The not-so-great divergence: Asian and western world energy economy before 1815, and beyond

Here is an examination of Chinese institutional change and why the debate necessitates a new approach toward studying global economic divergence, one that focuses on a separation of historical mathematical evaluations rather than technological advancement. The Great Divergence debate is a historiographical discipline examining state formation in East Asia and its cultural evolution in juxtaposition with parts of Western Europe. The advent of steam power and other technologies in production and transport allowed Britain and others to extend their momentum past Malthusian restraints and separate themselves from "poorer" countries. But recently, the "California School" of historians like Bin Wong, Kenneth Pomeranz, and Andre Gunder Frank contend that China shared several similarities in proto-industrial development with their Western counterparts throughout Eurasia as late as 1750. My article will add impetus to an even newer argument by focusing on separate commentary from historians studying Europe’s transition to an Arabic numeral system and China’s insistence on traditional numeric methods. Modernity originated from a new abacus based on a ten-place system calculating numbers as large as 10^27, the year some purport it to have first been taught in Europe. Contemporary calculating devices and literacy materials are built on a similar model of arithmetic standards

Trade opportunities in textiles between India and BRICS: A structural share-based analysis

As India adjusts to the changing international trade scenario brought about by the reciprocal tariffs imposed by the U.S. government, there is a need to identify product groups and markets with strong export potential for Indian goods. India is one of the top textile exporters in the world and enjoys an immense comparative advantage in textile exports, as reflected in the high Revealed Comparative Advantage (RCA) Index. BRICS is a grouping of emerging economies, and as of 2025, these countries together accounted for 41 percent of the world population, 24 percent of the total world GDP, and 16 percent of the world trade. We evaluated the trade complementarity between India and the BRICS countries Brazil, Russia, China, and South Africa in textiles from 2001 to 2023 to examine the alignment between India’s export specialization and the import needs of these countries. The study found that the trade complementarity index with Russia and South Africa was higher than that with Brazil and China for almost the entire study period. Despite high trade complementarity, the share of Russia and South Africa in India’s major exports grew less rapidly than that with Brazil and China. This study provides an approach to identify trade opportunities in textile product groups by combining four key indicators: trade complementarity (supply–demand alignment), growth in the product group's share in India’s exports (supply potential), growth in the product group's share in the partner country's imports (demand trend), and growth in the partner’s share in India’s exports

Influence of professional motivation and digital competence on teachers’ career satisfaction

This study aims to examine the factors affecting teachers’ professional motivation and career satisfaction based on their perspectives, with a specific focus on the influence of digital competencies. A teacher's ability to develop a positive attitude toward their profession and achieve their personal career goals is a situation that affects the efficiency of education for both themselves and their students. The study uses a qualitative, phenomenological design, with participants comprising 11 teachers from various subjects and school levels, selected through maximum variation sampling, a purposeful sampling method. According to the findings derived from teachers’ feedback, the attitudes of school administrators, colleagues, and parents have both positive and negative impacts on teachers' motivation and career satisfaction. Teachers primarily attribute their motivation to internal factors and note their efforts to develop digital competencies, ensuring they remain adaptable to the evolving demands of the digital age in education. It has been observed that teachers’ professional motivation is influenced by several factors, including their income levels, the adequacy of the school’s physical environment, communication with administrators and colleagues, student motivation, and their own passion for the profession. Since teachers view their profession not merely as a job but as a mission and social duty, they tend to associate career satisfaction with their ability to contribute to students' growth, inspire them, and make a lasting impact on their lives, rather than with higher salaries or social status. Additionally, societal perspectives and political policies shape how teachers perceive their profession as a long-term career

Determination of antibiotics susceptibility pattern of some Enterobacteriaceae associated with acute diarrhea among children in Kano, Nigeria

The study was aimed to determination of antibiotics susceptibility pattern of some enteric bacteria associated with diarrhea among children in Kano, Northern Nigeria. In the Study, total of two hundred and fifty samples (250) from the study subjects were examined. Enteric bacteria were isolated and identified using conventional methods while the identified isolates were screened for antibiotic susceptibility testing using agar disc diffusion method. Total of 523 Enterobacteriaceae isolates identified were subjected to multi drug resistance (MDR) test, of which 27 (5.2%) isolates were resistant to four or more antibiotics tested while 496 (94.8%) of the isolates were resistant to less than four antibiotics. E. coli showed high resistant to streptomycin (63.2%) and chloramphenicol (23.8%). Salmonella was resistant to streptomycin (78.3%), gentamicin (61.9%) and erythromycin (33.7%) while Shigella spp were resistant to streptomycin (74.6%), gentamicin (76.6%) and ampicillin (54%). On the other hand, E. coli demonstrated sensitivity to ciprofloxacin (92.8%), tetracycline (92.8%), augmentin (90.7%) and nalidixic acid (94.8%). Salmonella spp was highly sensitive to augmentin (96.8%), nalidixic acid (93.5%), tetracycline (91.3) and ciprofloxacin (93.5%) while Shigella spp was sensitive to nalidixic acid (93.7%), chloramphenicol (93.7%) and ciprofloxacin (83%). The antibiotic resistance exists among enteric bacteria associated with diarrhea in children

Multivariate GARCH estimations of volatility spillover amongst oil prices, exchange rates and news-based uncertainty in the CEE - 3 countries

This study empirically examined the comparative difference in the outcomes of multivariate GARCH estimations in the volatility transmission amongst oil prices, new-based policy uncertainty and exchange rates of the CEE-3 countries. The methodological scope is restricted to BEKK-GARCH, Constant CCC-GARCH and VEC-GARCH. The results of this research indicate significant transfer of volatility from the HUF/EUR, PLN/EUR, and CZK/EUR exchange rates to the price of Brent oil. The BEKK-GARCH results uphold the co-volatility with relation to exchange rates and oil prices in the CEE-3 countries and this was found as highly reciprocating and interdependent. The research also established a reciprocating transmission of volatility between the fluctuating price of oil and news based economic policy uncertainties in Hungary and Czech. The CCC-GARCH model sufficiently estimated oil price volatility spillover on currency rate and its volatility spillover on oil price fluctuation in Czech while VEC-GARCH model estimations sufficiently estimated oil price volatility transmission to exchange rates. The Polish and Czech news-based policy uncertainties were significant in influencing the PLN/EUR and CZK/EUR exchange rates respectively. The BEKK-GARCH and VECH-GARCH model estimations are efficient and hence highly recommended for ascertaining the volatility transmission within the financial markets in the CEE-3 countries

Educational quality in developing quality culture: The students' perspectives in Vietnamese public secondary schools

This study examined the perception of educational quality among grade 8 and grade 9 students in Vietnamese public secondary schools. The researchers employed a quantitative approach to examine the students’ perceptions of educational quality. Convenience sampling was utilized to select participants with 1644 grade 8 students and 2602 grade 9 students. Descriptive and inferential statistics were used to identify significant differences. The findings revealed significant differences in the perception of educational quality between grade 8 students (learning from the new 2018 national educational curriculum) and grade 9 students (learning from the old 2006 national educational curriculum). Additionally, variations were observed among students from three distinct provinces notwithstanding the application of a standardized secondary educational curriculum. The study recommended that educational policymakers at various levels should develop and standardize instruments and guidelines to embed a quality culture within educational setting practices. Such initiatives were essential for enhancing the awareness and competencies of individuals and collectives engaged in the educational process. This research served as an informative channel for schools to reference in enhancing quality and contributing to developing a quality culture within the school

Predictive model of mathematical literacy ability, specifically university students' critical thinking skills: A case study on the inappropriateness of multilevel regression

This study aims to analyze the influence of Project-Based Learning (PjBL) and Guided Discovery Learning (GDL) on students' critical thinking skills in geometry focusing on mathematical literacy within geometry content. Specifically, it examines the effects of self-confidence, mathematical literacy scores, and gender on critical thinking skills and compares the predictive accuracy of multiple linear regression and multilevel regression models. A quantitative approach with regression analysis was used. Multiple linear regression and multilevel regression models were applied to assess the relationships among variables. Model accuracy was evaluated using intraclass correlation coefficients (ICC) to determine the impact of class-level grouping. Self-confidence and mathematical literacy in geometry significantly influenced students' critical thinking skills. Gender showed no significant effect. The multiple linear regression model outperformed the multilevel model as reflected by lower ICC values, indicating that class grouping did not substantially affect critical thinking outcomes. Internal factors, such as confidence and subject mastery  are more critical to students’ critical thinking development than external factors like gender or class grouping. Teachers should prioritize enhancing students’ confidence and content mastery through well-designed instructional strategies to foster critical thinking in mathematics learning

Acceptance and use of technology in online learning in higher education: A student perspective

This study examines a level and model for technology acceptability and use in online learning inside universities. The unified theory of UTAUT is used as an analysis tool. An associative quantitative method is used with a sample of 392 students. Data were collected by distributing questionnaires through a specially designed Google Form. The data obtained were then analyzed using variance-based SEM-PLS. The study findings show the adoption and utilization of technology in online education for university students are excellent. In addition, the structural analysis shows that all hypotheses developed in the model have a solid and significant direct and indirect correlation. Four predictors tested as a model, namely performance expectancy, effort expectancy, social influence, and facilitating conditions can predict behavioral intentions. Furthermore, behavioral intentions influence usage behavior positively and significantly. The conclusion of this study makes it clear that the UTAUT model can predict the acceptance and use of technology in online learning for university students. This study provides practical implications for university managers and policymakers to build students' trust in the technology offered by providing easy access and facilities according to their needs and expectations. Facilitating conditions including performance, adequate internet network access and compatible technology need to be considered by all parties so that the use of technology can be carried out smoothly

Strengthening the competence of teacher training graduates through international collaboration e-mobility program

In the 21st century, prospective teachers must think critically, communicate, collaborate, be creative, and use digital technology. However, many prospective teachers still who do not have these abilities. This study aims to analyze the strengthening of competencies of teacher graduates through the e-mobility international collaboration program and the results obtained by participants. This research uses a post-phenomenological paradigm with an interdisciplinary sociological approach. The subjects of this study were deans, directors of international class programs, participants and managers of the e-mobility program. Data were collected through interviews, focus group discussions, observations, and document studies. Data analysis was conducted using the thematic model. Data validity checks were carried out through triangulation of techniques and sources. The results showed that strengthening teacher competencies was effectively carried out through the international collaboration of the e-mobility program. The e-mobility program learning activities are carried out through online lectures. International e-mobility collaboration provides international experience to participants, improving their understanding of learning materials, pedagogic skills, and information technology skills. The e-mobility participants' competencies are acquired mainly through indirect learning. The findings of this study contribute to teacher education institutions to strengthen 21st-century teacher competencies through international collaboration

The effect of metaverse technology on multicultural learning: Strengthening the social attitudes, cultural awareness and critical thinking skills of secondary school students

The purpose of this study is to investigate the effect of metaverse technology on multicultural  learning to strengthen the social attitudes, cultural awareness and critical thinking skills of secondary school students. Methodology: A quasi-experimental research method was used in this study to equally divide 80 secondary school students in the  Dusit district, under the Office of the Basic Education Commission, Bangkok, Thailand into an experimental group and a control group. The experiment of the metaverse on multicultural learning in an eight week teaching period comprised four components: virtual cultural exploration, role-playing, discussions and reflections, and collaborative projects.  The results showed a significant difference in the average outcomes between the groups.  In conclusion, the major findings include three dimensions: 1) Students who learn through metaverse technology have a higher learning progress than students in traditional classrooms.  2) Social attitudes and critical thinking skills from utilizing metaverse technology in learning are both statistically significant.  3) The overall assessment proves that metaverse technology improves students' learning outcomes. Therefore, this study supports the integration of metaverse technology into education, especially in developing thinking skills and social competence in multicultural learning. The metaverse supported teachers’ instruction to enhance students’ social, cultural, and critical thinking skills