Undergraduate students' perceptions of the use of simulation software through online learning in colleges of engineering during the covid-19 pandemic: A case study at al-Balqa applied university, Jordan.

Students at Al-Balqa' Applied University, Jordan, are being interviewed about their experiences with online simulation software during the Covid-19 pandemic. In this study, a descriptive method was employed. 667 undergraduate students were asked to fill out a 25-item questionnaire. During the Covid-19 epidemic, undergraduate students showed a modest level of proficiency in using simulation software via online instruction, according to the study's findings. Al-Balqa' Applied University undergraduate students' perspectives vary according to gender (in favor of females) and discipline, according to the findings (in favor of the Electrical engineering discipline.). Academic evaluation, on the other hand, does not show any statistically significant differences amongst pupils. As a result, there appears to be no statistically significant difference in academic evaluation across pupils (GPA). It's important to do more research like this one on simulation software implementation in higher education institutions, according to this study

Language Assessment and Writer Identity in Higher Education: A Qualitative Analysis of Labeling Learners through Placement Tests

This study aims to explore the assessment process that labels the language abilities of students even before they begin their first year of undergraduate education at the University. The study was conducted in three ways: first, enumerating stances in the literature that demonstrate how institutionalized labels as a result of the assessment can lead to conflicting identities in students, especially in higher education; secondly, presenting qualitative data on assessment practices and their relationship in instilling a contradictory, deficit writer identity in students. Thirdly, arguing that assessment which labels students affect learner motivation and writer confidence of students ultimately creating negativity associated with the composition class. The study used a qualitative approach by interview as an instrument of study. Data was collected from the participants (n = 56) and analyzed via the coding technique. The results of the study indicated that assessment practices that label students contrary to existing perceptions of their language abilities lead to demotivation and lack of interest in writing classes for the first-year undergraduate. In light of this, we can consider the use of multiple instruments rather than a single standardized test as the preferred method in determining the placement of students in the appropriate writing course. Moreover, by gaining insight from the student’s perspective, ‘social justice and ‘inclusion’ can become a norm in the writing classroom. As instructors, we have a responsibility to promote effective and comfortable learning environments, and ongoing classroom research is the best way to advocate this

With No Deliberate Speed: The Segregation of Roma Children in Europe

In this study, by taking the advantage of both inorganic ZnO nanoparticles and the organic material chitosan as a composite seed layer, we have fabricated well-aligned ZnO nanorods on a gold-coated glass substrate using the hydrothermal growth method. The ZnO nanoparticles were characterized by the Raman spectroscopic techniques, which showed the nanocrystalline phase of the ZnO nanoparticles. Different composites of ZnO nanoparticles and chitosan were prepared and used as a seed layer for the fabrication of well-aligned ZnO nanorods. Field emission scanning electron microscopy, energy dispersive X-ray, high-resolution transmission electron microscopy, X-ray diffraction, and infrared reflection absorption spectroscopic techniques were utilized for the structural characterization of the ZnO nanoparticles/chitosan seed layer-coated ZnO nanorods on a gold-coated glass substrate. This study has shown that the ZnO nanorods are well-aligned, uniform, and dense, exhibit the wurtzite hexagonal structure, and are perpendicularly oriented to the substrate. Moreover, the ZnO nanorods are only composed of Zn and O atoms. An optical study was also carried out for the ZnO nanoparticles/chitosan seed layer-coated ZnO nanorods, and the obtained results have shown that the fabricated ZnO nanorods exhibit good crystal quality. This study has provided a cheap fabrication method for the controlled morphology and good alignment of ZnO nanorods, which is of high demand for enhancing the working performance of optoelectronic devices

Emotional Labor Strategies from Customer Point of View: A Systematic Literature Review

The behavior displayed by service employees affects customers’ perception of service quality and their level of satisfaction. Therefore, understanding emotional labor strategies has become a key competitive advantage for service organizations. The purpose of this study is to provide an in-depth review studies that discussed and examined emotional labor strategies from customer point of view. This study used a systematic literature review approach on emotional labor studies. The results showed that customer satisfaction, customer loyalty and word of mouth are considered the most important outcomes of emotional labor strategies. Further, the results showed that the majority of previous studies used dyadic questionnaire as a data collection method. More importantly, drawn from the review results, a research framework was developed to show the customer outcomes of emotional labor strategies and the mediators/moderators between emotional labor strategies and customer outcomes. This article is one of the earliest studies that provides a systematic review of previous studies on emotional labor from customer point of view and uncovers the definitions, models, and methods and factors in order to clarify the emotional labor concept. Keywords: Emotional labor, Surface acting, Deep acting, Customer satisfaction, Customer loyalty, Word of mouth, Systematic literature review, Research framework DOI: 10.7176/JMCR/57-03 Publication date:June 30th 201

Openness to Experience, Divergent Thinking, and Gender Differences: Domain and Facet Traits

Recent creativity studies have provided strong evidence supporting the role of the personality trait of Openness to Experience (Openness) in predicting creative behaviors. These studies have been largely conducted within the framework of the broad Big Five personality traits. In contrast, the validity of narrow traits of which compositing the broad traits has not been adequately addressed. We expected that considering narrow traits might help us deeper understand the role of Openness in creativity. We examined the extent to which narrow personality traits contribute to the prediction of divergent thinking beyond the Big Five factors. To this end, 144 Arab undergraduate students provided data on the domain and facets of Openness. Creativity was measured by Alternative Uses tests. This study has yielded two important results. First, Openness was, at the domain as well as at the facet level, a significant and positive predictor of creativity. Second, the Openness to Feelings is a main predictor for creative female students whereas Openness to Ideas is a significant predictor for creative men students. The limitations and implications of these findings are discussed in the light of previous research

Language Assessment and Writer Identity in Higher Education: A Qualitative Analysis of Labeling Learners through Placement Tests

This study aims to explore the assessment process that labels the language abilities of students even before they begin their first year of undergraduate education at the University. The study was conducted in three ways: first, enumerating stances in the literature that demonstrate how institutionalized labels as a result of the assessment can lead to conflicting identities in students, especially in higher education; secondly, presenting qualitative data on assessment practices and their relationship in instilling a contradictory, deficit writer identity in students. Thirdly, arguing that assessment which labels students affect learner motivation and writer confidence of students ultimately creating negativity associated with the composition class. The study used a qualitative approach by interview as an instrument of study. Data was collected from the participants (n = 56) and analyzed via the coding technique. The results of the study indicated that assessment practices that label students contrary to existing perceptions of their language abilities lead to demotivation and lack of interest in writing classes for the first-year undergraduate. In light of this, we can consider the use of multiple instruments rather than a single standardized test as the preferred method in determining the placement of students in the appropriate writing course. Moreover, by gaining insight from the student’s perspective, ‘social justice and ‘inclusion’ can become a norm in the writing classroom. As instructors, we have a responsibility to promote effective and comfortable learning environments, and ongoing classroom research is the best way to advocate this