CRITICAL SUCCESS FACTORS OF STRATEGIC ACCOUNTING INFORMATION SYSTEM AND IT’S RELATION WITH STRATEGIC DECISIONS EFFECTIVENESS

This paper attempts to explain the critical success factors of strategic information system (SIS) and it’s relation with strategic decisions effectiveness. An analysis demonstrated that SIS advancement began from a mechanical concentration toward a procedure concentrating on complementary association with firms’ system and notwithstanding setting business technique and driving hierarchical change and structure. Primarily, the best SIS is coordinated such that better fits the affiliation properties for the culture, structure, style and limits. Finally, strategist’s effort to improve the fragmented data they have dependent on their past experience and claim intellectual styles. In this way any choices made would be made reliant on the strategist’s qualities, convictions and experience, which at last could confine the decisions that they make. Basically, then qualities fill in as outlines or establishments for deciding, tackling issues and settling clashes.

Intellectual Styles

“Intellectual styles” refers to people’s preferred ways of processing information and dealing with cognitive and other tasks. Styles comprise an all-embracing way of understanding such constructs as cognitive styles, learning approaches, career personality types, thinking styles, teaching styles, and many others—constructs with or without the word “style.” The field of intellectual styles has a history of more than eight decades. Until the early 21st century, however, the field was constantly struggling with its identity as a result of three major challenges: (a) the lack of a common language and a conceptual framework with which work on styles could be understood, (b) the difficulty in distinguishing styles from intelligence/abilities and personality traits, and (c) the ambiguity concerning the link between work on styles and work in other fields. This identity crisis was exacerbated by three principal controversial issues regarding the nature of intellectual styles: whether styles are distinct constructs or similar constructs that overlap with one another but have different labels; whether styles represent traits or states, or whether they have elements of both; and whether styles are value free or value laden (i.e., some styles are more desirable than others in terms of human learning and performance). Over the years, the aforementioned difficulties inherent in intellectual styles impeded the progress of the field and confused both practitioners and the general public. Despite these and other difficulties, the field has flourished since the late 20th and early 21st centuries. Concerted attempts at theoretical conceptualizations have given some degree of unity to disparate bodies of literature. At the same time, tens of thousands of empirical investigations based on a wide range of style models and carried out in diverse populations across the globe have consistently demonstrated the critical roles that styles play in various domains of human lives. Undoubtedly, the existing literature has proved that intellectual styles are real, distinct psychological phenomena. Moreover, research findings have scientific value as well as practical implications for human learning and performance. Nevertheless, for the field to prosper further, several major limitations with the existing work must be overcome, and investigations that take into account the fast-changing world need to be initiated.

The Role of Field Dependent/Independent Styles in Learning and Teaching

Cognitive style identifies the ways individuals react to different situations. They include stable attitudes, preferences, or habitual strategies that distinguish the individual styles of perceiving, remembering, thinking, and solving problems. Individuals dynamically process and modify incoming information, organizing recent knowledge and assimilating it within the memory structure. This method adds to the individual’s intellectual development and extends the range of cognitive abilities that have been increasing throughout life. Zhang and Sternberg (2005) proposed a Threefold Model of Intellectual Styles in which they defined “intellectual styles” as individuals’ selected methods of processing information and dealing with tasks. They also stated that “intellectual style” is an all-encompassing term for different style constructs, including cognitive style, learning style, thinking style, and teaching style. The nature of styles and strategies provide information about children’s cognitive styles. This information can be used to improve (1) learning activities provided to children, (2) the teaching of children, and (3) children’s learning in school. One dimension of cognitive style is field dependence versus independence (FDI), which describes the individual’s way of perceiving, remembering, and thinking as they apprehend, store, transform, and process information. It distinguishes between field dependent (FD) and field independent (FI) students in a classroom situation, their learning behaviors, social situations and how FDI influences in the early childhood classroom, including. The cognitive styles’ characteristics define the individual’s way of understanding, thinking, remembering, judging, and solving problems. An individual’s cognitive style determines the cognitive strategies that are applied in a variety of situations and need to be considered when teaching students. Some teaching strategies and materials may increase or decrease achievement and learning based on the students’ cognitive styles. Thus, FDI cognitive styles have implications for teaching and learning

TAFSIR AKADEMIK KARYA MAHMUD YUNUS: CORAK ILMIAH, SOSIAL DAN INTELEKTUAL DALAM TAFSIR AL-QUR’AN AL-KARIM

This article describes the academic aspects of the interpretation of Mahmud Yunus which is named Tafsir Al-Qur’an al-Karim. This interpretation is one of the pioneers of Indonesian-language interpretation works that are widely used by the majority of Muslims in Indonesia. He dared to introduce the use of Latin letters for translation and interpretation of the Qur'an. The method used in this research is descriptive method. The conclusion of this study is that the academic aspects of Mahmud Yunus' interpretation work include scientific, social and intellectual styles. The scientific style in its interpretation is a new style that is associated with developing science, so its interpretation seems to emphasize the close relationship between the Qur'an and the development of science and technology which are the main characteristics of modern thought. The social and intellectual patterns are more demonstrated by Mahmud Yunus through the use of elements of common expressions, as well as traditions, customs and socio-cultural phenomena in their interpretation.

TAFSIR AKADEMIK KARYA MAHMUD YUNUS: CORAK ILMIAH, SOSIAL DAN INTELEKTUAL DALAM TAFSIR AL-QUR’AN AL-KARIM

This article describes the academic aspects of the interpretation of Mahmud Yunus which is named Tafsir Al-Qur’an al-Karim. This interpretation is one of the pioneers of Indonesian-language interpretation works that are widely used by the majority of Muslims in Indonesia. He dared to introduce the use of Latin letters for translation and interpretation of the Qur'an. The method used in this research is descriptive method. The conclusion of this study is that the academic aspects of Mahmud Yunus' interpretation work include scientific, social and intellectual styles. The scientific style in its interpretation is a new style that is associated with developing science, so its interpretation seems to emphasize the close relationship between the Qur'an and the development of science and technology which are the main characteristics of modern thought. The social and intellectual patterns are more demonstrated by Mahmud Yunus through the use of elements of common expressions, as well as traditions, customs and socio-cultural phenomena in their interpretation.

The relationship between intellectual styles, intelligence and learning strategies

Intellectual styles comprise a preference of people to use their cognitive abilities to solve problems. In this sense, the objective of this study was to investigate the relationship between thinking styles, verbal reasoning, and learning strategies in basic education. A total of 470 students from the 2nd to the 9th gradein a city in the state of Paraná participated in the study. We used the Thinking Styles Inventory - Revised II, the Learning Strategies Assessment Scale, and the Wechsler Abbreviated Scale of Intelligence. The Wechsler Scale was administered individually and to a restricted sample of 45 students. Positive relations were obtained between the intellectual styles inventory score and the learning strategies. The data pointed towards the need for further national studies to assess these correlations due to the early stage of these studies within the Brazilian population.

RAND Narratology

“RAND Narratology” looks at the unlikely historical and aesthetic overlap between narrative theory and strategic defense thinking in the middle part of the twentieth century. Looking at the many writings and frankly odd intellectual styles of nuclear war planners working at the RAND Corporation, the essay examines the unexpected play between the material facts of intellectual history, the obscure but nonetheless real force of narrative desire, and the unthinkable costs of nuclear war.