giua-viet-nam-va-han-quoc-145, accessed June 1, 2024.
[3]. Dang Hoang Linh & Vu Thi Kim Oanh (2021), Promoting connection and cooperation in education and training between Vietnam and Korea, https://www.quanlynhanuoc.vn/2021/04/20/day-manh-ket-noi-hop-tac-giao-duc-va-dao-tao-viet-nam-han-quoc/, accessed June 1, 2024.
[4]. Huu Tuyen (2019), Opening of the first Vietnamese book stall in Korea, vietnamplus.vn/khai-truong-gian-hang-sach-viet-nam-dau-tien-tai-han-quoc/608753.vnp, accessed May 15, 2024.
[5]. Ly Xuan Chung (2011), “Cultural adaptation in Vietnam and Korea: similarities”, Vietnam Journal of Social Sciences, No. 01.
[2]. Department of Cultural Heritage (2006), Signing Ceremony of the Action Plan to Implement the Cooperation Agreement in the Field of Cultural Heritage Protection 2006 - 2008 between Vietnam and Korea , http://dsvh.gov.vn/le-ky-ke-hoach-hanh-dong-trien-khai-thoa-thuan-hop-tac-trong-linh-vuc-bao-ve-di-san-van-hoa-2006-2008-giua-viet-nam-va-han-quoc-145, accessed June 1, 2024.
[3]. Dang Hoang Linh & Vu Thi Kim Oanh (2021), Promoting connection and cooperation in education and training between Vietnam and Korea, https://www.quanlynhanuoc.vn/2021/04/20/day-manh-ket-noi-hop-tac-giao-duc-va-dao-tao-viet-nam-han-quoc/, accessed June 1, 2024.
[4]. Huu Tuyen (2019), Opening of the first Vietnamese book stall in Korea, vietnamplus.vn/khai-truong-gian-hang-sach-viet-nam-dau-tien-tai-han-quoc/608753.vnp, accessed May 15, 2024.
[5]. Ly Xuan Chung (2011), “Cultural adaptation in Vietnam and Korea: similarities”, Vietnam Journal of Social Sciences, No. 01.
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Paper Title | :: | Issues of Implementing English Curriculum in Congolese Education System; A Country with no Historical Ties with Anglo-Saxon Tradition |
Author Name | :: | Elie Nzakizwa Mutayomba |
Country | :: | Democratic Republic of the Congo |
Page Number | :: | 24-30 |
The Democratic Republic of Congo being a former Belgian colony inherited a Belgian type of education system: Three years of Nursery school Six years of Primary school Six years of Secondary school. The secondary cycle of studies is generally called Humanities understanding by that a humanistic orientation. The first two years of high school constitute a cycle known as the Orientation cycle. Here the student is prepared to choose an option among the following: sciences, literature, and commerce, social and professional studies such as pedology, hospitality, dressmaking…
Curricula and training programs ensure that different teaching levels effectively should master the content of the basic education curriculum, including the four national languages and the methods for teaching them. All lessons are taught in French except English language.Tasks submitted to learners, either in sciences or other domains are done in French. The time allocated to English teaching goes from one to four hours per week in the classroom. In some areas of the country, English is taught in French. Grammar Translation Method is one method used for English language acquisition. Learners hear English sounds only in the classroom during English lesson. After the lesson, learners come back to other languages, and when they are at home or elsewhere they never speak English. A problem to our study is to have an efficient curriculum which will be followed to have performances in English. This article would identify issues and challenges met in some Goma secondary schools while teaching English and propose some principles to be followed to improve English language acquisition.
Keywords: Curriculum, English language, performance, anglo-saxon tradition, Congolese education.
Curricula and training programs ensure that different teaching levels effectively should master the content of the basic education curriculum, including the four national languages and the methods for teaching them. All lessons are taught in French except English language.Tasks submitted to learners, either in sciences or other domains are done in French. The time allocated to English teaching goes from one to four hours per week in the classroom. In some areas of the country, English is taught in French. Grammar Translation Method is one method used for English language acquisition. Learners hear English sounds only in the classroom during English lesson. After the lesson, learners come back to other languages, and when they are at home or elsewhere they never speak English. A problem to our study is to have an efficient curriculum which will be followed to have performances in English. This article would identify issues and challenges met in some Goma secondary schools while teaching English and propose some principles to be followed to improve English language acquisition.
Keywords: Curriculum, English language, performance, anglo-saxon tradition, Congolese education.
[1]. Abbot, S. (2014, December Monday). Journal of Education and Practice. Récupéré sur Hidden Curriculum: http://eduglossary.org/hidden-curriculum
[2]. Boughey, C. (1997). Learning to write by writing to learn: A Group-Work Approach. London: Longman.
[3]. Brown, H. (1994). Teaching by Principles: An Interactive Approach to Language Pedagogy. York: Englewood Cliffs.
[4]. Education, M. (2007). English Language Syllabus for Secondary Schools. Ministry of Education, 9.
[5]. Ghana, G. o. (2002). Meeting the Challenges of Education in the Twenty-first Century. Nalap: Adwinsa Publication.
[2]. Boughey, C. (1997). Learning to write by writing to learn: A Group-Work Approach. London: Longman.
[3]. Brown, H. (1994). Teaching by Principles: An Interactive Approach to Language Pedagogy. York: Englewood Cliffs.
[4]. Education, M. (2007). English Language Syllabus for Secondary Schools. Ministry of Education, 9.
[5]. Ghana, G. o. (2002). Meeting the Challenges of Education in the Twenty-first Century. Nalap: Adwinsa Publication.
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Paper Title | :: | The Obstacles Facing Leaders and Students with Learning Disabilities in Simple Classrooms Seem Quite Clear |
Author Name | :: | Rana Saad Al Yahya |
Country | :: | Saudi Arabia |
Page Number | :: | 31-39 |
The study aimed to identify the obstacles facing teachers and students with learning disabilities in virtual classrooms from the point of view of teachers. To verify this, the research used the descriptive, correlational method. To achieve the goal of the research, three questionnaires were applied: (a questionnaire of the obstacles facing teachers, and a questionnaire of the obstacles facing students) prepared by the researcher, and the results concluded that there is an inverse relationship at the level of statistical significance (0.05) between the obstacles faced by teachers and students. There is also a direct relationship at the level of statistical significance (0.05) between the obstacles facing teachers and the obstacles facing students with learning disabilities, and the absence of statistically significant differences at the level of significance (0.05) between the average scores of male and female teachers on the questionnaire of the obstacles faced by teachers, which is attributed to Variable (gender).
Keywords: disabilities, virtual classrooms, people with learning disabilities.
Keywords: disabilities, virtual classrooms, people with learning disabilities.
[1]. Al-Atrabi, Sharif. (2019). Learning through imagination: e-learning strategies and teaching tools. Al-Arabi for Publishing and Distribution.
[2]. Al-Ahmari, Ahmed Saeed. (2018). Virtual classrooms between theory and application: a study of the experience. Arab League Educational, Cultural and Scientific Organization.
[3]. Al-Jader, Hoda Khorshid Shoka. (2019). The reality of using virtual classrooms at Sakarya University in Turkey from the students' point of view. Journal of Arts, Literature, Humanities and Social Sciences, Emirates College of Educational Sciences, Issue 39, 260-276.
[4]. Al-Jumaan, Safaa Abdul Zahra Hamid, and Al-Jumaan, Sanaa Abdul Zahra Hamid. (2018). Obstacles to digital education among special education teachers from their point of view. Egypt: Arab Foundation for Science and Arts.
[5]. Al-Hassan, EssamIdris Kamtour. (2017). The reality of using virtual classrooms in distance learning programs from the point of view of faculty members. Sudan Open University. Damascus University.
[2]. Al-Ahmari, Ahmed Saeed. (2018). Virtual classrooms between theory and application: a study of the experience. Arab League Educational, Cultural and Scientific Organization.
[3]. Al-Jader, Hoda Khorshid Shoka. (2019). The reality of using virtual classrooms at Sakarya University in Turkey from the students' point of view. Journal of Arts, Literature, Humanities and Social Sciences, Emirates College of Educational Sciences, Issue 39, 260-276.
[4]. Al-Jumaan, Safaa Abdul Zahra Hamid, and Al-Jumaan, Sanaa Abdul Zahra Hamid. (2018). Obstacles to digital education among special education teachers from their point of view. Egypt: Arab Foundation for Science and Arts.
[5]. Al-Hassan, EssamIdris Kamtour. (2017). The reality of using virtual classrooms in distance learning programs from the point of view of faculty members. Sudan Open University. Damascus University.
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Paper Title | :: | Eco-anxiety: The Role of Environmental Education in its Prevention and Management |
Author Name | :: | Dimitra Kostanasiou |
Country | :: | Greece |
Page Number | :: | 40-45 |
Climate change is a source of concern for the scientific community, as it causes numerous environmental disasters that can directly and indirectly lead to physical and psychological pathologies in humans. Climate change has given rise to a psychological phenomenon known as "climate or eco-anxiety," described as a "chronic fear of environmental doom." The mental health impacts associated with climate change are expected to be profound, cumulative, and widespread, affecting individuals with pre-existing mental health issues or vulnerabilities more intensely, as well as communities that heavily rely on local ecosystems. Children and youth are particularly at risk due to their integration into broader social and family contexts and the formative nature of their psychological development. The role of environmental education is pivotal in addressing children's climate anxiety, as it equips them with the knowledge and emotional tools necessary to understand environmental challenges and act with hope and confidence. This approach fosters their empowerment and shapes a generation capable of confronting the consequences of the climate crisis with a positive mindset.
Keywords: climate change, eco-anxiety, climate anxiety, mental health, environmental education
Keywords: climate change, eco-anxiety, climate anxiety, mental health, environmental education
[1]. Ágoston, C., Urbán, R., Nagy, B., Csaba, B., Kőváry, Z., Kovács, K., Varga, A., Dúll, A., Mónus, F., Shaw, C. A., & Demetrovics, Z. (2022). The psychological consequences of the ecological crisis: Three new questionnaires to assess eco-anxiety, eco-guilt, and ecological grief. Climate Risk Management, 37, 100441. https://doi.org/10.1016/J.CRM.2022.100441
[2]. Albrecht, G (2011). Chronic environmental change: emerging ‗psychoterratic‘ syndromes. In: Weissbecker I (ed) Climate change and human well-being. Springer, New York, pp 43–56
[3]. Andrews, N. & Hoggett, P. (2019). Facing up to ecological crisis: a psychosocial perspective from climate psychology. In: J. Foster (Ed.) Facing up to climate reality: honesty, disaster and hope. Green House / London Publishing Partnership. pp.155- 171.
[4]. Australian Psychological Society (2017). Coping With Climate change distress.
[5]. Baker, C., Clayton, S., & Bragg, E. (2021). Educating for resilience: parent and teacher perceptions of children‘s emotional needs in response to climate change. Environmental Education Research, 27(5), 687–705. https://doi.org/10.1080/13504622.2020.1828288
[2]. Albrecht, G (2011). Chronic environmental change: emerging ‗psychoterratic‘ syndromes. In: Weissbecker I (ed) Climate change and human well-being. Springer, New York, pp 43–56
[3]. Andrews, N. & Hoggett, P. (2019). Facing up to ecological crisis: a psychosocial perspective from climate psychology. In: J. Foster (Ed.) Facing up to climate reality: honesty, disaster and hope. Green House / London Publishing Partnership. pp.155- 171.
[4]. Australian Psychological Society (2017). Coping With Climate change distress.
[5]. Baker, C., Clayton, S., & Bragg, E. (2021). Educating for resilience: parent and teacher perceptions of children‘s emotional needs in response to climate change. Environmental Education Research, 27(5), 687–705. https://doi.org/10.1080/13504622.2020.1828288
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Paper Title | :: | Methods of Healthy Aging for Older Adults: An Artistic Perspective |
Author Name | :: | Min-Sheng Ku || Yi-Huang Shih || Meng-Chin Hsu || Chung-Liang Chang || Unik Ambar Wati |
Country | :: | Taiwan |
Page Number | :: | 46-48 |
Healthy aging is about creating the environments and opportunities that enable people to be and do what they value throughout their lives. Everyone can experience healthy aging. Being free of disease or infirmity is not a requirement for healthy aging, as many older adults have one or more health conditions that, when well controlled, have little influence on their well-being (World Health Organization, 2024). Art plays a significant role in promoting healthy aging among older adults by enhancing both physical and mental well-being while fostering social connections and emotional fulfillment. Therefore, this article explored the methods of healthy aging for older adults from an artistic perspective. The methods of healthy aging from an artistic perspective are as follows: (1) Art participation and mental health for older adults; (2) Art creation and physical health for older adults; (3) Social interaction and cultural connection for older adults; (4) Art and spiritual health for older adults. It is hoped that the discussion in this article will promote healthy aging among older adults.
Keywords: aging, art, healthy aging, well-being
Keywords: aging, art, healthy aging, well-being
[1]. Barbara Bagan (2024). Aging: What’s art got to do with it? https://www.todaysgeriatricmedicine.com/news/ex_082809_03.shtml
[2]. Beard, J.R., Officer, A., de Carvalho, I. A., Sadana, R., Pot, A. M., Michel, J. P., Lloyd-Sherlock P., Epping-Jordan, J. E., Peeters, G. MEEG., Mahanani, W. R., Thiyagarajan, J. A., Chatterji, S. (2016). The World report on ageing and health: a policy framework for healthy ageing. Lancet. May 21; 387(10033):2145-2154. doi: 10.1016/S0140-6736(15)00516-4.
[3]. Chacur, K., Serrat, R. & Villar, F. (2022). Older adults’ participation in artistic activities: a scoping review. Eur J Ageing 19, 931–944. https://doi.org/10.1007/s10433-022-00708-z
[4]. Douka, S., Zilidou, V. I., Lilou, O., Manou, V. (2019). Traditional dance improves the physical fitness and well-being of the elderly. Front Aging Neurosci. 11:75. doi: 10.3389/fnagi.2019.00075.
[5]. François Dubois (2024). The impact of creative activities on emotional well-being. https://dynamic sandlearning.com/en/about/francois-dubois/
[2]. Beard, J.R., Officer, A., de Carvalho, I. A., Sadana, R., Pot, A. M., Michel, J. P., Lloyd-Sherlock P., Epping-Jordan, J. E., Peeters, G. MEEG., Mahanani, W. R., Thiyagarajan, J. A., Chatterji, S. (2016). The World report on ageing and health: a policy framework for healthy ageing. Lancet. May 21; 387(10033):2145-2154. doi: 10.1016/S0140-6736(15)00516-4.
[3]. Chacur, K., Serrat, R. & Villar, F. (2022). Older adults’ participation in artistic activities: a scoping review. Eur J Ageing 19, 931–944. https://doi.org/10.1007/s10433-022-00708-z
[4]. Douka, S., Zilidou, V. I., Lilou, O., Manou, V. (2019). Traditional dance improves the physical fitness and well-being of the elderly. Front Aging Neurosci. 11:75. doi: 10.3389/fnagi.2019.00075.
[5]. François Dubois (2024). The impact of creative activities on emotional well-being. https://dynamic sandlearning.com/en/about/francois-dubois/
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Paper Title | :: | Why Free Market Economy is Weak in Islamic World? |
Author Name | :: | Hicham El Moussaoui |
Country | :: | Morocco |
Page Number | :: | 49-57 |
Trust is the lubricant of trade. It reduces the costs of transactions and uncertainty, which allows it to provide a dual mission: the incentive for individuals to participate in the exchange and coordination of their individual plans. Therefore, without trust no exchange and without exchange no market economy.
Adam Smith, argued that wealth was built on the division of labor. He gave the famous example of the pin factory, but the pin factory could achieve nothing if the workers can not trust each other. Trust matters!
Economists distinguish between the personal, informal trust that comes from Being friendly with your neighbors and the impersonal, institutionalized trust that lets you give your credit card number out over the internet. The two kinds of trust are correlated with each other, because we are more willing to trust people if we feel that, ultimately, we can call the police or get a fair hearing in court.
In the Islamic world today, market economy has hardly to take root and consolidate, which also explains the nature of rentier economies in the Muslim world where rent-seeking behavior push out productive behavior. This fact explains the delay in development of Muslim countries despite achieving high growth rate
The majority of countries that have managed the transition from a rentier economy to a market economy have manage it through the institutionalization of social trust among all stakeholders. Interpersonal trust (trust each other, trust state, trust corporations). Unfortunately, all this is still lacking in muslim societies and thus explains the difficulty of the transition to a market economy. In the muslim world trust still remains limited to the confines of his personal circle, family, tribe or his ethnicity. This limitation of the extent of trust in society greatly restricts the opportunities for exchanges, partnerships and cooperation between members of the muslim society. But a market economy to grow needs expanding its circle of trade beyond his family and close acquaintances. It‘s a network of impersonal exchange and sometimes anonymous. Such a network can‘t develop without that individuals have trust beyond their blood ties. Therefore, for the settlement of the problem of convergence of Arab economies to market economies we need to address the issue of trust.
In this paper, I will show in the first part how the absence or at least the lack of institutionalized trust explains the absence or the weakness of a market economy in Muslim countries. Then, in a second part, I will highlight the factors behind this lack of institutionalized trust in Muslim societies, which blocks the market economy. Finally, in the third part, I intend to outline solutions to pass from the personalized trust to the institutionalized trust and allow the consolidation of the market economy in Muslim countries.
Adam Smith, argued that wealth was built on the division of labor. He gave the famous example of the pin factory, but the pin factory could achieve nothing if the workers can not trust each other. Trust matters!
Economists distinguish between the personal, informal trust that comes from Being friendly with your neighbors and the impersonal, institutionalized trust that lets you give your credit card number out over the internet. The two kinds of trust are correlated with each other, because we are more willing to trust people if we feel that, ultimately, we can call the police or get a fair hearing in court.
In the Islamic world today, market economy has hardly to take root and consolidate, which also explains the nature of rentier economies in the Muslim world where rent-seeking behavior push out productive behavior. This fact explains the delay in development of Muslim countries despite achieving high growth rate
The majority of countries that have managed the transition from a rentier economy to a market economy have manage it through the institutionalization of social trust among all stakeholders. Interpersonal trust (trust each other, trust state, trust corporations). Unfortunately, all this is still lacking in muslim societies and thus explains the difficulty of the transition to a market economy. In the muslim world trust still remains limited to the confines of his personal circle, family, tribe or his ethnicity. This limitation of the extent of trust in society greatly restricts the opportunities for exchanges, partnerships and cooperation between members of the muslim society. But a market economy to grow needs expanding its circle of trade beyond his family and close acquaintances. It‘s a network of impersonal exchange and sometimes anonymous. Such a network can‘t develop without that individuals have trust beyond their blood ties. Therefore, for the settlement of the problem of convergence of Arab economies to market economies we need to address the issue of trust.
In this paper, I will show in the first part how the absence or at least the lack of institutionalized trust explains the absence or the weakness of a market economy in Muslim countries. Then, in a second part, I will highlight the factors behind this lack of institutionalized trust in Muslim societies, which blocks the market economy. Finally, in the third part, I intend to outline solutions to pass from the personalized trust to the institutionalized trust and allow the consolidation of the market economy in Muslim countries.
[1]. Arrow, Kenneth (1972), « Gifts and Exchange », Philosophy and Public Affairs, Vol. 1(4), 343-362.
[2]. Bachmann, Reinhard 2001 « Trust, power and control in trans-organizational Relations », Organization Studies, 22: 337-365.
[3]. Bachmann, Reinhard and Zaheer, Akbar (2008), ‗Trust in interorganizational relations‘ in Oxford Handbook of inter-organizational relations. S. Cropper, M. Ebers, C. Huxham and P. Smith Ring, eds, 533-554, Oxford: Oxford University Press.
[4]. Balla, E., & Johnson, N. D. (2009), « Fiscal crisis and institutional change in the Ottoman Empire and France », The Journal of Economic History, Vol. 69(3),809–845.
[5]. Blind, Peri K. (2006), « Building Trust in Government in the Twenty-First Century: Review of Literature and Emerging Issues », a paper prepared for the Seventh Global Forum on Reinventing Government and Building Trust in Government, UN/DESA, Vienna, Austria, 26-29 June 2007.
[2]. Bachmann, Reinhard 2001 « Trust, power and control in trans-organizational Relations », Organization Studies, 22: 337-365.
[3]. Bachmann, Reinhard and Zaheer, Akbar (2008), ‗Trust in interorganizational relations‘ in Oxford Handbook of inter-organizational relations. S. Cropper, M. Ebers, C. Huxham and P. Smith Ring, eds, 533-554, Oxford: Oxford University Press.
[4]. Balla, E., & Johnson, N. D. (2009), « Fiscal crisis and institutional change in the Ottoman Empire and France », The Journal of Economic History, Vol. 69(3),809–845.
[5]. Blind, Peri K. (2006), « Building Trust in Government in the Twenty-First Century: Review of Literature and Emerging Issues », a paper prepared for the Seventh Global Forum on Reinventing Government and Building Trust in Government, UN/DESA, Vienna, Austria, 26-29 June 2007.
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Paper Title | :: | The Effectiveness of Different Performance-Based Pay Models in the Thai Jewelry Industry |
Author Name | :: | Jirapond Khanphet || Bordin Phayaphrom |
Country | :: | Malaysia |
Page Number | :: | 58-73 |
The purpose of this study is to investigate the effectiveness of various performance-based pay models in enhancing employee performance and achieving organizational goals. As part of the study, I examine the effectiveness of individual-based and group-based pay, the impact of short-term and long-term incentives on employee behavior, and the impact of short-term and long-term incentives on the organization's performance. The study also examines the effectiveness of performance-based pay models in light of industry and organizational culture.
A comprehensive literature review was conducted in order to identify key theoretical frameworks and empirical findings relating to performance-based compensation. A qualitative methods approach was used to gather data from a variety of organizations and employees.
According to the findings of the study, performance-based pay can have varying effects depending on several factors, including the nature of the work, organizational culture, as well as the specific performance objectives of employees. In certain circumstances, both individual and group-based pay may be effective, but the optimal method may depend on the specific context within which the organization is placed. As well as short-term and long-term incentives, there are also different factors that influence employee behavior and organizational outcomes based on their length of time.
This study insights into the factors that influence the effectiveness of performance-based pay models and provide practical guidance for organizations that wish to optimize their compensation strategies by contributing to the existing literature. This study has implications for organizational design, compensation strategies, and employee motivation as well.
Keywords: Performance based compensation, Human Resources Management, Compensation, Jewelry, Thailand.
A comprehensive literature review was conducted in order to identify key theoretical frameworks and empirical findings relating to performance-based compensation. A qualitative methods approach was used to gather data from a variety of organizations and employees.
According to the findings of the study, performance-based pay can have varying effects depending on several factors, including the nature of the work, organizational culture, as well as the specific performance objectives of employees. In certain circumstances, both individual and group-based pay may be effective, but the optimal method may depend on the specific context within which the organization is placed. As well as short-term and long-term incentives, there are also different factors that influence employee behavior and organizational outcomes based on their length of time.
This study insights into the factors that influence the effectiveness of performance-based pay models and provide practical guidance for organizations that wish to optimize their compensation strategies by contributing to the existing literature. This study has implications for organizational design, compensation strategies, and employee motivation as well.
Keywords: Performance based compensation, Human Resources Management, Compensation, Jewelry, Thailand.
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[4]. Deci, E. L., & Ryan, R. M. (2000). The ―what‖ and ―why‖ of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/s15327965pli1104_01
[5]. Foss, N. J., Minbaeva, D. B., Pedersen, T., & Reinholt, M. (2009). Encouraging knowledge sharing among employees: How job design matters. Human Resource Management, 48(6), 871–893. https://doi.org/10.1002/hrm.20320
[2]. Alchian, A. A., & Demsetz, H. (1972). Production, information costs, and economic organization. American Economic Review, 62(5), 777–795.
[3]. Cropanzano, R., & Mitchell, M. S. (2005). Social exchange theory: An interdisciplinary review. Journal of Management, 31(6), 874–900.
[4]. Deci, E. L., & Ryan, R. M. (2000). The ―what‖ and ―why‖ of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/s15327965pli1104_01
[5]. Foss, N. J., Minbaeva, D. B., Pedersen, T., & Reinholt, M. (2009). Encouraging knowledge sharing among employees: How job design matters. Human Resource Management, 48(6), 871–893. https://doi.org/10.1002/hrm.20320
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Paper Title | :: | The Impact of Transformative Learning on Intercultural Competencies |
Author Name | :: | Tomm Stewart || Hillamaria Seauve |
Country | :: | Russia |
Page Number | :: | 74-96 |
We evaluated the effects of transformative learning and intercultural shared experiences with Russian university students. Specifically, we studied their perspectives and attitudes toward others (those with different ethnic backgrounds, world views, and attitudes) for an intervention group of 47 students and a comparison group of 51 students.
Methods: Ten intercultural seminars were conducted over six years in this mixed methods study; participation in the seminars was the independent variable. The same pre-/post- self-assessment questionnaire was analyzed to measure perceptions of the students participating and not participating. Students in the comparison groups received neither instruction, intervention, nor interaction. Test scores were the dependent variable. Qualitative data were collected as ethnographic action data for the emergence of themes, patterns, and corroboration.
Findings: The seminars resulted in statistically significant differences in perceptions of others among and between intervention and comparison groups. Intervention group members showed measurable growth of intercultural competencies and positive perceptionsof others as indicated byquantitative data, discussions, and interviews. Qualitative data provided explanation and elaborative meaning for the quantitative data.
Conclusions: This study supports the hypothesis that student informants participating in transformative learning and language and culture seminars experience increases in their development of intercultural competencies. Qualitative and quantitative data support the proposed theory.
Keywords: intercultural competencies, transformative learning, others, mixed methods, intervention group, comparison group.
Methods: Ten intercultural seminars were conducted over six years in this mixed methods study; participation in the seminars was the independent variable. The same pre-/post- self-assessment questionnaire was analyzed to measure perceptions of the students participating and not participating. Students in the comparison groups received neither instruction, intervention, nor interaction. Test scores were the dependent variable. Qualitative data were collected as ethnographic action data for the emergence of themes, patterns, and corroboration.
Findings: The seminars resulted in statistically significant differences in perceptions of others among and between intervention and comparison groups. Intervention group members showed measurable growth of intercultural competencies and positive perceptionsof others as indicated byquantitative data, discussions, and interviews. Qualitative data provided explanation and elaborative meaning for the quantitative data.
Conclusions: This study supports the hypothesis that student informants participating in transformative learning and language and culture seminars experience increases in their development of intercultural competencies. Qualitative and quantitative data support the proposed theory.
Keywords: intercultural competencies, transformative learning, others, mixed methods, intervention group, comparison group.
[1]. Abraham Lincoln Study Abroad Fellowship Program, 2005. https://www.nafsa.org/policy-and-advocacy/policy-resources/report-commission-abraham-lincoln-study-abroad-fellowship-program
[2]. Bennett, J. (2009). Cultivating intercultural competence: A process perspective. In D. Deardorff (Ed.) The Sage handbook of intercultural competence (pp. 121–140). Sage Publications.
[3]. Bennett, J. M., & Salonen, R. (2007). Intercultural communication and the new American campus. Change: The Magazine of Higher Learning, 39(2), 46–50.
[4]. Bruner, J. (1996). The culture of education. Harvard University Press.
[5]. Bryman, A. (1988). Quantity and quality in social research. London, UK: Routledge.
[2]. Bennett, J. (2009). Cultivating intercultural competence: A process perspective. In D. Deardorff (Ed.) The Sage handbook of intercultural competence (pp. 121–140). Sage Publications.
[3]. Bennett, J. M., & Salonen, R. (2007). Intercultural communication and the new American campus. Change: The Magazine of Higher Learning, 39(2), 46–50.
[4]. Bruner, J. (1996). The culture of education. Harvard University Press.
[5]. Bryman, A. (1988). Quantity and quality in social research. London, UK: Routledge.