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scholarship</title> <meta name="description" content="Search results for: scholarship"> <meta name="keywords" content="scholarship"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="scholarship"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 202</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: scholarship</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">202</span> Using Data Mining Technique for Scholarship Disbursement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20K.%20Alhassan">J. K. Alhassan</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20A.%20Lawal"> S. A. Lawal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This work is on decision tree-based classification for the disbursement of scholarship. Tree-based data mining classification technique is used in other to determine the generic rule to be used to disburse the scholarship. The system based on the defined rules from the tree is able to determine the class (status) to which an applicant shall belong whether Granted or Not Granted. The applicants that fall to the class of granted denote a successful acquirement of scholarship while those in not granted class are unsuccessful in the scheme. An algorithm that can be used to classify the applicants based on the rules from tree-based classification was also developed. The tree-based classification is adopted because of its efficiency, effectiveness, and easy to comprehend features. The system was tested with the data of National Information Technology Development Agency (NITDA) Abuja, a Parastatal of Federal Ministry of Communication Technology that is mandated to develop and regulate information technology in Nigeria. The system was found working according to the specification. It is therefore recommended for all scholarship disbursement organizations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classification" title="classification">classification</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20mining" title=" data mining"> data mining</a>, <a href="https://publications.waset.org/abstracts/search?q=decision%20tree" title=" decision tree"> decision tree</a>, <a href="https://publications.waset.org/abstracts/search?q=scholarship" title=" scholarship"> scholarship</a> </p> <a href="https://publications.waset.org/abstracts/30987/using-data-mining-technique-for-scholarship-disbursement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30987.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">375</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">201</span> Abraham Ibn Ezra on the Torah’s Authorship</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eran%20Viezel">Eran Viezel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Critical biblical scholarship emerged in the early modern period, yet scholars frequently search for precursors to it among medieval commentators who adopted critical positions—and many mention Abraham Ibn Ezra (Spain–England, 1089–1164/7) in this context. Indeed, in several places, Ibn Ezra claims that there are verses in the Torah that were added to it after the time of Moses; and some major thinkers and scholars in the early modern period (for example, Baruch Spinoza) were aware of these remarks and influenced by them. However, Ibn Ezra’s belief that the Torah includes verses added at a later time is not based on the considerations that led the founders of critical biblical scholarship to their conclusion that Moses did not write the Torah. Ibn Ezra’s positions on the question of the Torah’s authorship are an example of the fact that similarity in conclusions and even in interpretive methodology should not obscure the different interpretive and attitudinal points of departure that distinguish traditional biblical interpretation from a critical biblical scholarship. Ultimately, a chasm exists between the views of Ibn Ezra and those of critical thinkers such as Spinoza. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hebrew%20bible" title="hebrew bible">hebrew bible</a>, <a href="https://publications.waset.org/abstracts/search?q=Abraham%20Ibn%20Ezra" title=" Abraham Ibn Ezra"> Abraham Ibn Ezra</a>, <a href="https://publications.waset.org/abstracts/search?q=exegesis" title=" exegesis"> exegesis</a>, <a href="https://publications.waset.org/abstracts/search?q=biblical%20scholarship" title=" biblical scholarship"> biblical scholarship</a> </p> <a href="https://publications.waset.org/abstracts/152419/abraham-ibn-ezra-on-the-torahs-authorship" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152419.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">122</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">200</span> Scoping Review of the Barriers and Facilitators to Enabling Scholarly Activity within Canadian Schools of Nursing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Christa%20Siminiuk">Christa Siminiuk</a>, <a href="https://publications.waset.org/abstracts/search?q=Morgan%20Yates"> Morgan Yates</a>, <a href="https://publications.waset.org/abstracts/search?q=Paramita%20Banerjee"> Paramita Banerjee</a>, <a href="https://publications.waset.org/abstracts/search?q=Alison%20%20Curtis"> Alison Curtis</a>, <a href="https://publications.waset.org/abstracts/search?q=Lysbeth%20Cuanda"> Lysbeth Cuanda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This review looked at current evidence regarding barriers and facilitators to nursing scholarship within the content of Canadian Schools of Nursing. Nursing scholarship mainly referred to research, though other activities as described by Boyer’s Model were also discussed. This scoping review was done to assist the Langara School of Nursing in developing an evidenced-based plan to enhance scholarly work among its faculty members. The scoping review identified 10 articles which detailed barriers and facilitators in both Canadian and international contexts. Barriers and facilitators in these articles were extracted and they were also critically appraised. The identified barriers and facilitators fell into three main areas; personal attributes, facility factors and system challenges. The three area will be discussed further in the presentation as well as strategies identified to overcome these barriers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=barriers" title="barriers">barriers</a>, <a href="https://publications.waset.org/abstracts/search?q=facilitators" title=" facilitators"> facilitators</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20education" title=" nursing education"> nursing education</a>, <a href="https://publications.waset.org/abstracts/search?q=scholarship" title=" scholarship"> scholarship</a> </p> <a href="https://publications.waset.org/abstracts/86077/scoping-review-of-the-barriers-and-facilitators-to-enabling-scholarly-activity-within-canadian-schools-of-nursing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86077.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">228</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">199</span> The State of Urban Neighbourhood Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gideon%20Baffoe">Gideon Baffoe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The concept of neighbourhood remains highly relevant in urban studies. However, until now, no attempt has been made to statistically chart the field. This study aims to provide a macroscopic overview using bibliometric analysis of the main characteristics of neighbourhood research in order to understand the academic landscape. The study analyses the emergence and evolution of the concept of neighbourhood in published research, conceptual and intellectual structures as well as scholarship collaboration. It is found that topics related to the local economy of neighbourhoods are sparse, suggesting a major gap in the literature. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=neighbourhood" title="neighbourhood">neighbourhood</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20south" title=" global south"> global south</a>, <a href="https://publications.waset.org/abstracts/search?q=bibliometric%20analysis" title=" bibliometric analysis"> bibliometric analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=scholarship" title=" scholarship"> scholarship</a> </p> <a href="https://publications.waset.org/abstracts/144622/the-state-of-urban-neighbourhood-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144622.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">136</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">198</span> West African Islamic Civilization: Sokoto Caliphate and Science Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hassan%20Attahiru%20Gwandu">Hassan Attahiru Gwandu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims at surveying and analyzing the contribution of Sokoto scholars or Sokoto Caliphate in the development of science and technology in West Africa. Today, it is generally accepted that the 19<sup>th </sup>century Islamic revivalism in Hausaland was a very important revolution in the history of Hausa society and beyond. It is therefore, as a result of this movement or Jihad; the Hausaland (West Africa in general) witnessed several changes and transformations. These changes were in different sectors of life from politics, economy to social and religious aspect. It is these changes especially on religion that will be given considerations in this paper. The jihad resulted is the establishment of an Islamic state of Sokoto Caliphate, the revival Islam and development of learning and scholarship. During the existence of this Caliphate, a great deal of scholarship on Islamic laws were revived, written and documented by mostly, the three Jihad leaders; Usmanu Danfodiyo, his brother Abdullahi Fodiyo and his son Muhammad Bello. The trio had written more than one thousand books and made several verdicts on Islamic medicine. This study therefore, seeks to find out the contributions of these scholars or the Sokoto caliphate in the development of science in West Africa. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sokoto%20caliphate" title="Sokoto caliphate">Sokoto caliphate</a>, <a href="https://publications.waset.org/abstracts/search?q=scholarship" title=" scholarship"> scholarship</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20and%20technology" title=" science and technology"> science and technology</a>, <a href="https://publications.waset.org/abstracts/search?q=West%20Africa" title=" West Africa"> West Africa</a> </p> <a href="https://publications.waset.org/abstracts/45987/west-african-islamic-civilization-sokoto-caliphate-and-science-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45987.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">293</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">197</span> Russian, Soviet and Post-Soviet Studies on Ismailism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dagikhudo%20Dagiev">Dagikhudo Dagiev</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper is a thorough contribution to the analysis of Russian, Soviet and post-Soviet scholarship on the study of Ismailism in Central Asia. It focuses on the lengthy development of Russian studies on Ismailism from the Russian colonial domination to the entire period of Soviet rule, down to the collapse of the Soviet Union and the last two decades of post-Soviet history. These studies, conducted along the lines of various disciplines in the span of more than one hundred years, have resulted in a large amount of scholarly contributions. This paper aims at probing the virtues and shortcoming of such scholarship. Particularly, our investigation of the specialised fields in the Russian-Soviet Studies has required laborious researches in Russian and Central Asian libraries, which have enabled us to provide a guide through this literature, assessing its ideological leanings and qualities, institutions and level of scholarship. Despite some shortcomings, due to Marxism and the authoritarian rule of the Communist Party over the socio-religious life of the people and religious communities, Soviet studies have produced many positive insights on Ismailis studies. These captured almost every aspects of the life of the Ismaili community from anthropology to archaeology, ethnography, history, philosophy, ritual practice and, most importantly, collection and preservation of Ismaiili manuscripts, which will be examined and assessed in this study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Central%20Asian%20Studies" title="Central Asian Studies">Central Asian Studies</a>, <a href="https://publications.waset.org/abstracts/search?q=Ismailism" title=" Ismailism"> Ismailism</a>, <a href="https://publications.waset.org/abstracts/search?q=Russian%20Studies" title=" Russian Studies"> Russian Studies</a>, <a href="https://publications.waset.org/abstracts/search?q=Soviet%20Studies" title=" Soviet Studies"> Soviet Studies</a> </p> <a href="https://publications.waset.org/abstracts/51472/russian-soviet-and-post-soviet-studies-on-ismailism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51472.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">293</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">196</span> An Analysis of the Contemporary Western Academic Works in the Genre of Quranic Studies: a Case Study of Encyclopaedia of the Quran </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Iffat%20Batool">Iffat Batool</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An extensive body of literature produced by the contemporary Western academia is an indication of their grave interest in the field of Qur’ānic studies. What increases its significance is the writings of the western scholars that underscore the element of objectivity and impartiality in the recent western academic works on the Qur’ān. Moreover, the participation of some Muslim scholars in the western academia is also highlighted by western thinkers to ensure the objectivity of western Qur’ānic scholarship. More specifically, with the publication of ‘Encyclopaedia of the Qur’ān by Brill’ the western academia seems to assign these elements to this work vigorously. Being the foremost work of its nature, ‘Encyclopaedia of the Qur’ān’ has attracted the academicians from across the world yet, with multiple receptions. The present study aims at locating the status of this work in the recent Western scholarship and its contribution towards the subject of Qur’ānic Studies. Through a critical analysis of articles, various features of this work are highlighted. This work concludes that although Encyclopaedia of the Qur’ān presents wide-ranging and extensive study, yet, it lacks a perfect, rigorous and thorough scholarship of the Qur’ān. Besides, this work argues that because of the marginal contribution of Muslim researchers, the majority conclusions of this anthology are in contrast to the traditional Muslim standpoint <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic" title="academic">academic</a>, <a href="https://publications.waset.org/abstracts/search?q=encyclopeadia" title=" encyclopeadia"> encyclopeadia</a>, <a href="https://publications.waset.org/abstracts/search?q=objectivity" title=" objectivity"> objectivity</a>, <a href="https://publications.waset.org/abstracts/search?q=quran" title=" quran"> quran</a> </p> <a href="https://publications.waset.org/abstracts/124513/an-analysis-of-the-contemporary-western-academic-works-in-the-genre-of-quranic-studies-a-case-study-of-encyclopaedia-of-the-quran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/124513.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">194</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">195</span> Formulating Anti-Insurgency Curriculum Conceptual and Design Principles for Translation into Anti-Terrorist Curriculum Framework for Muslim Secondary Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saheed%20Ahmad%20Rufai">Saheed Ahmad Rufai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The growing nature of insurgencies in their various forms in the Muslim world is now of great concern to both the leadership and the citizenry. The high sense of insecurity occasioned by the unpleasant experience has in fact attained an alarming rate in the estimation of both Muslims and non-Muslims alike. Consequently, the situation began to attract contributions from scholars and researchers in security-related fields of humanities and social sciences. However, there is little evidence of contribution to the discourse and the scholarship involved by scholars in the field of education. The purpose of this proposed study is to contribute an education dimension to the growing scholarship on the subject. The study which is situated in the broad scholarship of curriculum making and grounded in both the philosophical and sociological foundations of the curriculum, employs a combination of curriculum criticism and creative synthesis, as methods, in reconstructing Muslim schools’ educational blueprint. The significance of the proposed study lies in its potential to contribute a useful addition to the scholarship of curriculum construction in the context of the Muslim world. The significance also lies in its potential to offer an ameliorative proposal over unnecessary insurgency or militancy thereby paving the way for the enthronement of a regime characterized by peaceful, harmonious and tranquil co-existence among people of diverse orientations and ideological persuasions in the Muslim world. The study is restricted to only the first two stages of curriculum making namely the formulation of philosophy which concerns the articulation of objectives, aims, purposes, goals, and principles, as well as the second stage which covers the translation of such principles to an anti-insurgency secondary school curriculum for the Muslim world. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education%20for%20conflict%20resolution" title="education for conflict resolution">education for conflict resolution</a>, <a href="https://publications.waset.org/abstracts/search?q=anti-insurgency%20curriculum%20principles" title=" anti-insurgency curriculum principles"> anti-insurgency curriculum principles</a>, <a href="https://publications.waset.org/abstracts/search?q=peace%20education" title=" peace education"> peace education</a>, <a href="https://publications.waset.org/abstracts/search?q=anti-terrorist%20curriculum%20framework" title=" anti-terrorist curriculum framework"> anti-terrorist curriculum framework</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20for%20Muslim%20secondary%20schools" title=" curriculum for Muslim secondary schools"> curriculum for Muslim secondary schools</a> </p> <a href="https://publications.waset.org/abstracts/65528/formulating-anti-insurgency-curriculum-conceptual-and-design-principles-for-translation-into-anti-terrorist-curriculum-framework-for-muslim-secondary-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65528.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">224</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">194</span> The Role of Islam in the Political Thought of Muhammad Abduh</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mehdi%20Beyad">Mehdi Beyad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Muhammad Abduh stands as a founding thinker of Islamic revivalism and modernism, the political phenomenon which began with him and Jamal al-Din al-Afghani in the 19th century which sought to address the perceived regression of Islamic societies in the face of western colonialism and the onslaught of modernity. The scholarship on Abduh and al-Afghani, and Islamic modernism in general, is vast. This paper, however, provides a critical approach to some of this scholarship and attempts to re-think the epistemic framework of Abduh's political thought and the place of Islam therein. Much of the current work on Abduh falls into the trap of seeing his task as one of "compromising" Islam for the values of European modernity. This paper argues that for Abduh, Islam was not just a compartmentalised theological framework: it was at the nexus of societal emancipation, intellectual and cultural rejuvenation, and political progress. Far from “modernising” and diluting Islam to the extent that it became irrelevant in the face of rationality as defined by European modernity, Islam remained central to Abduh’s political framework. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Islamic%20political%20thought" title="Islamic political thought">Islamic political thought</a>, <a href="https://publications.waset.org/abstracts/search?q=Islamic%20revivalism" title=" Islamic revivalism"> Islamic revivalism</a>, <a href="https://publications.waset.org/abstracts/search?q=modernism" title=" modernism"> modernism</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Abduh" title=" Muhammad Abduh"> Muhammad Abduh</a>, <a href="https://publications.waset.org/abstracts/search?q=epistemology" title=" epistemology"> epistemology</a> </p> <a href="https://publications.waset.org/abstracts/8867/the-role-of-islam-in-the-political-thought-of-muhammad-abduh" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8867.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1147</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">193</span> Soft Power Building through International Education: Indonesia's KNB Scholarship Scheme</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ratih%20Indraswari">Ratih Indraswari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As it occupies a new status in international relations, Indonesia needs to re-organize its resources in projecting the preferred image internationally. Attractiveness becomes crucial as Indonesia needs to maintain its posture as a reliable contributor to the world. This paper tries to scrutinize the un-tap potential of ideational powers Indonesia possesses. Herein the ideational power is assumed to be translated into a soft power, intangible and rely on its influential degree to persuade and attract other countries, through its public diplomacy activities. A specific correlation will be dedicated to the effort of Indonesia public diplomacy on international education. It is believed that international education progresses mutual understanding in disseminating Indonesia values and engages public audience. As a result these exchanges and engagements support the attainment of Indonesia’s interests and forwarding Indonesia’s foreign policies. A case study on KNB (Kemitraan Negara berkembang) scholarship scheme will be provided and its impact towards building people-to-people connections. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Indonesia" title="Indonesia">Indonesia</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20education" title=" international education"> international education</a>, <a href="https://publications.waset.org/abstracts/search?q=KNB%20%28Kemitraan%20Negara%20Berkembang%29" title=" KNB (Kemitraan Negara Berkembang)"> KNB (Kemitraan Negara Berkembang)</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20diplomacy" title=" public diplomacy"> public diplomacy</a> </p> <a href="https://publications.waset.org/abstracts/36935/soft-power-building-through-international-education-indonesias-knb-scholarship-scheme" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36935.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">369</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">192</span> An Investigation of Item Bias in Free Boarding and Scholarship Examination in Turkey</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ye%C5%9Fim%20%C3%96zer%20%C3%96zkan">Yeşim Özer Özkan</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatma%20B%C3%BC%C5%9Fra%20Fincan"> Fatma Büşra Fincan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Biased sample is a regression of an observation, design process and all of the specifications lead to tendency of a side or the situation of leaving from the objectivity. It is expected that, test items are answered by the students who come from different social groups and the same ability not to be different from each other. The importance of the expectation increases especially during student selection and placement examinations. For example, all of the test items should not be beneficial for just a male or female group. The aim of the research is an investigation of item bias whether or not the exam included in 2014 free boarding and scholarship examination in terms of gender variable. Data which belong to 5th, 6th, and 7th grade the secondary education students were obtained by the General Directorate of Measurement, Evaluation and Examination Services in Turkey. 20% students were selected randomly within 192090 students. Based on 38418 students’ exam paper were examined for determination item bias. Winsteps 3.8.1 package program was used to determine bias in analysis of data, according to Rasch Model in respect to gender variable. Mathematics items tests were examined in terms of gender bias. Firstly, confirmatory factor analysis was applied twenty-five math questions. After that, NFI, TLI, CFI, IFI, RFI, GFI, RMSEA, and SRMR were examined in order to be validity and values of goodness of fit. Modification index values of confirmatory factor analysis were examined and then some of the items were omitted because these items gave an error in terms of model conformity and conceptual. The analysis shows that in 2014 free boarding and scholarship examination exam does not include bias. This is an indication of the gender of the examination to be made in favor of or against different groups of students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gender" title="gender">gender</a>, <a href="https://publications.waset.org/abstracts/search?q=item%20bias" title=" item bias"> item bias</a>, <a href="https://publications.waset.org/abstracts/search?q=placement%20test" title=" placement test"> placement test</a>, <a href="https://publications.waset.org/abstracts/search?q=Rasch%20model" title=" Rasch model"> Rasch model</a> </p> <a href="https://publications.waset.org/abstracts/48816/an-investigation-of-item-bias-in-free-boarding-and-scholarship-examination-in-turkey" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48816.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">230</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">191</span> Infusion of Skills for Undergraduate Scholarship into Teacher Education: Two Case Studies in New York and Florida</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tunde%20Szecsi">Tunde Szecsi</a>, <a href="https://publications.waset.org/abstracts/search?q=Janka%20Szilagyi"> Janka Szilagyi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Students majoring in education are underrepresented in undergraduate scholarship. To enable and encourage teacher candidates to engage in scholarly activities, it is essential to infuse skills such as problem-solving, critical thinking, oral and written communication, collaboration and the utilization of information literacy, into courses in teacher preparation programs. In this empirical study, we examined two teacher education programs – one in New York State and one in Florida – in terms of the approaches of the course-based infusion of skills for undergraduate research, and the effectiveness of this infusion. First, course-related documents such as syllabi, assignment descriptions, and course activities were reviewed and analyzed. The goal of the document analysis was to identify and describe the targeted skills, and the pedagogical approaches and strategies for promoting research skills in teacher candidates. Next, a selection of teacher candidates’ scholarly products from the institution in Florida was used as a data set to examine teacher candidates’ skill development in the context of the identified assignments. This dataset was analyzed both quantitatively and qualitatively to describe the changes that occurred in teacher candidates’ critical thinking, communication, and information literacy skills, and to uncover patterns in the skill development at the two institutions. Descriptive statistics were calculated to explore the changes in these skills of teacher candidates over a period of three years. The findings based on data from the teacher education program in Florida indicated a steady gain in written communication and critical thinking and a modest increase in informational literacy. At the institution in New York, candidates’ submission and success rates on the edTPA, a New York State Teacher Certification exam, was used as a measure of scholarly skills. Overall, although different approaches were used for infusing the development of scholarly skills in the courses, the results suggest that a holistic and well-orchestrated infusion of the skills into most courses in the teacher education program might result in steadily developing scholarly skills. These results offered essential implications for teacher education programs in terms of further improvements in teacher candidates’ skills for engaging in undergraduate research and scholarship. In this presentation, our purpose is to showcase two approaches developed by two teacher education programs to demonstrate how diverse approaches toward the promotion of undergraduate scholarship activities are responsive to the context of the teacher preparation programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title="critical thinking">critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20strategies" title=" pedagogical strategies"> pedagogical strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20student%20research" title=" undergraduate student research"> undergraduate student research</a> </p> <a href="https://publications.waset.org/abstracts/101049/infusion-of-skills-for-undergraduate-scholarship-into-teacher-education-two-case-studies-in-new-york-and-florida" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101049.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">161</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">190</span> Evaluate Existing Mental Health Intervention Programs Tailored for International Students in China</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nargiza%20Nuralieva">Nargiza Nuralieva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This meta-analysis investigates the effectiveness of mental health interventions tailored for international students in China, with a specific focus on Uzbek students and Silk Road scholarship recipients. The comprehensive literature review synthesizes existing studies, papers, and reports, evaluating the outcomes, limitations, and cultural considerations of these programs. Data selection targets mental health programs for international students, honing in on a subset analysis related to Uzbek students and Silk Road scholarship recipients. The analysis encompasses diverse outcome measures, such as reported stress levels, utilization rates of mental health services, academic performance, and more. Results reveal a consistent and statistically significant reduction in reported stress levels, emphasizing the positive impact of these interventions. Utilization rates of mental health services witness a significant increase, highlighting the accessibility and effectiveness of support. Retention rates show marked improvement, though academic performance yields mixed findings, prompting nuanced exploration. Psychological well-being, quality of life, and overall well-being exhibit substantial enhancements, aligning with the overarching goal of holistic student development. Positive outcomes are observed in increased help-seeking behavior, positive correlations with social support, and significant reductions in anxiety levels. Cultural adaptation and satisfaction with interventions both indicate positive outcomes, underscoring the effectiveness of culturally sensitive mental health support. The findings emphasize the importance of tailored mental health interventions for international students, providing novel insights into the specific needs of Uzbek students and Silk Road scholarship recipients. This research contributes to a nuanced understanding of the multifaceted impact of mental health programs on diverse student populations, offering valuable implications for the design and refinement of future interventions. As educational institutions continue to globalize, addressing the mental health needs of international students remains pivotal for fostering inclusive and supportive learning environments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=international%20students" title="international students">international students</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health%20interventions" title=" mental health interventions"> mental health interventions</a>, <a href="https://publications.waset.org/abstracts/search?q=cross-cultural%20support" title=" cross-cultural support"> cross-cultural support</a>, <a href="https://publications.waset.org/abstracts/search?q=silk%20road%20scholarship" title=" silk road scholarship"> silk road scholarship</a>, <a href="https://publications.waset.org/abstracts/search?q=meta-analysis" title=" meta-analysis"> meta-analysis</a> </p> <a href="https://publications.waset.org/abstracts/184374/evaluate-existing-mental-health-intervention-programs-tailored-for-international-students-in-china" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/184374.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">56</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">189</span> Improving Graduate Student Writing Skills: Best Practices and Outcomes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jamie%20Sundvall">Jamie Sundvall</a>, <a href="https://publications.waset.org/abstracts/search?q=Lisa%20Jennings"> Lisa Jennings</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A decline in writing skills and abilities of students entering graduate school has become a focus for university systems within the United States. This decline has become a national trend that requires reflection on the intervention strategies used to address the deficit and unintended consequences as outcomes in the profession. Social work faculty is challenged to increase written scholarship within the academic setting. However, when a large number of students in each course have writing deficits, there is a shift from focus on content, ability to demonstrate competency, and application of core social work concepts. This qualitative study focuses on the experiences of online faculty who support increasing scholarship through writing and are following best practices preparing students academically to see improvements in written presentation in classroom work. This study outlines best practices to improve written academic presentation, especially in an online setting. The research also highlights how a student’s ability to show competency and application of concepts may be overlooked in the online setting. This can lead to new social workers who are prepared academically, but may unable to effectively advocate and document thought presentation in their writing. The intended progression of writing across all levels of higher education moves from summary, to application, and into abstract problem solving. Initial findings indicate that it is important to reflect on practices used to address writing deficits in terms of academic writing, competency, and application. It is equally important to reflect on how these methods of intervention impact a student post-graduation. Specifically, for faculty, it is valuable to assess a social worker’s ability to engage in continuity of documentation and advocacy at micro, mezzo, macro, and international levels of practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intervention" title="intervention">intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20impact" title=" professional impact"> professional impact</a>, <a href="https://publications.waset.org/abstracts/search?q=scholarship" title=" scholarship"> scholarship</a>, <a href="https://publications.waset.org/abstracts/search?q=writing" title=" writing"> writing</a> </p> <a href="https://publications.waset.org/abstracts/96366/improving-graduate-student-writing-skills-best-practices-and-outcomes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96366.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">139</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">188</span> The Evolution of Online Hate: How Decades of Tactical and Technological Innovation Created a Hate Epidemic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kashvi%20Jain">Kashvi Jain</a>, <a href="https://publications.waset.org/abstracts/search?q=Adam%20Burston"> Adam Burston</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Right-wing social movements are a dominant force in American politics, as evidenced by the January 6th Insurrection, the prevalence of extremist conspiracy theories, and a nationwide surge in hate crime. Despite an abundance of scholarship on contemporary right-wing extremism, there is little scholarship that explains their rise. This paper examines how the white power movement developed through tactical innovation and strategic use of increasingly powerful digital technologies. Using qualitative content analysis of archived digital bulletin boards and websites, we examine right-wing extremists’ digital communication during three consequential time periods of tactical and technological innovation: pre-internet (1980s), web 1.0 (1990s), and web 2.0 (2000s). Our analysis suggests that right-wing activists innovatively exploited the features and affordances of digital technologies and their knowledge of free speech rights to spread supremacist collective identity and ideology. Beyond our empirical contribution, we offer policy advice that school administrators can employ to limit hate. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=leaderless%20resistance" title="leaderless resistance">leaderless resistance</a>, <a href="https://publications.waset.org/abstracts/search?q=technological%20affordances" title=" technological affordances"> technological affordances</a>, <a href="https://publications.waset.org/abstracts/search?q=anti-defamation%20league" title=" anti-defamation league"> anti-defamation league</a>, <a href="https://publications.waset.org/abstracts/search?q=white%20power%20movement" title=" white power movement"> white power movement</a>, <a href="https://publications.waset.org/abstracts/search?q=tactical" title=" tactical"> tactical</a> </p> <a href="https://publications.waset.org/abstracts/171301/the-evolution-of-online-hate-how-decades-of-tactical-and-technological-innovation-created-a-hate-epidemic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171301.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">69</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">187</span> Interpreter Scholarship Program That Improves Language Services in New South Wales: A Participatory Action Research Approach </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carly%20Copolov">Carly Copolov</a>, <a href="https://publications.waset.org/abstracts/search?q=Rema%20Nazha"> Rema Nazha</a>, <a href="https://publications.waset.org/abstracts/search?q=Sahba%20C.%20Delshad"> Sahba C. Delshad</a>, <a href="https://publications.waset.org/abstracts/search?q=George%20Bisas"> George Bisas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In New South Wales (NSW), Australia, we speak more than 275 languages and dialects. Interpreters play an indispensable role in our multicultural society by ensuring the people of NSW all enjoy the same opportunities. The NSW Government offers scholarships to enable people who speak in-demand and high priority languages to become eligible to be practicing interpreters. The NSW Interpreter Scholarship Program was launched in January 2019, targeting priority languages from new and emerging, as well as existing language communities. The program offers fully-funded scholarships to study at Technical and Further Education (TAFE), receive National Accreditation Authority for Translators and Interpreters (NAATI) certification, and be mentored and gain employment with the interpreter panel of Multicultural NSW. A Participatory Action Research approach was engaged to challenge the current system for people to become practicing interpreters in NSW. There were over 800 metro Sydney applications and close to 200 regional applications. Three courses were run through TAFE NSW (2 in metro Sydney and 1 in regional NSW). Thirty-nine students graduated from the program in 2019. The first metro Sydney location had 18 graduates complete the course in Assyrian, Burmese, Chaldean, Kurdish-Kurmanji, Nepali, and Tibetan. The second metro Sydney location had 9 graduates complete the course in Tongan, Kirundi, Mongolian and Italian. The regional location had 12 graduates who complete the course from new emerging language communities such as Kurdish-Kurmanji, Burmese, Zomi Chin, Hakha Chin, and Tigrinya. The findings showed that students were very positive about the program as the large majority said they were satisfied with the course content, they felt prepared for the NAATI test at the conclusion of the course, and they would definitely recommend the program to their friends. Also, 18 students from the 2019 cohort signed up to receive further mentoring by experienced interpreters. In 2020 it is anticipated that 3 courses will be run through TAFE NSW (2 in regional NSW and 1 in metro Sydney) to reflect the needs of new emerging language communities settling in regional areas. In conclusion, it has been demonstrated that the NSW Interpreter Scholarship Program improves the supply, quality, and use of language services in NSW, Australia, so that people who speak in-demand and high priority languages are ensured better access to crucial government services <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interpreting" title="interpreting">interpreting</a>, <a href="https://publications.waset.org/abstracts/search?q=emerging%20communities" title=" emerging communities"> emerging communities</a>, <a href="https://publications.waset.org/abstracts/search?q=scholarship%20program" title=" scholarship program"> scholarship program</a>, <a href="https://publications.waset.org/abstracts/search?q=Sydney" title=" Sydney"> Sydney</a> </p> <a href="https://publications.waset.org/abstracts/125893/interpreter-scholarship-program-that-improves-language-services-in-new-south-wales-a-participatory-action-research-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/125893.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">146</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">186</span> Developing New Academics: So What Difference Does It Make?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nalini%20Chitanand">Nalini Chitanand</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Given the dynamic nature of the higher education landscape, induction programmes for new academics has become the norm nowadays to support academics negotiate these rough terrain. This study investigates an induction programme for new academics in a higher education institution to establish what difference it has made to participants. The findings revealed that the benefits ranged from creating safe spaces for collaboration and networking to fostering reflective practice and contributing to the scholarship of teaching and learning. The study also revealed that some of the intentions of the programme may not have been achieved, for example transformative learning. This led to questioning whether this intention is an appropriate one given the short duration of the programme and the long, drawn out process of transformation. It may be concluded that the academic induction programme in this study serves to sow the seeds for transformative learning through fostering critically reflective practice. Recommendations for further study could include long term impact of the programme on student learning and success, these being the core business of higher education. It is also recommended that in addition to an induction programme, the university invests in a mentoring programme for new staff and extend the support for academics in order to sustain critical reflection and which may contribute to transformative educational practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=induction%20programme" title="induction programme">induction programme</a>, <a href="https://publications.waset.org/abstracts/search?q=reflective%20practice" title=" reflective practice"> reflective practice</a>, <a href="https://publications.waset.org/abstracts/search?q=scholarship%20of%20teaching" title=" scholarship of teaching"> scholarship of teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=transformative%20learning" title=" transformative learning"> transformative learning</a> </p> <a href="https://publications.waset.org/abstracts/19509/developing-new-academics-so-what-difference-does-it-make" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19509.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">316</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">185</span> Modernity and Domestic Space in the Feminist Utopias of Herland and Sultana’s Dream</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nudrat%20Kamal">Nudrat Kamal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Scholarship exploring the development of the literary tradition of feminist utopias, especially in the sociopolitical context of Europe and North America, has been important and meaningful, but it is, in large part, still restricted to Euro-American texts. This paper will explore Charlotte Perkins Gilman’s feminist utopia Herland (1915) with another feminist utopia written just a decade before, but in a widely different sociopolitical context: Bengali feminist writer Rokeya Sakhawat Hossain’s English short story Sultana’s Dream (1905). The paper will argue that both texts, despite being written in such different cultural and historical contexts, utilize and subvert the public versus private/domestic sphere dichotomy and the restricted gender roles associated with each sphere in order to conceive of specific formulations of feminist modernities that reflect the sociopolitical contexts and feminist movements both writers were writing within. By bringing Gilman’s Herland into conversation with Hossain’s Sultana’s Dream, the paper hopes to illuminate the new meanings that might emerge if the scholarship on Western feminist utopias was to open itself up to the feminist utopias written elsewhere. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=comparative%20literature" title="comparative literature">comparative literature</a>, <a href="https://publications.waset.org/abstracts/search?q=feminist%20utopias" title=" feminist utopias"> feminist utopias</a>, <a href="https://publications.waset.org/abstracts/search?q=modernity" title=" modernity"> modernity</a>, <a href="https://publications.waset.org/abstracts/search?q=South%20Asian%20literature" title=" South Asian literature"> South Asian literature</a>, <a href="https://publications.waset.org/abstracts/search?q=utopias" title=" utopias"> utopias</a> </p> <a href="https://publications.waset.org/abstracts/82291/modernity-and-domestic-space-in-the-feminist-utopias-of-herland-and-sultanas-dream" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82291.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">240</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">184</span> The Imperative for Disability Studies as an Independent Area of Enquiry in Indian Academia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anita%20Ghai">Anita Ghai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present paper explores the imperative to establish disability studies as an independent area of academic inquiry in India through the establishment of specific programmes in disability studies. The case study of the efforts made by the Ambedkar University, Delhi, to develop such programs and courses shall be used to substantiate this imperative as well as to explore some of the challenges entailed. The paper shall explore the certain extent aspects of relevant scholarship in the area of disability studies in India today and critically reflect on the perspectives of disability in this scholarship. The study of disability in India has hitherto been the prerogative of special education, rehabilitation psychology, and social work departments. While instances of these departments adopting critical approaches to disability can be identified, their empirical focus has perpetuated the production of disability as the site of suffering and oppression. The complex cultural, phenomenological, historical and economic discourses within which disability is embedded can be better captured within distinctive programmes that have disability sui generis as their focus. Such programs would foreground disability as an epistemology, which universalizes the study of disability from disabled people alone to an analysis of various other groups who have been historically marginalized. It will also play an important role in recuperating disability from a state of alterity. The interdisciplinary nature of disability studies offers an opportunity to integrate perspectives from the humanities and the social sciences in the proposed programs. Some of the challenges or rather aspects of reflection that emerge in the course of developing these programs are the criteria for determining the suitability of faculty to teach these programs and the challenges in identifying faculty and in addressing any apprehensions about career prospects that prospective students might have. The manner in which these concerns are being addressed through the collaboration of expertise as well as through the interdisciplinary and flexible nature of the program shall be addressed in the course of the paper. In conclusion, the paper shall foreground the need for disability studies programs in India, the re-appropriation of existing scholarship in the process of formulation these programs, emerging concerns and the manner in which these concerns will be addressed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academia" title="academia">academia</a>, <a href="https://publications.waset.org/abstracts/search?q=disability%20studies" title=" disability studies"> disability studies</a>, <a href="https://publications.waset.org/abstracts/search?q=epistemology" title=" epistemology"> epistemology</a>, <a href="https://publications.waset.org/abstracts/search?q=India" title=" India"> India</a> </p> <a href="https://publications.waset.org/abstracts/96269/the-imperative-for-disability-studies-as-an-independent-area-of-enquiry-in-indian-academia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96269.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">145</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">183</span> Open Minds but Closed Access: Why Are There so Few Gold Open Access LIS Journals And Why Are so Many Librarians Unwilling to Unlock Their Scholarship?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sarah%20Baker">Sarah Baker</a>, <a href="https://publications.waset.org/abstracts/search?q=Jayati%20Chaudhuri"> Jayati Chaudhuri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Librarians have embraced the open access movement in all disciplines but their own. They are strong advocates on college campuses and curate institutional repositories, yet there are surprisingly few open access LIS journals. Presenters evaluated the open access availability of library and information science literature. After analyzing the top 100 library science journals (the top 50 journals from Scimago and JCR) and finding very few gold open access journals, they then investigated the availability of open access articles from the top 10 closed access journals. Presenters would like to generate a conversation on what type of proactive approach librarians can take to increase open access to literature within our discipline. Librarians like their colleagues in other disciplines are not motivated to submit their articles to their institutional repositories. Presenters have found a similar reluctance from their fellow colleagues regarding open access initiatives on campus. Presenters will describe Open Access Week activities as part of a campus-wide initiative and share some faculty comments, concerns, and misconceptions that came up as a part of this dialog. Presenters will discuss their personal experiences providing access to faculty publications through the California State University Los Angeles institutional repository. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=faculty%20scholarship" title="faculty scholarship">faculty scholarship</a>, <a href="https://publications.waset.org/abstracts/search?q=institutional%20repositories" title=" institutional repositories"> institutional repositories</a>, <a href="https://publications.waset.org/abstracts/search?q=library%20and%20information%20science%20journals" title=" library and information science journals"> library and information science journals</a>, <a href="https://publications.waset.org/abstracts/search?q=open%20access" title=" open access"> open access</a> </p> <a href="https://publications.waset.org/abstracts/26157/open-minds-but-closed-access-why-are-there-so-few-gold-open-access-lis-journals-and-why-are-so-many-librarians-unwilling-to-unlock-their-scholarship" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26157.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">331</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">182</span> Influence of Urban Microclimates on Human Perceptions and Behavioral Patterns: A Relational Context of Human Parameters in Urban Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Naveed%20Mazhar">Naveed Mazhar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Our cities are known to have significant modifying effects on the local climate. The nature of the modifications depends on a range of physical variables, usually assessed at a wide range of spatial scales. Physical spatial dimensions, such as measured parameters of microclimates and their significant influence on human sensations, are known to have far-reaching effects on human thermal comfort and by corollary a force that influences human perception. Less scholarship has thrown light on the subjective dimension and insufficiently demonstrates a relational approach between human behavior and how it is affected by the phenomenon of urban microclimates. Other than identifying gaps in the most recent scholarship and providing future research opportunities, the scope of this study will help improve urban design guidelines and raise framework standards of socially responsive urban design. This study will help equip future professionals to ameliorate the effects of urban microclimates on participant’s perceptions enabling more frequent usage of the outdoor urban spaces. However, it is informed that the physical parameters of an outdoor open space determine psychological human adaptations and is a measure of the degree to which people are willing to adapt to their surroundings. A large amount of research is available related to urban microclimates. However, very few studies are focused on the elucidation of the critical factors influencing human perceptions of the microclimates in urban spatial configurations. Based on the most recent scholarship, this study has evaluated the role urban microclimatic conditions have in the formation of human perceptions and, by extension, behavioral patterns formulating in outdoor open spaces. Furthermore, this study also defines, in the backdrop of the current scholarly literature, the socio-spatial interdependence of behavioral patterns with relationship to the built urban fabric and its resultant correlation with human perception. A comprehensive review and analysis of the recent research conducted within the scope of the study will help frame gaps, issues, current research methods and future research opportunities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=urban%20design" title="urban design">urban design</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20microcliamate" title=" urban microcliamate"> urban microcliamate</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20perception" title=" human perception"> human perception</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20behavioral%20patterns" title=" human behavioral patterns"> human behavioral patterns</a> </p> <a href="https://publications.waset.org/abstracts/82243/influence-of-urban-microclimates-on-human-perceptions-and-behavioral-patterns-a-relational-context-of-human-parameters-in-urban-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82243.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">304</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">181</span> Theorizing Digital Transformation, Digitization and Digitalization in Africa Emerging Research in Digital Business: A Critical Review of the Current Scholarship</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ayanda%20Magida">Ayanda Magida</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper aims to provide a critical review of the current state-of-the-art literature on emerging digital business theories. They are specifically focusing on the emergent theories on digital transformation, digitization, and digitalization and their importance in the global south. Digital business is an emergent field that cuts across the different existing disciplines. The paper is threefold- to provide the conceptual and theoretical definition of the DT, digitization and digitization. There is a growing need to provide some of the differences between digitalization, digitization and digital transformation from a theoretical and conceptual basis. These tend to be confused and often use interchangeably the second aim is to focus on the emerging theories on digital transformation and digital business. Finally, the paper provides some critical review of the importance of scholarship in the field from the global south. The systematic review of the literature was conducted through the different research databases to provide some of the major theories in the field of digital business and critically argue for the global south stance. Much of the research on the development and adoption of digital technologies, specifically digital transformation, has been done in the west and developed countries. There is thus a dearth of research conducted in developing countries and the global south. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20transformation" title="digital transformation">digital transformation</a>, <a href="https://publications.waset.org/abstracts/search?q=digitization" title=" digitization"> digitization</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20business" title=" digital business"> digital business</a>, <a href="https://publications.waset.org/abstracts/search?q=digitalization" title=" digitalization"> digitalization</a> </p> <a href="https://publications.waset.org/abstracts/137023/theorizing-digital-transformation-digitization-and-digitalization-in-africa-emerging-research-in-digital-business-a-critical-review-of-the-current-scholarship" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137023.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">273</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">180</span> Teacher Professionalisation and Professionalism Discourses in Teacher Unions: A Case Study of New Zealand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Huidan%20Niu">Huidan Niu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Existing research has focused extensively on teachers’ professional experience in education reforms. However, there is a lack of research on the role and influence of teacher unions in education policy. This study aimed to examine how teacher unions frame teacher professionalisation and professionalism discourses. Critical education policy scholarship study was adopted. This study positioned teacher professionalisation and professionalism discourses within their socio-political contexts to explore how the meanings of teacher professionalisation and professionalism are constructed, as well as how teacher unions, as collective actors, shape these discourses. This study examined the development of professionalisation and professionalism discourses in the two main teacher unions in Aotearoa, New Zealand, the New Zealand Educational Institute, TeRiuRoa (NZEI), and the New Zealand Post-Primary Teachers’ Association, TeWehengarua (PPTA). The data were collected from documents and archival material, as well as elite interviews. Twenty-four union leaders, including national presidents, secretaries, executives, and senior union officials, participated in the study. The data analysis followed a grounded theory method: from codes to themes. The findings of the study suggest that the teacher unions, as teachers’ collective (powerful) voices, appeared to highlight tension and confrontation between the teaching profession and governments with respect to the meanings of teacher professionalisation and professionalism. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20education%20policy%20scholarship" title="critical education policy scholarship">critical education policy scholarship</a>, <a href="https://publications.waset.org/abstracts/search?q=governments" title=" governments"> governments</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20professionalisation" title=" teacher professionalisation"> teacher professionalisation</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20professionalism" title=" teacher professionalism"> teacher professionalism</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20unions" title=" teacher unions"> teacher unions</a> </p> <a href="https://publications.waset.org/abstracts/149517/teacher-professionalisation-and-professionalism-discourses-in-teacher-unions-a-case-study-of-new-zealand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149517.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">129</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">179</span> A Conflict of Relations in Toni Morrison’s New World Fiction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rajeswar%20Pal">Rajeswar Pal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Toni Morrison’s novels belong to present day relations of Africans with the White peoples and tangible man-woman relations. Her literary criticism can be seen as a contribution to the debate over the revision of the canon that dominated much of the scholarship of the 1980s and 1990s. New Criticism began to give way to theories of cultural studies, feminist scholarship, postcolonial revisions and investigations of race and ethnicity. Morrison is concerned with the definition of the American literature whether it reflects an eternal, universal or transcending paradigm – a paradigm that separates it clearly and unequivocally Chicano or African-American or Asian-American or Native American literature. She sees evidence on an incursion of third world or so-called minority literature into a Eurocentric stronghold, which threatens power structures and leads to an upheaval of existing norms. We see women more aligned, cross-culturally, with nature; however, the very critical distinction is that within a white world, the alignment seems to lead towards individuation for women yet separation from white male culture, and within a black world the alignment leads towards individuation and connection to a ownership of a racial consciousness. Whether externally or internally, the characters of Morrison are marked with a sense of incompleteness and mutual conflict, which drives them towards some force of wholeness. Present study fucusses to elucidate and enunciate the man-woman relations and an individual cataclysmic conflict in their minds. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=tangible" title="tangible">tangible</a>, <a href="https://publications.waset.org/abstracts/search?q=postcolonial" title=" postcolonial"> postcolonial</a>, <a href="https://publications.waset.org/abstracts/search?q=ethnicity" title=" ethnicity"> ethnicity</a>, <a href="https://publications.waset.org/abstracts/search?q=paradigm" title=" paradigm"> paradigm</a>, <a href="https://publications.waset.org/abstracts/search?q=upheaval" title=" upheaval"> upheaval</a>, <a href="https://publications.waset.org/abstracts/search?q=alignment" title=" alignment"> alignment</a>, <a href="https://publications.waset.org/abstracts/search?q=elucidate" title=" elucidate"> elucidate</a>, <a href="https://publications.waset.org/abstracts/search?q=cataclysmic" title=" cataclysmic"> cataclysmic</a> </p> <a href="https://publications.waset.org/abstracts/31344/a-conflict-of-relations-in-toni-morrisons-new-world-fiction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31344.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">444</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">178</span> Making Creative Ethnography through Droned Mode of Engagements</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elin%20Linder">Elin Linder</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Ethnographic endeavors feature a long history of creative modes of engagements, and anthropology an equally long critique of its disciplinary attention to worded representations of beyond worded experiences. Curious and critical as our research comes about, takes place, unfolds, and develops, processes of documenting, exploring, experiencing, and producing knowledge commonly evolve as intrinsic parts of our situated wishes to make sense of the worlds we study. We may imagine to do one thing and to use a specific mode of fieldnoting, only to end up doing something else, such as to capture dynamics and dimensions otherwise not attentively engaged or even lost. This paper builds on such an experience, and it acts window to open the conversation for doing and representing ethnographic work as creatively as it was undertaken. Expressively and actively undertaken by means of sensuous scholarship, fieldworking in the world of olivicoltura in Apulia intriguingly advanced into resourcefully embodied research using a drone. While the drone first and foremost allowed perspectives that one as a human is largely and physically incapable of exploring, it rapidly emerged into a mode of engagement that probed critical question how one comes to learn how to see that which one watches, listen to that which one hears, smell that which one scents, feel that which one touch, and gather that which one experience. This paper develops how the drone incorporated a transition of a particularly situated ethnographic sense of attention, all while visualizing how imaginative conceptualizations enable unexpected modes of multimodal knowing in much multisensorial worlds of being. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=drone" title="drone">drone</a>, <a href="https://publications.waset.org/abstracts/search?q=multimodality" title=" multimodality"> multimodality</a>, <a href="https://publications.waset.org/abstracts/search?q=sensuous%20scholarship" title=" sensuous scholarship"> sensuous scholarship</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20creativity" title=" critical creativity"> critical creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=ethnographic%20practice" title=" ethnographic practice"> ethnographic practice</a> </p> <a href="https://publications.waset.org/abstracts/164969/making-creative-ethnography-through-droned-mode-of-engagements" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164969.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">74</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">177</span> A Long-Standing Methodology Quest Regarding Commentary of the Qur’an: Modern Debates on Function of Hermeneutics in the Quran Scholarship in Turkey</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Merve%20Palanci">Merve Palanci</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims to reveal and analyze methodology debates on Qur’an Commentary in Turkish Scholarship and to make sound inductions on the current situation, with reference to the literature evolving around the credibility of Hermeneutics when the case is Qur’an commentary and methodological connotations related to it, together with the other modern approaches to the Qur’an. It is fair to say that Tafseer, constituting one of the main parts of basic Islamic sciences, has drawn great attention from both Muslim and non-Muslim scholars for a long time. And with the emplacement of an acute junction between natural sciences and social sciences in the post-enlightenment period, this interest seems to pave the way for methodology discussions that are conducted by theology spheres, occupying a noticeable slot in Tafseer literature, as well. A panoramic glance at the classical treatise in relation to the methodology of Tafseer, namely Usul al-Tafseer, leads the reader to the conclusion that these classics are intrinsically aimed at introducing the Qur’an and its early history of formation as a corpus and providing a better understanding of its content. To illustrate, the earliest methodology work extant for Qur’an commentary, al- Aql wa’l Fahm al- Qur’an by Harith al-Muhasibi covers content that deals with Qur’an’s rhetoric, its muhkam and mutashabih, and abrogation, etc. And most of the themes in question are evident to share a common ground: understanding the Scripture and producing an accurate commentary to be built on this preliminary phenomenon of understanding. The content of other renowned works in an overtone of Tafseer methodology, such as Funun al Afnan, al- Iqsir fi Ilm al- Tafseer, and other succeeding ones al- Itqan and al- Burhan is also rich in hints related to preliminary phenomena of understanding. However, these works are not eligible for being classified as full-fledged methodology manuals assuring a true understanding of the Qur’an. And Hermeneutics is believed to supply substantial data applicable to Qur’an commentary as it deals with the nature of understanding itself. Referring to the latest tendencies in Tafseer methodology, this paper envisages to centralize hermeneutical debates in modern scholarship of Qur’an commentary and the incentives that lead scholars to apply for Hermeneutics in Tafseer literature. Inspired from these incentives, the study involves three parts. In the introduction part, this paper introduces key features of classical methodology works in general terms and traces back the main methodological shifts of modern times in Qur’an commentary. To this end, revisionist Ecole, scientific Qur’an commentary ventures, and thematic Qur’an commentary are included and analysed briefly. However, historical-critical commentary on the Quran, as it bears a close relationship with hermeneutics, is handled predominantly. The second part is based on the hermeneutical nature of understanding the Scripture, revealing a timeline for the beginning of hermeneutics debates in Tafseer, and Fazlur Rahman’s(d.1988) influence will be manifested for establishing a theoretical bridge. In the following part, reactions against the application of Hermeneutics in Tafseer activity and pro-hermeneutics works will be revealed through cross-references to the prominent figures of both, and the literature in question in theology scholarship in Turkey will be explored critically. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hermeneutics" title="hermeneutics">hermeneutics</a>, <a href="https://publications.waset.org/abstracts/search?q=Tafseer" title=" Tafseer"> Tafseer</a>, <a href="https://publications.waset.org/abstracts/search?q=methodology" title=" methodology"> methodology</a>, <a href="https://publications.waset.org/abstracts/search?q=Ulum%20al-%20Qur%E2%80%99an" title=" Ulum al- Qur’an"> Ulum al- Qur’an</a>, <a href="https://publications.waset.org/abstracts/search?q=modernity" title=" modernity"> modernity</a> </p> <a href="https://publications.waset.org/abstracts/141899/a-long-standing-methodology-quest-regarding-commentary-of-the-quran-modern-debates-on-function-of-hermeneutics-in-the-quran-scholarship-in-turkey" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141899.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">75</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">176</span> Net Regularity and Its Ethical Implications on Internet Stake Holders</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nourhan%20Elshenawi">Nourhan Elshenawi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Net Neutrality (NN) is the principle of treating all online data the same without any prioritization of some over others. A research gap in current scholarship about “violations of NN” and the subsequent ethical concerns paves the way for the following research question: To what extent violations of NN entail ethical concerns and implications for Internet stakeholders? To answer this question, NR is examined using the two major action-based ethical theories, Kantian and Utilitarian, across the relevant Internet stakeholders. First some necessary IT background is provided that shapes how the Internet works and who the key stakeholders are. Following the IT background, the relationship between the stakeholders, users, Internet Service Providers (ISPs) and content providers is discussed and illustrated. Then some violations of NN that are currently occurring is covered, without attracting any attention from the general public from an ethical perspective, as a new term Net Regularity (NR). Afterwards, the current scholarship on NN and its violations are discussed, that are mainly from an economic and sociopolitical perspectives to highlight the lack of ethical discussions on the issue. Before moving on to the ethical analysis however, websites are presented as digital entities that are affected by NR and their happiness is measured using functionalism. The analysis concludes that NR is prone to an unethical treatment of Internet stakeholders in the perspective of both theories. Finally, the current Digital Divide in the world is presented to be able to better illustrate the implications of NR. The implications present the new Internet divide that will take place between individuals within society. Through answering the research question using ethical analysis, it attempts to shed some light on the issue of NR and what kind of society it would lead to. NR would not just lead to a divided society, but divided individuals that are separated by something greater than distance, the Internet. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20divide" title="digital divide">digital divide</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20entities" title=" digital entities"> digital entities</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20ontology" title=" digital ontology"> digital ontology</a>, <a href="https://publications.waset.org/abstracts/search?q=internet%20ethics" title=" internet ethics"> internet ethics</a>, <a href="https://publications.waset.org/abstracts/search?q=internet%20law" title=" internet law"> internet law</a>, <a href="https://publications.waset.org/abstracts/search?q=net%20neutrality" title=" net neutrality"> net neutrality</a>, <a href="https://publications.waset.org/abstracts/search?q=internet%20service%20providers" title=" internet service providers"> internet service providers</a>, <a href="https://publications.waset.org/abstracts/search?q=websites%20as%20beings" title=" websites as beings"> websites as beings</a> </p> <a href="https://publications.waset.org/abstracts/51009/net-regularity-and-its-ethical-implications-on-internet-stake-holders" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51009.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">274</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">175</span> Views of South African Academic Instructors to the Scholarship of Teaching and Learning in Anatomy Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lelika%20Lazarus">Lelika Lazarus</a>, <a href="https://publications.waset.org/abstracts/search?q=Reshma%20Sookrajh"> Reshma Sookrajh</a>, <a href="https://publications.waset.org/abstracts/search?q=Kapil%20S.%20Satyapal"> Kapil S. Satyapal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Reflecting on teaching is commonly cited as a fundamental practice for personal and professional development. Educational research into the scholarship of teaching and learning anatomy includes engaging in discipline specific literature on teaching, reflecting on individual teaching methods and communicating these findings to peers. The aim of this paper is to formally assess the opinions of senior anatomy instructors regarding the state of anatomical knowledge at their respective institutions. The context of the paper derives from ongoing debates about the perceived decline in standards of anatomical knowledge of medical students and postgraduate learners. An open ended questionnaire was devised consisting of eight direct questions seeking opinions on anatomy teaching, knowledge, and potential educational developments and general thoughts on the teaching of anatomy to medical students. These were distributed to senior anatomy Faculty (identified by the author by their affiliation with the Anatomical Society of Southern Africa) based at the eight national medical schools within the country. A number of key themes emerged. Most senior faculty felt that the standard of medical education at their respective institutions was ‘good.’. However, emphasis was also placed on the ‘quality of teaching’ incorporating clinical scenarios. There were also indications that staff are split into those that are keen to do research and those that are happy to provide teaching to medical students as their primary function. Several challenges were also highlighted such as time constraints within the medical curriculum, the lack of cadavers to reinforce knowledge and gain depth perception and lack of appropriately qualified staff. Recommendations included fostering partnerships with both clinicians and medical scientists into the anatomy curriculum thus improving teaching and research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anatomy" title="anatomy">anatomy</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection" title=" reflection"> reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/72674/views-of-south-african-academic-instructors-to-the-scholarship-of-teaching-and-learning-in-anatomy-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72674.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">295</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">174</span> The Internet and Transformation of Epistemic Communities: An Exploratory Review of Communication Research between 2002 and 2022</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dayei%20Oh">Dayei Oh</a>, <a href="https://publications.waset.org/abstracts/search?q=Feeza%20Vasudeva"> Feeza Vasudeva</a>, <a href="https://publications.waset.org/abstracts/search?q=Narges%20Azizi%20Fard"> Narges Azizi Fard</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Drawing on the Foucauldian conception of episteme, epistemic communities refer to a community in which members share common frames of epistemic reference, delineating the proper construction of social realities for their members. One of the most cited definitions of epistemic communities is a group of professionals possessing acknowledged expertise and proficiency in a specific field, influencing policymaking and governance. More recently, the advancement of the Internet has changed the way society produces, disseminates, and consumes knowledge. Against this backdrop, this literature review explores the ways in which online epistemic communities are studied in communication scholarship between 2002 and 2022. Examining 92 peer-reviewed journal articles from the Web of Science database, three research objectives have been addressed: (1) geographical contexts, platforms, and methods that are studied in communication research, (2) different types of epistemic communities, and (3) prevailing themes and concepts that are related to the research of the chosen epistemic communities. This research demonstrates increasing scholarly attention towards the lay public as prominent online epistemic communities along with more conventional epistemic communities such as academia and journalists, hinting at how the Internet provides epistemic capacities for negotiating the boundaries of epistemic authority and competencies between experts and lay people. Through qualitative reading of these papers, the findings show that communication research tends to approach epistemic communities of the political left and right asymmetrically: The right-wing epistemic communities are studied in connection with mis/disinformation, conspiracy theories, populist rejection of authoritative epistemologies, whereas the left-wing communities are studied as emancipatory epistemic struggles and activism against Western, colonial, white, and male-centric knowledge systems. This points to a grave need for communication and multidisciplinary scholarship to investigate such uncharted characters of right- and left-wing epistemic communities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communication%20research" title="communication research">communication research</a>, <a href="https://publications.waset.org/abstracts/search?q=internet" title=" internet"> internet</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge" title=" knowledge"> knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20epistemic%20communities" title=" online epistemic communities"> online epistemic communities</a> </p> <a href="https://publications.waset.org/abstracts/183323/the-internet-and-transformation-of-epistemic-communities-an-exploratory-review-of-communication-research-between-2002-and-2022" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183323.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">51</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">173</span> Death of the Author and Birth of the Adapter in a Literary Work</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Slwa%20Al-Hammad">Slwa Al-Hammad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Adaptation studies have been closely aligned to translation studies as both deal with the process of rendering the meaning from one culture to another. These two disciplines are related to each other, but the theories are still being developed. This research aims to fill this gap and provide a contribution to the growing discipline of adaptation studies through a theoretical perspective while investigating how different cultural interpretations of adaptation influence the final literary product. This research focuses on the theoretical concepts of Barthes’s death of the author and Benjamin’s afterlife of the text in translation, which is believed to lead to the birth of the adapter in a literary work. That is, in adaptation, the ‘death’ of the author allows for the ‘birth’ of the adapter, offering them all the creative possibilities of authorship. It also explores the differences between the meanings of adaptation in the West and the Arab world through the analysis of adapted texts in Arabic initially deriving from the European and American literature of the 19th and 20th centuries. The methodology of this thesis is based upon qualitative literary analysis, in which original and adapted works are compared and contrasted, with the additional insights of literary and adaptation theories and prior scholarship. The main works discussed are the Arabic adaptations of William Faulkner’s novels. The analysis is guided by theories of adaptation studies to help in explaining the concepts of relocating, recreating, and rewriting in the process of adaptation. It draws on scholarship on adaptations to inquire into the status of the adapted texts in relation to the original texts. Also, these theories prove that adaptation is the process that is used to transfer text from source to adapted text, not some other analytical practice. Through the textual analysis, concepts of the death of the author and the birth of the adapter will be illustrated, as will the roles of the adapter and the task of rendering works for a different culture, and the understanding of adaptation and Arabization in Arabic literature. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adaptation" title="adaptation">adaptation</a>, <a href="https://publications.waset.org/abstracts/search?q=Arabization" title=" Arabization"> Arabization</a>, <a href="https://publications.waset.org/abstracts/search?q=authorship" title=" authorship"> authorship</a>, <a href="https://publications.waset.org/abstracts/search?q=recreating" title=" recreating"> recreating</a>, <a href="https://publications.waset.org/abstracts/search?q=relocating" title=" relocating"> relocating</a> </p> <a href="https://publications.waset.org/abstracts/150248/death-of-the-author-and-birth-of-the-adapter-in-a-literary-work" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150248.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">136</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=scholarship&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=scholarship&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=scholarship&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=scholarship&page=5">5</a></li> <li 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