Examination Of Customer Interest In The Use Of The Mandiri Syariah Mobile Application At PT. Bank Syariah Mandiri Bekasi Branch Office

We inspect client premium in the utilization of the Mandiri Syariah Mobile application as a type of improvement in the computerized world at one of the Islamic banks in Indonesia. The reason for this review was to decide the impact of control (age, sex, and experience) on the connection between free factors (execution assumptions, exertion, impact of social beliefs, assistance conditions, decadent inspiration, value esteems ??, and propensities) on the reliant variable (conduct expectations and conduct). utilization conduct) which alludes to the Unified Theory Acceptance and Use of Technology (UTAUT) II model. The technique is a quantitative methodology with an informative examination plan that intends to clarify the factors to be considered and the impact between one variable and another. Social conditions, assistance conditions, indulgent inspiration, value esteems ??, propensities with conduct expectation factors. Given the consequences of the examination, execution assumptions have the most significant relationship, precisely 43.2% on social goals. Subsequently, this review proposes that before expanding the connection between social aims to utilize conduct, PT Bank Syariah Mandiri needs to reinforce the impact of the seven factors on social goals.

Early Adolescents’ Social Goals in Peer Conflict Situations: A Mixed Methods Study

Identification of goals is a key social-cognitive process that guides whether adolescents engage in aggressive or nonviolent behavior during social conflicts. This study investigated early adolescents’ goals in response to hypothetical social conflict situations involving close friends and peers. Participants ( n = 160; Mage = 12.7, 53% female) were 7th graders from two urban and one rural middle school. On average, participants identified 2.5 goals for each situation. Qualitative analysis using a grounded theory approach identified nine themes representing the goals generated by participants: instrumental-control, relationship maintenance, maintain image and reputation/self-defense, conflict avoidance, seek more information, revenge, tension reduction, moral, and stay out of trouble. Quantitative analysis indicated that female participants identified more goals than male participants, but there were few differences in their types of goals. There were few differences across school sites. The findings highlight the variety of social goals specific to the developmental period of early adolescence.

“His Favorite Things Mahi Al-hadia” Social Functions of Code Switching in Bilingual Children’s Conversations

This study explored the occurrence of code switching among six Arabic-English Saudi bilingual children living in the United States at the time of the study. A Qualitative research design, using three research instruments namely, parental questionnaire, language portraits, and recorded storytelling sessions, was conducted in order to investigate the social functions of code switching. The study adopted Myers-Scotton’s (1993) Markedness Model to examine better the social motivation behind code switching in children’s conversations. Overall, the findings revealed the participant’s dominant and preferred language to be English, and the switch to English was frequent to serve certain functions, such as to change the addressee, engage in interaction, make alignment, ask for translation, expand, invoke authority, and finish the conversation. Moreover, this study contributes to the current research on the Markedness Model among bilingual children by providing evidence for Myers-Scotton (1993) as marked and unmarked code switching was observed among the Arabic-English bilingual children. This study also agrees with previous studies (e.g., Bolonyai, 2005; Fuller, Elsman, & Self, 2007; Myers-Scotton, 2002) that argued that bilingual children are rational and social actors who choose a given code intentionally to achieve certain social goals in a given interaction.

Early Adolescents’ Social Achievement Goals and Perceived Relational Support: Their Additive and Interactive Effects on Social Behavior

The current study examined the additive and interactive effects of early adolescents’ social achievement goals and perceived relational support from teachers and peers on their social behavior. Adolescents’ social achievement goals (i.e., social development, social demonstration-approach, and social demonstration-avoidance), perceived relational support from teachers and peers, and social behavior (i.e., overt and relational aggression, prosocial behavior, and anxious solitary behavior) were assessed in a sample of fifth and sixth graders (Mage = 12.5; N = 677) nested within 26 classrooms. Multilevel modeling results indicated that social goals and relational support from teachers and peers made additive contributions to adolescents’ social behavior. Results also indicated the evidence of interactive effects, such that relational support from teachers was negatively associated with overt and relational aggression primarily among adolescents who had high social demonstration-approach goals. Findings underscore the need to consider adolescents’ social goals in conjunction with their perceived relational support for educators and practitioners.

Factors determining the operational self-sufficiency of microfinance institutions

The main aim of this paper is to explore the factors determining Microfinance institutions (MFIs) self-sufficiency. The data on selected variables for this research were obtained from the public MIX Market Database and cover the year of 2017. The empirical model is constructed with application of a Principal Component Analysis (PCA) and Logistic regression analysis. Sample is consisted of 342 MFIs from all around the world, with 21 independent variables grouped into eight factors/components, and OSS (operational self-sufficiency) as dependent variable. The obtained results suggest that higher revenue and MFIs profitability combined with decrease of credit risk lead to higher probability of MFI to be self-sufficient. These results also confirm widespread belief that MFIs will not be able to achieve their social goals without achieving sustainable profitability. In addition, results also confirm importance of MFIs core mission as with increase in outreach, probability of MFIs achieving self-sustainability also increases.

Social Enterprise Places: A Place-Based Initiative Facilitating Syntactic, Semantic and Pragmatic Constructions of Legitimacy

Social Enterprises are becoming a significant force of social as well as economic good despite facing many difficulties that are brought about by their unique characteristics. Chief among these is the question of their perceived legitimacy that impinges upon their ability to gain funding, acquire contracts and appear as capable organisations to potential partnering institutions. This study explores the means by which Social Enterprises are legitimized through participation in the Social Enterprise Place (SEP) programme in the UK. By examining the Boundary Objects (BO) that span the intersections of the incumbent social groups it identifies three pillars upon which SEPs have facilitated SE legitimacy. These pillars comprise (i) the place-based language (syntactic BO), that enables the identification of (ii) common social goals (semantic BOs), and thereby enables the (iii) mobilization of resources toward their resolution (pragmatic BOs). This research provides insight into the facilitation of legitimacy for Social Enterprises that are engaged in a place-based initiative. By responding to Peterson’s (2016) call for macromarketers to take more note of meso level marketing dynamics in different industries the paper highlights the potential for place to facilitate the legitimacy of SEs. In addition, it reveals a further macromarketing dimension to Boundary Object plasticity whereby they may evolve through syntactic, semantic and pragmatic forms over time.

Why Don’t You Do Something to Help Me? Digital Humanism: A Call for Cities to Act

Cities across the globe face the challenge of managing massive digitization processes to meet climate goals and turn urban agglomerations into more livable places. Digital Humanism helps us to see and define how such transformations can be done through empowerment of citizens and administrations, with a strong political agenda calling for inclusion, quality of life, and social goals. Such an approach appears to be much more promising than top-down technological fantasies as often provided by large companies in fields like housing, transport, the use of public space, or healthcare. The title refers to a question put to Stan Laurel by Oliver Hardy in countless movies. Here the latter stands for a city calling industry for help. The delivery as we know can lead straight to disaster, but in real life it is less funny than with the two great comedians.

An ethnographic case study: Analysing students’ learning goal orientations at a lower-middle decile secondary school

<p>In Aotearoa/New Zealand young people generally commence their secondary school education at Year 9. The numerous changes associated with this transition can include new subjects, larger school populations, unfamiliar learning environments, different day-to-day structures and routines; all of which can affect students’ motivation and confidence in their learning. Research focusing on students’ transition from primary to secondary schooling has tended to indicate a lessening in students’ motivation and has shown the types of learning goal approaches of these students can also change. As a teacher with13 years’ experience of teaching at secondary school level, I noticed that achievement at NCEA levels, in my current school, have remained static since my arrival seven years ago. This drove my interest in exploring further the influence of achievement goals on student learning at Year 9. Goal theory research in the field of motivation has increased dramatically over recent decades. Contemporary theories on learning goals have focused on whether mastery, performance or multiple goals best suit the learning needs of students, and whether students develop certain preferences with regards their goals when it comes to learning and achievement. More recently, the relevance of social goals in relation to learning and achievement, and therefore to learning goal theory, has identified that students do not use learning goals in isolation. The type of goal or multiple goals student adopt in their learning has important implications for their motivation, engagement or success and by implication, teachers’ approaches to their teaching. This ethnographic case study explores how 26 Year 9 students at a lower-middle decile secondary school set their learning goals. The study establishes whether students intentionally adopt a specific type of learning goal and explores the reasons for particular preferences. It also examines whether social goals have any impact on the type of goals students preferred or adopted. Through a questionnaire and then semi-structured interviews, students reported their views on their learning and social goals. In addition, five students from the study formed a Student Advisory Group to offer advice and recommendations on issues relating to the research instruments used. This study found that participating students did not intentionally prefer a specific goal over another. Further to this, students were generally not aware of the particular types of goals that were available to them and therefore were not consciously adopting a learning goal to any extent or purpose. The students were unclear of how different learning goals supported their learning. However, these students were more perceptive when understanding the implications of how social goals influenced their learning. The results from this research show that heightened awareness and understanding associated with the adaptive nature of learning goals by students and teachers would support student achievement. This would enable students to make intentional and logical choices regarding the strategies related to learning goals. Teachers may find these findings useful when considering how their students set their learning goals, and what influences these decisions. It may also serve as a starting point for a discussion with students on how they focus their learning and why.</p>