Minorities: Beyond the Bachelor's Degree

ABSTRAKPengampunan pajak telah dilakukan berulang kali di Indonesia yaitu 1964, 1989, 2008 dan 2016. Penelitian ini menguji apakah ada perbedaan kepatuhan pajak antara yang mengetahui pengampunan pajak berulang serta merasakan kepastian penegakan hukum dan yang tidak. Penelitian ini menggunakan quasi eksperimen faktorial 2 x 2 antarsubyek dengan mahasiswa akuntansi di FEB yang sedang mengambil matakuliah manajemen pajak sebagai partisipan. Hasil dari penelitian ini adalah terdapat pengaruh antara pengetahuan tentang pengampunan pajak berulang maupun kepastian penegakan hukum terhadap kepatuhan pajak. Hasil dari pengujian interaksi yang diperoleh adalah ketika wajib pajak tidak mengetahui adanya pengampunan pajak yang berulang dan merasakan kepastian penegakan hukum yang tinggi akan menghasilkan kepatuhan yang paling tinggi. Sebaliknya ketika wajib pajak mengetahui adanya pengampunan pajak yang berulang dan tidak merasakan kepastian penegakan hukum yang tinggi akan menghasilkan kepatuhan yang rendah.ABSTRACTTax amnesty has been repeadly implemented in Indonesia namely 1964,1989, 2008 and 2016.The purpose of the study is to examine is there any tax compliance differences between those who perceive recurring tax amnesty and feel legal certainty and to those who do not. This quasi experiment design was consisted of 2x2 between subject factorial design, with Bachelor’s Degree of Accountancy at FEB UKSW who took Taxation Management as participants. The result shown that there is influence between recurring tax amnesty knowledge and legal certainty in the tax compliance. The result of the interaction testing shown that when taxpayer are not aware of any recurring tax amnesty and feel the high legal certainty will result high compliance. Conversely, when taxpayers know that there is recurring tax amnesty and do not sense a high level certainty, it would result a low tax compliance.

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Assessment of COVID-19 Related Misinformation among the Community in Basrah, Iraq

Iraqi National Journal of Medicine ◽

10.37319/iqnjm.2.csi.2 ◽

2020 ◽

Vol 2 (CSI) ◽

pp. 12-18

Author(s):

Ali Al-Rubaye ◽

Dhurgham Abdulwahid ◽

Aymen Albadran ◽

Abbas Ejbary ◽

Laith Alrubaiy

Keyword(s):

Cross Sectional Study ◽

Bachelor's Degree ◽

Public Knowledge ◽

Age Group ◽

Cross Sectional ◽

Educational Levels ◽

The Public ◽

First Case ◽

Significant Difference ◽

Central District

Background: There has been a rapid rise in cases of COVID-19 infection and its mortality rate since the first case reported in February 2020. This led to the rampant dissemination of misinformation and rumors about the disease among the public. Objectives: To investigate the scale of public misinformation about COVID-19 in Basrah, Iraq. Methods: A cross-sectional study based on a 22-item questionnaire to assess public knowledge and understanding of information related to the COVID-19 infection. Results: A total of 483 individuals completed the questionnaire. The most frequent age group was 26–35 years (28.2%); there were 280 (58%) males and 203 (42%) females. Of the participants, 282 (58.4%) were with an education level below the Bachelor’s degree, 342 (70.8%) were married, and 311 (64%) were living in districts in Basra other than the central district. Overall, 50.8% (11.8/ 22 * 100%) of individuals had the correct information regarding COVID-19. There was a significant association between the level of COVID-19 related misinformation and participants’ educational levels and occupation (p <0.05). However, there was no significant difference found across sex, age group, marital state, and area of residence. Conclusions: Misinformation related to COVID-19 is widely spread and has to be addressed in order to control the pandemic. Keywords: COVID-19, misinformation, knowledge, Iraq

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Labor Market Participation of Bachelor's Degree Prepared Nurses in Mexico: Lessons for Capacity Building

SSRN Electronic Journal ◽

10.2139/ssrn.3566163 ◽

2020 ◽

Author(s):

Patricia Aristizabal ◽

Gustavo Nigenda ◽

R Zárate-Grajales ◽

A Squires ◽

R Ostiguín-Meléndez ◽

...

Keyword(s):

Labor Market ◽

Capacity Building ◽

Bachelor's Degree ◽

Labor Market Participation ◽

Market Participation

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Sustainable Innovation in Higher Education: The Impact of Gender on Innovation Competences

Sustainability ◽

10.3390/su13095004 ◽

2021 ◽

Vol 13 (9) ◽

pp. 5004

Author(s):

Raquel Ferreras-Garcia ◽

Jordi Sales-Zaguirre ◽

Enric Serradell-López

Keyword(s):

Higher Education ◽

Business Students ◽

Bachelor's Degree ◽

Sustainable Innovation ◽

Educational Implications ◽

Development Goals ◽

High Level ◽

The Impact ◽

Innovation In Higher Education

There is currently an increasing interest for sustainable innovation in our society. The European agendas highlight the role of higher education institutions in the formation and development of innovation competences among students. Our study aimed to contribute to the analysis of the level of achievement of students’ innovation competences by considering two sustainable development goals (SDG) of the 2030 United Nations’ Agenda: Gender Equality (SDG 5) and Quality Education (SDG 4). This article tries to answer how business students perceive their own innovation competences and which innovative competences are best achieved by students, as well as if there are differences in the achievement of these competences depending on the students’ gender. Our results, from a sample of 360 students in the Business Administration and Management Bachelor’s Degree at the Universitat Oberta de Catalunya, confirm the extensive development of innovation competences. Moreover, female students present a high level of preparation for innovation-oriented action. These findings have educational implications for potentiating the innovation competences and environments where females can attain innovation skills.

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Introducing integrated language skills assessment at the language department of a Czech university

Language Learning in Higher Education ◽

10.1515/cercles-2021-2010 ◽

2021 ◽

Vol 11 (1) ◽

pp. 253-262

Author(s):

Laura Haug

Keyword(s):

Language Proficiency ◽

Integrated Assessment ◽

Trinity College ◽

Bachelor's Degree ◽

Entrance Examination ◽

Medium Of Instruction ◽

Biological Chemistry ◽

High Stakes ◽

The Czech Republic ◽

Independent Assessment

Abstract Integrated assessment evaluates language proficiency through tasks that require the test-taker to produce a written or spoken output based on listening or reading comprehension (reading or listening-into-writing or speaking). Since integrated assessment aims at reflecting the communicative and cognitive requirements of academic life and other professions, it is considered a means of assessment that is both authentic and valid. Examples of integrated tests can be found in high-stakes examinations at universities with English as the medium of instruction, and in the standardised high-stakes examinations offered by ETS, Pearson Education and Trinity College London. This report provides an example of integrated assessment in action by describing a currently used integrated test developed at the Language Department of the Faculty of Science, University of South Bohemia in the Czech Republic. Since 2018, this particular integrated test has served as the entrance examination for Biological Chemistry (EEBC), a bachelor’s degree course delivered entirely in English. By detailing the rationale behind the examination and the design process, this report aims to show that integrated assessment can provide a valid alternative to independent assessment at the tertiary level.

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Leading cancers contributing to educational disparities in cancer mortality in the US, 2017

Cancer Causes & Control ◽

10.1007/s10552-021-01471-9 ◽

2021 ◽

Author(s):

Diana R. Withrow ◽

Neal D. Freedman ◽

James T. Gibson ◽

Mandi Yu ◽

Anna M. Nápoles ◽

...

Keyword(s):

Lung Cancer ◽

High School ◽

Mortality Rate ◽

Cancer Mortality ◽

Death Certificate ◽

Bachelor's Degree ◽

Educational Disparities ◽

Individual Level ◽

Death Certificate Data ◽

The Us

Abstract Purpose To inform prevention efforts, we sought to determine which cancer types contribute the most to cancer mortality disparities by individual-level education using national death certificate data for 2017. Methods Information on all US deaths occurring in 2017 among 25–84-year-olds was ascertained from national death certificate data, which include cause of death and educational attainment. Education was classified as high school or less (≤ 12 years), some college or diploma (13–15 years), and Bachelor's degree or higher (≥ 16 years). Cancer mortality rate differences (RD) were calculated by subtracting age-adjusted mortality rates (AMR) among those with ≥ 16 years of education from AMR among those with ≤ 12 years. Results The cancer mortality rate difference between those with a Bachelor's degree or more vs. high school or less education was 72 deaths per 100,000 person-years. Lung cancer deaths account for over half (53%) of the RD for cancer mortality by education in the US. Conclusion Efforts to reduce smoking, particularly among persons with less education, would contribute substantially to reducing educational disparities in lung cancer and overall cancer mortality.

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