International Grant Opportunities: WADA Social Science Research Grant Programme

Read more: RMI website

Grants are non-repayable funds disbursed by one party (grant makers), often a government department, corporation, foundation or trust, to a recipient, often (but not always) a nonprofit entity, educational institution, business or an individual. In order to receive a grant, some form of "Grant Writing" often referred to as either a proposal or an application is usually required.

Most grants are made to fund a specific project and require some level of compliance and reporting. The grant writing process involves an applicant submitting a proposal (or submission) to a potential funder, either on the applicant's own initiative or in response to a Request for Proposal from the funder. Other grants can be given to individuals, such as victims of natural disasters or individuals who seek to open a small business. Sometimes grant makers require grant seekers to have some form of tax-exempt status, be a registered nonprofit organization or a local government.

source: Wikipedia

Research Management Institute: UiTM Journal

SOCIAL AND MANAGEMENT RESEARCH JOURNAL
ISSN: 1675-7017

GUIDELINE
Profesor Madya Dr Loo Ern Chen
looernch@bandarmelaka.uitm.edu.my
looern@yahoo.com

SCIENTIFIC RESEARCH JOURNAL
ISSN: 1675-7009

GUIDELINE
Profesor Dr Zaiki Awang
zaiki437@salam.uitm.edu.my
razidahi@salam.uitm.edu.my

Another journal can view here:

RMI website

Journal Citation Reports 2013 Edition: Thomson Reuters

The 2013 Edition of Journal Citation Reports® (JCR) provides a combination of impact and influence metrics, and millions of cited and citing journal data points that comprise the complete journal citation network of Web of ScienceSM. The 2013 Edition of JCR includes;

- More than 10,800 of the world's most highly cited, peer reviewed journals in 232 disciplines
- Nearly 2,500 publishers and 83 countries represented 

- 379 journals receiving their first Journal Impact Factor

The recognized authority for evaluating journals, JCR presents quantitative data that supports a systematic, objective review of the world's leading journals.

source: JCR 2013 website

Organizational Learning Capabilities and Knowledge Performance in Universiti Teknologi Mara (UiTM) Library, Malaysia

Organizational learning capabilities (OLC) is defined as the organizational and managerial characteristics of factors that encourage learning process or enabling an organization to learn while knowledge performance can be explained as the ability of individual, group and organization to understand what they have learned.

This study aims to determine the perceptions and relationships of organizational learning capabilities among academic librarians on four OLC dimensions namely shared vision and mission, organizational culture, systems thinking and teamwork cooperation. A set of questionnaire was distributed to selected academic librarians in one large public university library.

The results found that shared vision and mission shows the most preferred response perceived by the respondents while moderate to strong relationships exist among the OLC dimensions and between knowledge performance. The result is significant to the academic librarians in enhancing their learning capabilities.

Norliya Ahmad Kassim and Mohd Shamsul Mohd Shoid

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ATTITUDES AND PERCEPTIONS OF UNIVERSITY STUDENTS TOWARDS CALCULUS

For many years, great concern have been expressed about the excessive failure rate of calculus in many universities around the world. Students’ poor performance in calculus was well documented in previous studies (Gynnild et al., 2005; Basaruddin et al., 2003; Zhang, 2003; Suresh, 2002; Douglas, 1998; Culotta, 1992; Lax, 1990). Most of the studies reported that over a third or probably half of the students enrolled in calculus course(s) each year failed the courses. 

Numerous studies had been conducted, focusing on the difficulty in acquiring a good working knowledge of calculus (Dreyfus, 1991; Madison & Hart, 1990; Cipra, 1988; NCTM & MAA, 1987; Orton, 1983a; 1983b) and on the influencing factors that contributed to the under-achievements in calculus (Tang et al., 2010, Chen et al., 2002; Tucker & Leitzel, 1995; Orton, 1979). As many problems exist with regards to calculus, there were many national attempts towards calculus reform (Smith III & Star, 2007; Hurley et al., 1999; Narasimhan, 1993; Ferrini-Mundy & Graham, 1991). 

However, the calculus reform had sparked a backlash (Wilson, 1997; Cipra, 1996) and no consensus has been reached on the problems of reducing the failure rate and the method of teaching conceptual understanding of calculus (Tang et al., 2010; Yudariah & Roselainy, 2001; Thompson, 1994; Douglas, 1986).

read more: RMI website

ACTUARIES AND ACTUARIAL SCIENCE

May I begin by giving you some brief recollections of my earliest connexions with the Institute of Actuaries and its members. About forty years ago, during a short stay in London, I went to see Ralph Todhunter, who was then Editor of the Journal of the Institute.
 
When I told him that I was interested in statistical theory, he sent me on to William Elderton. Elderton received me with his usual kindness, and this was the beginning of a lifelong friendship. I am happy and proud to have been a friend of this great actuary and distinguished personality, whom I am sure that We all deeply miss today.
 
Some years afterwards, in 1927, I went to the International Actuarial Congress in London. In the course of a conversation with one of the older members of the Institute, I may have stressed my youthful theoretical interests a little too much, because he remarked: ‘In this country, we look upon an actuary as of no value if he is not a practical business man.’ I certainly felt that I lacked something in this respect, and did my best to improve. It is possible that I succeeded, at least superficially, as the following little incident may show.

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