The Yijing and the generation of interpretations: an investigation into the Jesuit Figurist interpretation of the Yijing in contrast to the Xiangshu and Yili interpretations

This paper explores the innovative interpretation of the Yijing by Jesuit Figurists during the late 17th and early 18th centuries. This paper examines how Figurists, such as Joachim Bouvet, endeavored to connect the Yijing’s teachings with Christian theology, suggesting that the hexagrams of the Yijing contained subtle connections to Christian truths. The study contrasts Figurism with the traditional Chinese methodologies of Xiangshu and Yili, highlighting the Figurists’ efforts to establish a theological dialogue between Eastern and Western intellectual traditions. The paper also discusses the varied scholarly responses toFigurism, from criticisms of its selective interpretation of Chinese symbols, to positive appraisals of its crosscultural bridge-building. Ultimately, this underscores theYijing’s interpretive richness and its capacity to facilitate intercultural and interreligious engagement, advocating for a nuanced approach that respects the text’s indigenous symbolic depth

Motivation, Emotional Intelligence, Work Ethics and Job Performance: An Action Research in a Small-Medium Enterprise in Yangon, Myanmar

The purpose of this action research study is to improve employees’ job performance using Organizational Development interventions to enhance their motivation, emotional intelligence, and work ethics in a small-medium enterprise in Yangon, Myanmar. Guided by frameworks such as SOAR and the Weisbord Six-Box Model, the study employs a mixed-method approach, incorporating quantitative surveys and qualitative interviews, to diagnose organizational challenges and implement tailored development interventions. Quantitative data were collected through structured questionnaires and analyzed using means, standard deviations, and paired sample t-tests. Data was analyzed using means, standard deviations and paired sample t-tests, to evaluate employees’ work ethics, motivation, emotional intelligence and employee job performance. For qualitative methods, data were collected using semi-structured interviews to understand the current situation of Nature’s Own Company Limited in Yangon, Myanmar and identify key areas of improvement to improve employee job performance. Key findings demonstrate that targeted ODIs implemented helped enhance emotional intelligence, foster ethical work practices, and strengthen intrinsic as well as extrinsic motivation, and significantly improved employee performance. The research further emphasizes the critical role of strategic alignment between organizational goals and employee development in cultivating a productive and engaged workforce. By presenting a structured approach to organizational development interventions, this study offers practical insights for fostering sustainable growth and competitive advantage in similar organizational contexts

Professional development for teachers in Myanmar

Thesis (M.Ed.) -- Assumption University, 2025.Includes bibliography

A correlational study of teachers’ perceptions of grit and growth mindset with their resiliency: a case study of three migrant learning centers in mae sot district, tak province, Thailand

Thesis (M.Ed.) -- Assumption University, 2025.Includes bibliography

Enhancing Employee Performance through Organization Development Interventions: A case of Top J Intellectual Property Agency Company in Qingdao, China

This study evaluates the impact of Organization Development Intervention (ODI) on employee performance at Top J Intellectual Property Agency in Qingdao, China, focusing on knowledge, motivation, skills, attitude, and overall performance. The research follows a structured three-phase process: pre-ODI diagnosis of current challenges, ODI implementation of tailored interventions, and post-ODI assessment of outcomes. Data collection utilized Appreciative Inquiry-based interviews and expert-reviewed questionnaires, with analysis through descriptive statistics and paired-sample t-tests. The ODI activities, including structured training, coaching, and mentoring, aimed to enhance employee competencies. The sample included 66 employees with over six months of service, supplemented by insights from five in-depth interviews. Results demonstrate significant improvements across all areas, particularly in knowledge, motivation, skills, and attitude. These findings underscore the value of targeted ODIs in enhancing employee performance within competitive sectors like intellectual property, providing practical insights for similar industries seeking to foster workforce development and optimize performance

Factors Impacting University Student Satisfaction in Flipped Classroom: A Case study of a Public University in Yunnan Province, China

Student satisfaction is an important factor to improve flipped classroom teaching effect. This study focuses on the effects of teacher-student interaction, student engagement, self-efficacy, support services and adoption intention on student satisfaction in flipped classroom. This study was conducted in a public university in Yunnan Province, with 332 students as the survey objects, and 30 students were selected to participate in strategic planning. The research adopts a mixed research method combining quantitative and qualitative. Quantitative data is obtained through questionnaire survey for statistical analysis, and qualitative data is obtained through interview survey for qualitative analysis. The results of multiple linear regression showed that teacher-student interaction (P < 0.001, β=0.3643), student engagement (P = 0.033, β=0.1218), self-efficacy (P = 0.01, β=0.1539), support service (P < 0.001, β=0.2095)had a significant positive correlation with flipped classroom student satisfaction, while adoption intention (P = 0.115, β=0.810) had no significant correlation with satisfaction. At the same time, the paired sample T-test and interview survey results of variable data before and after the strategic plan show that improving the quality of teacher-student interaction and student participation, improving students' self-efficacy, and optimizing learning support services will improve students' satisfaction with flipped classroom learning and improve the actual effect of flipped classroom