Uniting for Peace: A Speech Act Analysis of the United Nations General Assembly Resolution 377 A (V)

AlAfnan, Mohammad Awad

doi:10.5430/wjel.v12n6p50

Cited by 5 publications

(6 citation statements)

References 8 publications

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“…This standard of education is also necessary as it provides students with the platform and the space to think out of the box to develop new ideas regarding current challenges to improve the quality of life. The use of the critical constructivist approach in classrooms can assist students in developing critical thinking, creative thinking, communication, leadership, innovation, problem-solving, decision-making, and active listening skills as it empowers students and puts them in the driving seat through the promotion and motivation of participation and partaking [35].…”

Section: Discussionmentioning

confidence: 99%

“…Graduates, in addition to their hard skills in their majors, are also expected to have developed soft skills that would help them excel in their workplaces. According to AlAfnan [35]; and Hagen and D. Bouchard [36], active listening, communication, collaboration, creativity, critical thinking, leadership, cultural knowledge, innovation, interpersonal relationship management, ethics, professionalism, and problem-solving are the non-technical competencies that are needed to succeed in workplaces these days. Students will be better equipped to analyze problems and give integrated answers in collaborative work by developing this set of soft skills.…”

Section: Sustainable Education and Soft Skills Developmentmentioning

confidence: 99%

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ESD goals and soft skills competencies through constructivist approaches to teaching: an integrative review

AlAfnan,

Dishari

2024

EduLearn

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Recent studies claimed that the absence of a paradigm is a challenge to developing education for sustainable development and soft skills competencies. This integrative study examines stimulating these transferable and transversal competencies through constructivist approaches to teaching from the cognitive, social, radical, and critical perspectives. The study argues that the use of constructivist approaches to teaching can contribute to the achievement of education for sustainable development and soft skills competencies through the delegation of power from teachers/lecturers to students. This, in active and interactive classrooms, empowers students and builds their confidence to develop on the personal, academic, and professional levels. The use of the cognitive constructivist approach assists in developing competencies based on a clear understanding of the cognitive structures of students in a vibrant classroom environment. The use of the social constructivist approach assists in constructing individualized learning environment based on predetermined zones of proximal development in sociocultural contexts. The radical and critical constructivist approaches to teaching, through the rejection of conventional epistemologies, allow students the freedom to creatively address issues related to environmental, economic, and social sustainability. This becomes effective through the fostering of self and social awareness, challenging existing ideas, and provoking innovative thoughts that are necessary to shape a sustainable future.

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Section: Discussionmentioning

confidence: 99%

Section: Sustainable Education and Soft Skills Developmentmentioning

confidence: 99%

ESD goals and soft skills competencies through constructivist approaches to teaching: an integrative review

AlAfnan,

Dishari

2024

EduLearn

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“…P. 131) rather than a simple subject of study or a conceptually limited idea. Critical discourse analysis was used in several studies to investigate public speeches (AlAfnan, 2022a, 2022b, AlAfnan & Dishari, 2024 and written documents (AlAfnan & Oshchepkova, 2022). It also investigated several linguistics and pragmatic features (AlAfnan, 2024).…”

Section: Literature Reviewmentioning

confidence: 99%

Malaysia’s National Blockchain Roadmap: A Critical Discourse Analysis of Focus, Goals, and Challenges

AlAfnan,

MohdZuki

2024

WJEL

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This Critical Discourse Analysis (CDA) study examines Malaysia’s National Blockchain Roadmap 2021-2025, assessing its focus, goals, future development plans, and challenges based on text and context analysis. The study reveals that the roadmap presents a comprehensive strategy aimed at leveraging blockchain technology to drive economic growth, foster innovation, and enhance Malaysia’s competitiveness in the digital age. It emphasizes government adoption, regulatory clarity, industry collaboration, talent development, infrastructure investment, and use case exploration to lay the foundation for Malaysia to emerge as a global leader in blockchain innovation. Through strategic initiatives and partnerships, Malaysia aims to streamline administrative processes, enhance transparency, and optimize resource allocation within public agencies, showcasing its commitment to digital transformation and socioeconomic development. Additionally, the roadmap prioritizes the development of a robust regulatory framework to govern blockchain usage, fostering innovation while ensuring compliance. Industry engagement is underscored with initiatives aimed at catalyzing the development of industry-specific blockchain solutions tailored to address key challenges and opportunities. The roadmap anticipates further development and expansion driven by technological advances, evolving regulatory frameworks, and industry collaboration. Based on the context analysis, the roadmap faces several challenges, including regulatory uncertainty, interoperability issues, resource constraints, lack of trust, intellectual property concerns, and competing priorities. To overcome these challenges, Malaysia needs to advance in technology, regulatory frameworks, industry collaboration, education, talent development, infrastructure investment, and use further case exploration.

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“…This can be carried out in an ambiguous way by saying something that does not really reflect what the person wants. Brown and Levinson's (1987) politeness theory was used to examine politeness in business writing (AlAfnan, 2014a(AlAfnan, , 2015(AlAfnan, , 2021a, engineering articles (Martinez, 2001), research papers (Getkham, 2014), hedges in medicine (AlAfnan, 2022b, AlAfnan, 2022cFalahati, 2007), university titles (Afful and Akoto, 2010). AlAfnan (2014bAlAfnan ( , 2023 built a theoretical framework to examine workplace emails in an organizational context in Malaysia based on politeness theory.…”

Section: Literature Reviewmentioning

confidence: 99%

Positive and Negative Politeness in Nonverbal Communication Contexts: An Examination into Driving Behaviors in Europe

AlAfnan¹,

MohdZuki²

2023

SMC

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This study examines politeness as a nonverbal politic behavior in 29 European countries and territories using Brown and Levinson’s (1987) politeness theory. The examination looked into the nonverbal acts of ‘following road signs and speed limit’ and ‘giving signals before changing lanes’ as they reflect (1) negative politeness in the form of avoiding imposition and reducing face-threatening-acts and (2) positive politeness in the form of noticing and appreciating other drivers’ wants and interests to drive without imposition respectively. The examination looked into four variables that are the gender of drivers, age of drivers, level of education of drivers and their country of origin. The study found that European drivers are generally polite and they tend to use the positive politeness act (giving signals) of noticing and appreciating other drivers more often than the negative politeness act (following sigs and speed limits) of reducing imposition and avoiding face-threatening acts. The study also found that the level of education did not play a significant role in the adherence to the driving politic behavior. However, this study found a positive coloration between the age of drivers and their adherence to the driving politic behavior as older drivers follow the driving politic behavior more often than young drivers. This study also found that female drivers in Europe are more polite than male drivers as they notice and appreciate other drivers (positive politeness). This study also revealed that Danish (female), British (male and female), Irish (male), Finish (male), Dutch (male and female), Belgium (female), Austrian (female), Greek (female) and Spanish (male) drivers have the highest frequency of adherence to the driving politic behavior. The study also found that Portuguese male and female, Croatian male and female, Macedonian male and female, Scottish male and female, Albanian male, Norwegian male, Czech male, Austrian female, Romanian male and Swedish female drivers have the lowest frequency of adherence to the driving politic behavior in Europe. The study also found that Cypriot (male), Catalonian (female), French (male and female), German (male and female), Hungarian (male and female), Italian (male and female), Polish (male and female), Russian (male and female), Serbian (male and female), Slovakian (male and female), and Turkish (male and female) drivers’ adherence to driving politic behavior is relatively moderate to high.

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Uniting for Peace: A Speech Act Analysis of the United Nations General Assembly Resolution 377 A (V)

Cited by 5 publications

References 8 publications

ESD goals and soft skills competencies through constructivist approaches to teaching: an integrative review

ESD goals and soft skills competencies through constructivist approaches to teaching: an integrative review

Malaysia’s National Blockchain Roadmap: A Critical Discourse Analysis of Focus, Goals, and Challenges

Positive and Negative Politeness in Nonverbal Communication Contexts: An Examination into Driving Behaviors in Europe

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