Right of Toil and Pursuit and its Impact on the Financial Obligations between Muslim Spouses in Jordan’s Family Law No. 15 of 2019

This study is a comparative investigation of the impact of inductive and deductive teaching approaches. The aim of this study is to investigate which approach to teaching grammar was more effective for helping Saudi Arabian EFL undergraduate students acquire grammatical proficiency in English. A second objective was to shed light on the students’ preferences between the two approaches. The study is significant as the findings of this research can contribute to improved student outcomes by suggesting the best teaching strategy for Saudi students to learn English grammar. The author seeks to address the following question: Do inductive and deductive teaching approaches have similar effects on Saudi university-level EFL students’ learning of English grammar? A quantitative research design was employed with a sample of 42 undergraduate EFL university students, who were divided into an inductive group and a deductive group. Their knowledge of English grammar was assessed with pre- post-treatment tests, followed by administration of a Likert scale questionnaire eliciting the students’ perceptions of these approaches. The results indicated a statistically significant difference (p = 0.0025) favoring the inductive group. This outcome suggests that the positive impact of the inductive approach exceeded that of the deductive approach. The students’ preference results revealed that they slightly preferred the inductive approach, but the difference between groups was not statistically significant. These findings suggest that university students should learn grammar inductively. Additionally, teachers and researchers should be encouraged to incorporate an inductive teaching approach in their curricula and studies to enhance learning outcomes.

Background: Virtual patients (VPs) can be sequenced with other instructional methods in different ways.Aim: To investigate the effect of sequencing VPs with lectures in a deductive approach, in comparison with an inductive approach, on students’ knowledge acquisition, retention, and transfer.Methods: For two different topics, 84 out of 87 students have participated in the lecture and VP sessions. Students from female and male campuses have been randomly assigned to one of the two learning approaches (deductive and inductive), yielding four experimental groups. Each group received a lecture session and an independent VP learning activity, which either followed the lecture session in the deductive group or preceded it in the inductive group. Students were administrated knowledge acquisition and retention written tests as well as transfer tests using two new VPs.Results: There was no significant effect for the learning approach on knowledge acquisition or retention, while for knowledge transfer, males have benefited from the inductive approach in topic 1 while in the more complex topic 2, they have benefited from the deductive approach. On the other hand, females seem to be largely unaffected by learning approach.Conclusions: Sequencing VPs in inductive and deductive learning approaches leads to no significant differences on students’ performance when full guidance is offered in the inductive approach.

This study aimed to determine the pattern of a more effective learning approach between the inductive and deductive approach in improving students’ conceptual understanding referring to the international standard curriculum on the X graders for the material property particulate subject matter. Through the deductive approach, students already have a picture/concept in their minds. But by using an inductive approach, students use their logic to understand concepts and summarize it. The research method applied in this study is a descriptive-comparative method with a triangulation analysis technique. Instruments used in the study were a questionnaire for the students, observation sheets, and three-tier diagnostic test items for pretest and posttest. The average pretest scores for deductive and inductive classes were 54.70 and 48.25, respectively. The result of the observation sheet analysis showed the deductive approach surpassed 12 points more than the inductive approach in improving the student’s learning activity. The result of the questionnaire analysis showed that 38 of 68 students prefer the learning process using deductive to inductive approach, and thought that it was suitable with the students’ characteristics. While the average posttest scores for deductive and inductive classes were 68.16 and 55.47, respectively. The analysis result of the N-Gain test towards the pretest and posttest results regarding the three-tier diagnostic test items indicated achievement of student’s conceptual understanding using a deductive approach which was 14.2225% higher than the use of the inductive approach. The Triangulation Analysis stated that the deductive approach was more effective in improving students’ conceptual understanding of Chemistry and material topics as well as material classification. While the inductive approach was more effectively applied to the topic of Particle Kinetic theory.

This study compared deductive and inductive approaches of teaching tenses to secondary school learners. The aim of this study was to test the efficiency of the two instructional approaches of teaching tenses by observing learners’ performance. Sixty participants (37 female and 23 male), learning English in the Kingdom of Eswatini, participated in this quasi-experimental study. Convenience sampling was used to select participants who were randomly assigned to two control groups. The independent variable was ‘teaching method,’ with two levels: deductive versus inductive. The dependent variables were participants’ achievement scores derived from the pre-test and post-test. The independent t-test and the dependent t-test were used to analyse data. The results revealed that there was no significant difference between the deductive and inductive approaches in teaching tenses,although each method was effective in isolation. Based on the findings, this study recommends an integration of the two approaches in the teaching of tenses.
 
 
 Keywords: ESL context, deductive approach, grammar, inductive approach, tenses.

Parents without immigration status in the United States regularly face the threat of deportation and separation from their children. When an undocumented parent is brought to the attention of law enforcement through the child welfare system, they also face the potential of the loss of legal custodial rights to their children. The child welfare system and immigration enforcement mechanisms operate independent of one another with little regard for how actions in one can impact a parent's legal rights in the other, often permanently separating children from their parents. This article examines the particular issue of undocumented parents who are charged with the failure to protect their children from witnessing or otherwise experiencing abuse committed by a third party. It explores how such a charge, whether founded or unfounded, can result in loss of eligibility for immigration relief to which the undocumented parent would otherwise be entitled, as well as deportation of the parent and permanent separation of parent and child. These issues are situated within the larger context of the normative guideposts of both family and immigration law, namely, the best interests of the child and family unity. It identifies issues for further academic inquiry as well as tips for practitioners who may represent undocumented parents in either the family or immigration systems. Key Points for the Family Court Community: Learn about the potential consequences under family law and immigration law when an undocumented parent's child is abused by a third party Gain strategies for planning with undocumented parents to avoid the loss of the custody of their children in the event of a sudden deportation Be able to identify and address particular concerns for clients who are undocumented victims of domestic violence

This study investigates the effect of using deductive and inductive approach in teaching English to students on their conditional sentence mastery. This study also intends to describe the students’ perception toward deductive or inductive teaching approach. This study was a queasy experimental study which compares the effectiveness of deductive and inductive approach in teaching conditional sentences. The sample of this study is 64 SMK students in the academic years of 2012-2013. The students consist of two classes and each class comprises 32 students. The findings indicate that inductive teaching approach is more effective than deductive approach when used to teach conditional sentences. The result of the questionnaire indicates that students like the inductive approach and they are satisfied taught using inductive approach

In the present days, many researchers are interested in the best ways of teaching English grammar to EFL (English as Foreign Language), or ESL (English as Second Language) students.As a contribution on this direction, the present study examines and compares the impact of deductive versus inductive approaches in the teaching of the subject of grammar to the first stage Iraqi students in the Department of English at College of Arts/University of Thi-Qar.The two groups of students were taught the order of adjectives through deductive and inductive approaches and then they were given identical exam to measure their understanding after the lesson.Also, feedback was provided to the participants following the lesson.The results of the study indicated that there was a slightly higher level of achievement as well as a higher level of satisfaction in the group exposed to the teaching of grammar deductively in comparison with the group exposed to the teaching of grammar inductively.The conclusions suggest that the deductive approach has more positive effect on EFL teaching than on the inductive approach.

English tenses are one of the major problems for Indonesian learners in learning English. Therefore, an appropriate teaching strategy to help the learners in understanding those English tenses is urgently needed. For that reason, this article aims at introducing an innovative strategy for teaching English tenses for adult learners. This innovative strategy combines deductive and inductive approaches. It starts with deductive approach and then will be followed by inductive approach. The deductive approach is applied in order to make the learners remember the rules of English tenses, while the inductive approach is conducted to make the learners understand and able to use them communicatively.

The effect of the inductive and deductive data-driven learning (DDL) on vocabulary acquisition and retention

The objective of this research is to know and analyze the deductive and inductive approaches in teaching grammar used by english teachers at SMPN 2 Kota Tangerang. The researchers used descriptive qualitative method. The data of this research were collected through the observation of teaching and learning activities in the classroom of four english teachers at SMPN 2 Kota Tangerang. The result of the research showed that the four english teachers used either deductive approach or inductive approach, it can be seen from the way they were teaching, they chose and used either deductive approach or inductive seen by the steps that implemented by the teacher in teaching grammar, the role of teacher and students in the teaching and learning activities. The three of four English teachers at SMPN 2 Kota Tangerang used or applied deductive approach in the classroom and one of them still used and applied inductive one. As for the used of an approach, the researchers got a result of the dominance approach used by the English teachers at SMPN 2 Kota Tangerang was deductive.

The purpose of this study is to examine and compare the methodologies being developed in assessing social vulnerability to natural disasters. Existing vulnerability literature shows that two methods have been used in developing social vulnerability indexes: (1) a deductive approach based on a theoretical understanding of relationships and (2) an inductive approach based on statistical relationships (Adger et al. in New indicators of vulnerability and adaptive capacity. Tyndall Centre for Climate Change Research, Norwich, 2004). Two techniques were also utilized in aggregating social vulnerability indicators: (1) a deductive approach using standardization techniques such as z scores or linear scaling (Wu et al. in Clim Res 22:255–270, 2002; Chakraborty et al. in Nat Hazards Rev 6(1):23–33, 2005) and (2) an inductive approach using data-reduction techniques such as factor analysis (Clark et al. in Mitig Adapt Strateg Glob Change 3(1):59–82, 1998; Cutter et al. Soc Sci Quart 84(2):242–261, 2003). This study empirically compares deductive and inductive index development and indicator aggregation methods in assessing social vulnerability to natural disasters in the Gulf of Mexico and Atlantic coastal areas. The aggregated social vulnerability index is used to examine a relationship with disaster losses in the Gulf of Mexico and Atlantic coastal areas. The results show that coastal counties with more vulnerability in terms of social achieved status are positively associated with disaster damages, while variations in the development of the index using deductive and inductive measurement approaches produce different outcomes.

Objective: The research aims to define international financial reporting standards, in addition to showing their importance during historical development, for the purpose of adopting international financial reporting standards. Theoretical framework: It is clarifying the international financial reporting standards. In addition to showing its importance during the historical development, for the purpose of adopting international financial reporting standards. As well as the theoretical framework for the quality of financial reports. The adoption of international financial reporting standards was also affected, then the impact of international financial reporting standards on the quality of financial reports was measured. Method: The search relied on the deductive and inductive approaches, as the deductive approach was employed by studying the literature related to the subject of the research. As for the scientific aspect, the inductive, descriptive, and analytical approaches were adopted, as well as the statistical approach. Results and Conclusion: Results of the practical application of the research showed that the adoption of international financial reporting standards instead of the unified accounting system for banks has affected the quality of the financial reports of some banks listed in the Iraq Stock Exchange. It is concluded from this that there is a lack of proper application of international financial reporting standards because of the unclear understanding of them and how to apply them. Iraqi commercial banks need to adhere to the effective and proper application of international financial reporting standards to avoid many issues and fundamental errors related to the presentation of financial reports. Implications of the research: The adoption of International Financial Reporting Standards (IFRS) increases the possibility of comparing financial information, in addition to increasing the level of transparency and the quality of disclosure in financial reports. This means the application of standards reduces information asymmetry, therefore is reflected in the users of that information in decision-making. Originality/value: The value of research comes from the importance of international financial reporting standards and their ability to provide quality and comparable financial reports between different companies and economic units, also the role of it for improving the quality of financial reports.

Combining an inductive and deductive approach is the most adequate to get good recommendations Groenland and Lawson are criticized because they defend a deductive approach. In addition examples of research in which deductive and inductive approaches are successfully combined are discussed. Finally the Charmaz version of the grounded theory approach is interpreted as such a combination.

This study provides a juridical analysis of financial support obligations and polygamy policies in Indonesia and Thailand. In Islamic law, providing financial support (nafkah) is a fundamental obligation of the husband toward his wife and children, as prescribed in the Qur’an and Hadith. While both countries recognize Islamic legal principles, they apply distinct legal frameworks in implementing rules on financial support and regulating polygamy. In Indonesia, marriage is governed by Law No. 1 of 1974 and the Compilation of Islamic Law, which imposes strict limitations on polygamy and clearly defines household financial responsibilities. In contrast, Muslim communities in southern Thailand have legal autonomy to apply Islamic family law, including provisions on marriage and financial obligations. This study adopts a normative juridical method and a comparative legal approach to assess the effectiveness of each legal system and its impact on women's rights within marriage. The findings reveal that, despite shared Islamic foundations, significant differences exist in the mechanisms for resolving disputes concerning financial support and polygamy. These differences are primarily shaped by the respective national legal structures and state-religion relations in each country.

This Article sets out to initiate the development of a theory about the financial obligations that joint parenthood imposes. It considers what joint parents owe one another, separate and apart from any obligation they may or may not have as former spouses or partners. The Article suggests that parenthood is not merely a vertical relationship between an adult parent and a child, but also a horizontal relationship between adults who share it. It is further suggested that the relationship created by joint parenthood should be a significant factor in defining adult family relationships and their legal implications. This proposal intends to contribute to promoting caregiving as a value, in law in general and in family law in particular. This Article focuses on the financial obligations joint parenthood imposes, based on the premise that caring for children and the costs of such care are the joint responsibility of a child’s parents. Childrearing costs as defined in this article refer not only to the actual money spent on providing children with food, healthcare, education, clothing, and the like, but also, and even primarily, to the personal costs that parenthood exacts from parents in terms of the impairment of earning capacity or career progress, and the loss of leisure time. The Article suggests that when co-parents do not share a relationship, either because they have separated or because they never had one, there are good reasons to be concerned about the way the costs of raising children are allocated between them. The Article addresses the failure of existing legal frameworks of property division, alimony, and child support to adequately deal with the concerns over the allocation of childrearing costs between parents, and calls for a new legal framework to be defined to address this issue.