Miracle-dz/UniFAR-FTUs huggingface dataset:
JAVA ISLAM: RELATIONSHIP OF JAVANESE CULTURE AND ISLAMIC MYSTISM IN THE POST-COLONIAL STUDY PERSPECTIVE

This paper examines and shows at the same time about Javanese Islam (Islam Nusantara) which is typical of a few Muslims in the world. The characteristic in question is a combination of Javanese culture (Javanese original religion, Hindu and Buddhist) with the intrinsic dimension of Islam itself. This combination occurs because it is bound by a red thread called mysticism, which is between Javanese mysticism and Islamic mysticism as a compound. The two conception of mysticism is because the essence of mysticism actually contains the teachings of the unity (tauhid) of God. This encounter through mysticism allows for acculturation between Javanese culture and Islam. This thesis is based on the reconstruction of the thinking of Sufi teachers in the Majelis Shalawat Muhammad in Surabaya and Bojonegoro as a research base. The Sufi masters referred to were placed as sub-alternations which were prevalent in post-colonial studies. As a sub-altern, this paper is believed to better narrate the perpetrators of Islamic mysticism in understanding the dialectic between Islamic mysticism and original Javanese culture or Javanese mysticism itself. Their relations gave birth to what is called Javanese Islam which is typical in Indonesia. Makalah ini membahas dan menunjukkan pada saat yang sama tentang Islam Jawa (Islam Nusantara) yang merupakan ciri khas beberapa Muslim di dunia. Karakteristik yang dimaksud adalah kombinasi budaya Jawa (agama asli Jawa, Hindu dan Budha) dengan dimensi intrinsik Islam itu sendiri. Kombinasi ini terjadi karena diikat oleh benang merah yang disebut mistisisme, yaitu antara mistisisme Jawa dan mistisisme Islam yang merupakan senyawa. Dua konsepsi mistisisme adalah karena esensi mistisisme sebenarnya mengandung ajaran persatuan (tauhid) Tuhan. Pertemuan ini melalui mistisisme memungkinkan akulturasi antara budaya Jawa dan Islam. Tesis ini didasarkan pada rekonstruksi pemikiran guru sufi di Majelis Shalawat Muhammad di Surabaya dan Bojonegoro sebagai basis penelitian. Para guru sufi yang disebut ditempatkan sebagai sub-pergantian yang lazim dalam studi pasca-kolonial. Sebagai pengganti, makalah ini diyakini akan lebih baik menceritakan para pelaku mistisisme Islam dalam memahami dialektika antara mistisisme Islam dan budaya Jawa asli atau mistisisme Jawa itu sendiri. Hubungan mereka melahirkan apa yang disebut Islam Jawa yang khas di Indonesia.
Center-Based Care in Toddlerhood and Child Cognitive Outcomes in Chile: The Moderating Role of Family Socio-Economic Status

ABSTRACT There is little evidence regarding the benefits of early center-based care attendance (before three years old) for child development and most studies have focused on developed countries. Addressing this gap, this study examines the relationship between center-based care attendance during toddler years and children’s cognitive outcomes. Research Findings: Data used for this study came from the first and second wave of the Longitudinal Survey of Early Childhood (ELPI, 2010 and 2012). The nationally representative sample was 1,544 children aged 12 to 24 months in 2010, who received full-time home care during this period. Propensity score matching (PSM) and difference-in-differences techniques were used in the study. Compared to those in full-time home care, children who attended center-based care from the age of 24 months had higher cognitive scores in the endline (they were measured at some point between 36 and 48 months old). Children in center-based care scored higher on cognitive skills compared to children who were in full-time home care, according to the Child Development and Cognitive Evaluation Test (Test de Aprendizaje y Desarrollo Infantil, TADI) and the Battelle test (d = .21 p < .01 and d = .22 p < .01, respectively). However, we observed that children in low-income households benefited less from early center-based care attendance. Practice or Policy: These findings suggest that Chilean national policies supporting increased center-based care coverage in early years are a step in the right direction, but more work focused on helping disadvantaged children is needed.
Effects of animacy and linguistic construction on the interpretation of spatial descriptions in English and Spanish

abstract The languages of the world differ in their use of intrinsic, relative, and absolute reference frames to describe spatial relationships, but factors guiding reference frame choices are not yet well understood. This paper addresses the role of animacy and linguistic construction in reference frame choices in English and Spanish. During each trial of two experiments, adult participants saw a spatial scene along with a sentence describing the location of an object (locatum) relative to another object (relatum) that was animate or human(-like) to varying degrees. The scene presented two possible referents for the locatum, and participants decided which referent the description referred to, revealing which reference frame they used to interpret the sentence. Results showed that reference frame choices differed systematically between languages. In English, the non-possessive construction (X is to the left of Y) was consistently associated with the relative reference frame, and the possessive construction (X is on Y’s left) was associated with the intrinsic reference frame. In Spanish, the intrinsic interpretation was dominant throughout, except for the non-possessive construction with relata that were not anthropomorphic, animate, or human. We discuss the results with respect to the languages’ syntactic repertory, and the notion of inalienable possession.
The impact of teacher and student perceptions in relation to their teaching and learning practices

This thesis examines the impact of teacher and student perceptions in relation to their teaching and learning practices at La Salle University. The researcher carried out a qualitative study focused on the narrative inquiry approach by applying two instruments. The first one was a life story format in which participants were able to write about their experiences as being English teachers and students and the second one was a semistructured in-depth interview, where the researcher interrogated in a very specific way about their experiences, their perceptions, and the impacts that those insights had on them. As findings revealed that teachers and students had experienced different impacts on their teaching and learning process coming from the perceptions they had. Those teacher and student perceptions are related to the use of interactive materials, attitudes, grades, the concept of autonomy, teachers and students‟ rapport and speaking time in class.
Relationship between Metacognition believes and Exam Anxiety: Mediating role of Cognitive Emotion Regulation

The main purpose of this study was to investigate causal relationship between cognitive emotion regulations, metacognition and test anxiety were evaluated in students according to the self-regulatory executive function model of wells and Matthews (1999). Data was analyzed through correlation, structural equation modeling. In this study 1000 students at second and third grade of public, governmental and gifted school were participated from October to November 2015 by cluster random sampling method. The participants completed cognitive Emotion Regulation Inventory (Garnefski et al, 2001), Test Anxiety Inventory (Abolghasemi: et al, 1995) and Metacognition Questionnaire (Cartwright-Hatton and Wells, 2004). Result of this study showed positive and negative cognitive emotion regulation had a mediating role in the relationship between Metacognition and test anxiety in student. Metacognition had a direct and indirect effect on test anxiety by mediating role of positive and negative cognitive emotion regulation but negative cognitive emotion regulation had a more effect than positive cognitive emotion regulation in mediating role between meta cognition and test anxiety. To the result, focusing on the cognitive emotion regulation strategies can play on important role in student test anxiety. More interventions based on metacognition and negative cognitive emotion regulation in treatment for pathological test anxiety are suggested.
Acceptance and efficacy of a metacognitive self-help intervention in an Arabic-speaking mixed patient sample with depression and/or obsessive–compulsive disorder: A randomized controlled trial

Objective: In Arabic-speaking countries, most individuals with depression or obsessive–compulsive disorder (OCD) do not seek or receive evidence-based treatment due to a dearth of facilities, shame/self-stigma, or religious concerns. The feasibility and effectiveness of “Western” psychotherapeutic concepts have rarely been evaluated for Arabic-speaking populations. The present study examined the efficacy of My Metacognitive Training (myMCT), a trans-therapeutic self-help manual, in a mixed sample of participants with depression and/or OCD. We considered both participants with depression and/or OCD because a number of cognitive biases and dysfunctional beliefs are shared by the two disorders. Method: The myMCT manual was translated into Arabic. A total of 160 individuals with either self-reported OCD and/or self-reported depression were recruited. Individuals were assessed at baseline and then randomized either to myMCT (n = 84) or to a wait-list control condition (n = 76). Six weeks later, individuals were invited to the post assessment. The Beck Depression Inventory (BDI-II) served here as the primary outcome. Secondary outcomes were the Obsessive–Compulsive Inventory–Revised (OCI-R) and the self-rating version of the Yale-Brown Obsessive Compulsive Scale (OCD patients only). Individuals were reimbursed with a 17€ voucher. Results: Completion rates were similarly low in the two groups (myMCT: 37%, controls: 35%). Presumably because of the high rate of noncompletion and nonadherence (29%), the intention-to-treat analyses failed to yield a significant effect. Those who had at least started the myMCT intervention improved significantly on the BDI-II at a large effect size. A significantly larger improvement among those who had started or completed the myMCT intervention was also seen on the OCI-R at a large effect size. Conclusions: Individuals who studied the myMCT manual showed large improvement on the BDI-II, irrespective of their primary symptomatology. However, the results are seriously compromised by the low completion rates in both conditions. Importantly, evaluations using the same manual in other language populations (and with other background cultures) produced good to excellent retention rates. The study demonstrates that self-help manuals may not represent a suitable medium for large-scale dissemination of evidence-based self-help material in an Arab population and corroborates prior findings suggesting low adherence in this population. Whether smartphone apps and Internet interventions represent more viable alternatives than self-help manuals needs to be tested, as well as specific barriers preventing dissemination and completion in this population.
Adopting Japanese in a popular Chinese video-sharing website: heteroglossic and multilingual communication by online users of Bilibili.com

ABSTRACT The present study investigates the adoption of Japanese by users from a popular Chinese video-sharing website, bilibili.com. Over a two-month period, 5,808 instances of language use that involve Japanese language features were sampled from 28,579 video comments. It was found that features of Japanese were often utilized – either entirely in Japanese written script, or as part of Chinese expressions – for various communicative functions such as descriptors and honorifics. The analysis suggests that online communication on the Chinese website bilibili.com is linguistically and symbolically hybrid with Japanese language features and other semiotic signs often mixed with Chinese texts. The involved communicative practices reflect the Bakhtinian notion of heteroglossia characterized with creativity and playfulness. The study further deconstructs the structuralist view of multilingualism (as discussed in) and extends the discussion of linguistic resources beyond discrete linguistic “codes” and traditional notion of language proficiency in digital discourse.
Making sense of leadership in early childhood education: Tensions and complexities between concepts and practices

Abstract Effective leadership within early childhood settings is aligned with the perceived successful implementation of high quality care and education programmes (Thornton, Tamati, Clarkin-Philips, Aitken & Wansbrough, 2009). With growing attention on the role early childhood education (ECE) plays in preparing children to be successful in their lives, it is not surprising that there is increased focus on the work and impact of educational leaders in this endeavour. An expanding body of research specifically exploring leadership within ECE settings illustrates how much of the educational leadership theory corpus lacks contextual relevance and fails to recognise the complexities and realities of leading in early years contexts (Rodd, 2013). The qualitative research reported on in this article examines the leadership understandings and perceptions of five qualified, registered early childhood leaders. The findings illustrated that whilst participants were cognisant of the role effective leadership plays in providing quality care and education, there was much confusion about what leadership entailed and how leadership differentiated from management in this context. The contextual complexities of the ECE sector were a significant influence on each participant’s opportunity to learn about, and practise leadership. Findings also revealed a need for contextually relevant and progressive approaches to leadership learning to support early childhood leaders and teachers in their leadership work.
The Practicum Problems as Viewed by the Female Student Teachers at Princess Nourah Bint Abdulrahman University

The current study aimed to identify the problems encountered by the student teachers during the practicum period in relation to the academic supervisor, cooperating teacher, cooperating school and student teachers. The present study adopted the descriptive approach as it is based on data collection in order to answer the questions of the study. The participants of the study were (70) level eight English branch female student teachers who were enrolled in the practicum program during the second semester of the academic year (1436-1437 A. H.). For fulfilling the purpose of the current study, the researcher developed a questionnaire investigating the problems encountered by the student teachers (from their points of views) in relation to the following dimensions: the academic supervisor, cooperating teacher and cooperating school, as well as the problems caused by the student teachers themselves. The main problems investigated were arranged as follows: The cooperating school, the student teacher, the academic supervisor and he cooperating teacher. Recommendations were developed in the light of the results attained.
PENGARUH BUDAYA ORGANISASI KEPUASAN KERJA DAN KOMITMEN ORGANISASIONAL TERHADAP ORGANIZATIONAL CITIZENSHIP BEHAVIOR PADA KARYAWAN

The purpose of this study is to determine the influence of organizational culture, job satisfaction and organizational commitment to organizational citizenship behavior. This research was conducted at the company Focus Design Artglass Ubud. The number of samples taken as many as 67 employees, using saturated sample technique, especially simple random sampling. The data were collected through questionnaires. The analysis technique used is multiple linear regression. Based on the analysis results found that organizational culture, job satisfaction and organizational commitment have positive and significant impact on organizational citizenship behavior. The higher the organizational culture OCB will also increase, the higher the job satisfaction the higher the OCB, and the higher the organizational commitment the higher the OCB in the company Focus Design Artglass Ubud. Keywords: organizational culture, job satisfaction, organizational commitment, organizational citizenship behavior
“They can speak English, but they don’t want to use it.” Teaching Contents through English in a Bilingual School and Policy Recommendations

The growing need for English as a key to global communication, relations, and information, is noticeable in schools around the world. In response to these imperatives of global competitiveness, one of the private bilingual schools in Indonesia has adopted English as a medium of instruction (EMI). The aim of this study was to explore the implementation of English as a language of instruction in a bilingual school in teaching contents in one private bilingual school in Jambi City, Indonesia. The data were collected through demographic profiles, documents, and semi-structured in-depth interviews. The documents were used to find out the comprehensive overview of the bilingual education program while the in-depth interviews were used to ask participants to narrate their accounts and perspectives on the use of English as the medium of instruction at a micro (classroom) level. Overall, the findings of this study revealed that the successful implementation of English as a language of instruction in a bilingual school were interrelatedly challenged by teachers’ attitude and ability to use English, language policy, teaching materials, students’ English proficiency, curriculum, student assessment, and admission policy. Implications and suggestions for future research are also discussed.
Whom to punish? How observers sanction norm‐violating behavior in ostracism situations

When observing ostracism, individuals can either side with the target or the sources of ostracism. Here we demonstrate that side-taking depends on whether the target previously acted in adherence to or in violation of perceived social norms. In four studies, a target behaved either norm-consistently or violated a social norm, and was subsequently either excluded by the sources or was not. Next, participants could sanction the behavior of the observed persons by refraining to assign money (Studies 1 and 2), or by subtracting money from a bonus (Studies 3 and 4). Observers assigned less money to the sources when these excluded a norm-consistent target. However, when the target had violated a social norm before, participants assigned less money to the target instead. These results have far-reaching implications because the (in)actions of neutral individuals can legitimize the sources' behavior, or help a target under attack.
Decision-Making, Financial Risk Aversion and Behavioral Biases: The Role of Testosterone and Stress

We examine the relation between testosterone, cortisol, and financial decisions in a sample of naïve investors. We find that testosterone level is positively related to excess risk-taking, whereas cortisol level is negatively related to excess risk-taking (correlation coefficient [r]: 0.75 and -0.21, respectively). Additionally, we find support for the dual-hormone hypothesis in a financial context. Specifically, the testosterone-to-cortisol ratio is significantly related to loss aversion. Individuals with a higher ratio are 3.4 times more likely to sell losing stocks (standard error [SE]: 1.63). Furthermore, we find a positive feedback loop between financial success, testosterone, and cortisol. Specifically, financial success is significantly related to higher post-trial testosterone and cortisol by a factor of 0.53 (SE: 0.14). Finally, we find that in a competitive environment, testosterone level increases significantly, leading to greater risk-taking than in noncompetitive environment. Overall, this study underscores the importance of the endocrine system on financial decision-making. Broader implications of this study include, but are not limited to, investors looking to optimize financial performance, industry human resources, market regulators, and academia.
A Study of Graduate Students’ Information Literacy Needs in the Electronic Resource Environment

This study examined information literacy skills of graduate students at the University of Windsor. The study encompassed a quantitative survey and qualitative focus groups. Results for survey questions related to the library’s training session and library services were very low with respect to use and awareness. Focus group questions focused on information-seeking preference and knowledge of the library’s electronic resources. Data derived from focus groups confirmed the survey findings. Overall, study findings showed that graduate students have only a basic understanding of information literacy skills—significantly less than the level required by the ACRL information literacy framework. Thus, graduate students need more information literacy training, perhaps through a library instruction session in the classroom or in the library, or through intensive one-on-one instruction. Particularly, the collaboration between libraries and faculties to integrate effective library-led information literacy into graduate course instruction would greatly benefit graduate students’ research and overall academic success.
Flow simulation of urban sewer networks

Flow in an urban drainage network is usually unsteady with backwater near junctions. The routing of hydrographs through a network is an important aspect of the design and analysis of urban drainage networks. Various numerical methods to analyze flow in urban drainage networks were compared and a new hybrid interpolation scheme was developed which combined time-line reachback interpolation, implicit interpolation and space-line interpolation. Numerical simulations show that the improved method more accurately models flows in urban drainage networks.