Blockchain-Empowered Halal Fashion Traceability System in Indonesia

Incorporating blockchain into Halal traceability systems is developing in nature; the research aspires to examine the participation intent in blockchain-empowered Halal fashion traceability (BHFT) system via a joint framework that includes diffusion of innovation theory, institutional theory, and Halal-oriented approach. The study uses a simple random sampling method to collect the data from 165 Indonesian Halal fashion manufacturing companies. PLS-SEM is employed to examine the conceptual framework. Findings show that Halal-oriented approach significantly affects institutional pressures, while institutional pressures significantly affects perceived desirability, and perceived desirability significantly affects the participation intent. The companies operating an inclusive Halal-oriented approach will be more aware of the institutional pressures that expect them to partake in a BHFT. The paper enhances the existing literature in Halal supply chains, blockchain, operation management, and information systems via a cohesive framework and empirical insight.

Teachers’ Work Engagement and Burnout Profiles: Associations With a Sense of Efficacy and Interprofessional Collaboration at School

This study provides new insights into the work-related well-being of teachers, defined here as engagement and burnout, by investigating their associations with the teachers’ sense of efficacy and interprofessional collaboration in schools. Using a person-oriented approach and latent profile analysis, a sample of Finnish comprehensive school teachers (N = 355) were classified based on their work engagement and burnout. Three profiles were identified: engaged, engaged-exhausted, and burned-out. Teachers with distinct profiles differed from each other in terms of their sense of efficacy and experiences of interprofessional collaboration, suggesting that both might have an important role in enhancing work engagement and preventing burnout.

A critical discussion of different methods and models in Casimir effect

The Casimir-Lifshitz force acts between neutral material bodies and is due to the fluctuations (around zero) of the electrical polarizations of the bodies. This force is a macroscopic manifestation of the van der Waals forces between atoms and molecules. In addition to being of fundamental interest, the Casimir-Lifshitz force plays an important role in surface physics, nanotechnology and biophysics. There are two different approaches in the theory of this force. One is centered on the fluctuations inside the bodies, as the source of the fluctuational electromagnetic fields and forces. The second approach is based on finding the eigenmodes of the field, while the material bodies are assumed to be passive and non-fluctuating. In spite of the fact that both approaches have a long history, there are still some misconceptions in the literature. In particular, there are claims that (hypothetical) materials with a strictly real dielectric function $\varepsilon(\omega)$ can give rise to fluctuational Casimir-Lifshitz forces. We review and compare the two approaches, using the simple example of the force in the absence of retardation. We point out that also in the second (the "field-oriented") approach one cannot avoid introducing an infinitesimal imaginary part into the dielectric function, i.e. introducing some dissipation. Furthermore, we emphasize that the requirement of analyticity of $ \varepsilon(\omega)$ in the upper half of the complex $\omega$ plane is not the only one for a viable dielectric function. There are other requirements as well. In particular, models that use a strictly real $\varepsilon(\omega)$ (for all real positive $\omega)$ are inadmissible and lead to various contradictions and inconsistencies. Specifically, we present a critical discussion of the "dissipation-less plasma model". Our emphasis is not on the most recent developments in the field but on some conceptual, not fully resolved issues.

Epistemic Emotions and Co-inquiry: A Situated Approach

This paper discusses the virtue epistemology literature on epistemic emotions and challenges the individualist, unworldly account of epistemic emotions. It argues that epistemic emotions can be truth-motivating if embedded in co-inquiry epistemic cultures, namely virtuous epistemic cultures that valorise participatory processes of inquiry as truth-conducive. Co-inquiry epistemic cultures are seen as playing a constitutive role in shaping, developing, and regulating epistemic emotions. Using key references to classical Pragmatism, the paper describes the bridge between epistemic emotions and co-inquiry culture in terms of habits of co-inquiry that act as the scaffolding of epistemic emotions. The result is a context-sensitive and practice-oriented approach to epistemic emotions that conceives of those emotions as being shaped by co-inquiry epistemic cultures.

The teaching and learning of listening and vocabulary in EFL classes at a Chinese university

<p><b>Listening is an important skill for second language learners of any language. To develop listening skills effectively, research suggests using a more process-oriented than product-oriented approach to teaching listening. That is, placing greater emphasis on developing learner awareness and strategic competence than on answering listening comprehension questions. The present study investigates how listening is taught by two teachers in the context of Chinese tertiary English foreign language (EFL) classes, where listening tends to be taught as a discreet skill. Another focus of the research is how the relationship between vocabulary and listening is understood and addressed in this context. While it is well known that vocabulary knowledge is needed for and can be learnt through listening, less is known about how the vocabulary support is provided and vocabulary knowledge is gained in such listening classes.</b></p> <p>This research involved three main areas of investigation. The first area investigated the teaching of listening. It involved a content analysis of listening materials in the textbook (e.g., listening texts and listening activities), followed by classroom observations of listening instruction practices, and post-lesson interviews with the teachers and their learners about their beliefs about teaching and learning listening. Findings showed that a product-oriented approach dominated the textbook materials, the classroom practices and the beliefs of the teachers and learners.</p> <p>The second area concerns the vocabulary demands of these listening classes. This involved a corpus-based analysis of the frequency and kinds of vocabulary in the textbook, followed by measurement of the learners’ vocabulary size (i.e., the Vocabulary Size Test by Nation & Beglar, 2007) and knowledge (i.e., a recognition task in the Yes/No format). The corpus analyses results showed that: (1) vocabulary knowledge of 3000-word families was required to comprehend the textbook; (2) high frequency vocabulary made up the majority of the words in the textbook. The VST results showed that, on average, the learners’ written receptive size ranged from 5000 to 7000-word families. The pre-lesson Yes/No task results showed that the students had difficulty recognizing a substantial number of the words they met in the textbook.</p> <p>The third area investigated the nature of vocabulary support and vocabulary learning in the listening class. Firstly, an analysis of the teachers’ classroom practices from observation data relating to vocabulary was carried out. Secondly, interview data from the teachers was examined for evidence of their beliefs about vocabulary and listening. Thirdly, post-lesson interview data with learners and data from a post-test repeat of the vocabulary recognition task were examined to find out more about the learners’ perceptions of vocabulary in listening class and the vocabulary learning gains they made in these classes. Findings revealed that the learners relied on the glossaries to prepare for listening classes. They also expected vocabulary instruction from the teachers, so long as it did not distract from listening activity completion. Both teachers primarily used translation to provide vocabulary support, but differed markedly in the amount of vocabulary support they provided. In both classes, significant vocabulary gains were found in a comparison of the pre-and-post lesson Yes/No task results. The vocabulary-related episodes in the listening classes were a notable influence on these learning gains.</p> <p>This research has pedagogical implications for the EFL listening classroom. The findings highlight the mutually reinforcing influences of textbook design and teacher beliefs on how listening is taught. These influences, in turn, shape how learners perceive the process of developing their L2 listening skills. With respect to vocabulary and listening, the findings also suggest that even where the lexical demands of listening appear to be well within the vocabulary level of the learners, there is considerable potential for vocabulary learning from listening classes. Teachers and learners alike are likely to benefit from systematically building on this potential. Future research could further investigate L2 learners’ behaviors and perceptions in the listening class, and examine their vocabulary knowledge in the spoken form.</p>

The teaching and learning of listening and vocabulary in EFL classes at a Chinese university

<p><b>Listening is an important skill for second language learners of any language. To develop listening skills effectively, research suggests using a more process-oriented than product-oriented approach to teaching listening. That is, placing greater emphasis on developing learner awareness and strategic competence than on answering listening comprehension questions. The present study investigates how listening is taught by two teachers in the context of Chinese tertiary English foreign language (EFL) classes, where listening tends to be taught as a discreet skill. Another focus of the research is how the relationship between vocabulary and listening is understood and addressed in this context. While it is well known that vocabulary knowledge is needed for and can be learnt through listening, less is known about how the vocabulary support is provided and vocabulary knowledge is gained in such listening classes.</b></p> <p>This research involved three main areas of investigation. The first area investigated the teaching of listening. It involved a content analysis of listening materials in the textbook (e.g., listening texts and listening activities), followed by classroom observations of listening instruction practices, and post-lesson interviews with the teachers and their learners about their beliefs about teaching and learning listening. Findings showed that a product-oriented approach dominated the textbook materials, the classroom practices and the beliefs of the teachers and learners.</p> <p>The second area concerns the vocabulary demands of these listening classes. This involved a corpus-based analysis of the frequency and kinds of vocabulary in the textbook, followed by measurement of the learners’ vocabulary size (i.e., the Vocabulary Size Test by Nation & Beglar, 2007) and knowledge (i.e., a recognition task in the Yes/No format). The corpus analyses results showed that: (1) vocabulary knowledge of 3000-word families was required to comprehend the textbook; (2) high frequency vocabulary made up the majority of the words in the textbook. The VST results showed that, on average, the learners’ written receptive size ranged from 5000 to 7000-word families. The pre-lesson Yes/No task results showed that the students had difficulty recognizing a substantial number of the words they met in the textbook.</p> <p>The third area investigated the nature of vocabulary support and vocabulary learning in the listening class. Firstly, an analysis of the teachers’ classroom practices from observation data relating to vocabulary was carried out. Secondly, interview data from the teachers was examined for evidence of their beliefs about vocabulary and listening. Thirdly, post-lesson interview data with learners and data from a post-test repeat of the vocabulary recognition task were examined to find out more about the learners’ perceptions of vocabulary in listening class and the vocabulary learning gains they made in these classes. Findings revealed that the learners relied on the glossaries to prepare for listening classes. They also expected vocabulary instruction from the teachers, so long as it did not distract from listening activity completion. Both teachers primarily used translation to provide vocabulary support, but differed markedly in the amount of vocabulary support they provided. In both classes, significant vocabulary gains were found in a comparison of the pre-and-post lesson Yes/No task results. The vocabulary-related episodes in the listening classes were a notable influence on these learning gains.</p> <p>This research has pedagogical implications for the EFL listening classroom. The findings highlight the mutually reinforcing influences of textbook design and teacher beliefs on how listening is taught. These influences, in turn, shape how learners perceive the process of developing their L2 listening skills. With respect to vocabulary and listening, the findings also suggest that even where the lexical demands of listening appear to be well within the vocabulary level of the learners, there is considerable potential for vocabulary learning from listening classes. Teachers and learners alike are likely to benefit from systematically building on this potential. Future research could further investigate L2 learners’ behaviors and perceptions in the listening class, and examine their vocabulary knowledge in the spoken form.</p>

Optimization of activities for the education of personnel of the internal affairs bodies of the Russian Federation on the basis of a personality-oriented approach

The article deals with optimization of activities for the education of personnel of the internal affairs bodies of the Russian Federation. In the internal affairs bodies of the Russian Federation, special attention is traditionally paid to the education of employees. At the same time, the process of education is distinguished by its special content, forms and methods, and its main meaning is to improve the performance of personnel in solving professional problems. The purpose of this work is to consider the features of the implementation of a personality-oriented approach in the process of educating employees of the RF Internal Affairs Department. Subject of the research: features of the application of an individual, personality-oriented approach in the education of employees of the RF Internal Affairs Directorate. The object of the research is the directions of optimization of activities for the education of the personnel of the internal affairs bodies. The article discusses the results of an expert survey of managers and employees of various levels of educational work units (Moscow region, Smolensk region, Lipetsk region, Republic of Sakha). 36 people were respondents. It should be emphasized that a personality-oriented educational impact should have the ultimate goal of a comprehensive and holistic personal development of employees of internal affairs bodies, preparing them for better and more efficient performance of official and official duties.

Processional Culture and Black Mobility in Maggie Washington's Wilmington

This article addresses changes in the built environment of the postbellum American South through an examination of the life histories, parade routes, and costuming practices of the Afro-Caribbean Jonkonnu masking tradition. I juxtapose the stories of two practitioners of the tradition across the color line in turn-of-the-twentieth-century Wilmington, North Carolina. Using a material culturally inflected approach to the study of landscapes, I use these two narratives to deepen the histories of African American processional cultures toward a longer time span and a more immersive, performer-oriented approach. Though few conventional objects of ornamentation and display from these practices survive, this article posits that an approach rooted in the materiality of landscape can help uncover festive cultures that have been understudied or undertheorized in more conventional historical approaches. Further, the ubiquitous presence of Jonkonnu and other Black processional traditions in the post-emancipation city suggests the importance of these and other objects, practices, and larger cultures of celebration in combating white supremacist culture.

The Impact of an Intensive English Reading Course Based on the Production-Oriented Approach on the L2 Motivational Self System Among Chinese University English Majors From a Dynamic Systems Theory Perspective

This article reports on a study that took a Dynamic Systems Theory (DST) perspective to second language (L2) motivational self system (L2MSS). More specifically, it investigated the influence of an Intensive English Reading course based on the Production-Oriented Approach (POA) upon the L2MSS of Chinese university English majorsfrom the DST perspective. To this end, two intact classes composed of 50 students were assigned into experimental group (EG) (N = 23) and control group (CG) (N = 27), who responded to an L2MSS scale before and after the one-semester intervention. Eight and five students were respectively selected using the purposive sampling method from the experimental and control groups for follow-up semi-structured interviews. The quantitative results revealed that the overall and dimensional (Ideal L2 Self and L2 Learning Experience) levels of L2MSS were significantly strengthened over time in the EG while kept stable in the CG. The qualitative results suggested that the enhanced Ideal L2 Self of the participants stemmed from an attractor basin that was deepened by a number of attractors encompassing Output Tasks and Peer Performance. The interview results also showed that the increased L2 Learning Experience of the participants pertained to an attractor basin that was consolidated by an array of attractors containing Output Tasks, Teacher Guidance, Group Discussion, and Peer Assessment. The findings indicated that the attractors at the subjective and social dimensions in the POA-based course collectively worked together to cause changes in L2MSS among the participants. The implications for intervening L2 motivation from a POA approach in English as a Foreign Language (EFL) classrooms were discussed.