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awareness survey</title> <meta name="description" content="Search results for: diversity awareness survey"> <meta name="keywords" content="diversity awareness survey"> <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 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action="https://publications.waset.org/abstracts/search"> <div 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="diversity awareness survey"> <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> 8950</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: diversity awareness survey</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8950</span> Intercultural Competencies as a Means to Rethink the Pedagogies of Diversity in Latin America</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marcelo%20Jose%20Cabarcas%20Ortega">Marcelo Jose Cabarcas Ortega</a>, <a href="https://publications.waset.org/abstracts/search?q=Lissette%20Herrera"> Lissette Herrera</a>, <a href="https://publications.waset.org/abstracts/search?q=Juan%20Carlos%20Lemus%20Stave"> Juan Carlos Lemus Stave</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This work makes a rather theoretical reflection on a pedagogical response against the coloniality of knowledge and power. The purpose here is to reflect on the challenges and opportunities it opens up in the educational field. No doubt, ours derived in a more abstract than concrete reflection. The quest, nevertheless, to stimulate the interest in a non-violent, non-contemptuous education able to balance, improves and if necessary, transforms the relationships that have made it a space of privilege and exclusion. We all know the school has found itself in need of rethinking diversity while developing awareness of its own role in reproducing inequality. Intercultural education may provide an answer to that hurry when fostering critical awareness and dialogue. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=decoloniality" title="decoloniality">decoloniality</a>, <a href="https://publications.waset.org/abstracts/search?q=coloniality%20of%20power" title=" coloniality of power"> coloniality of power</a>, <a href="https://publications.waset.org/abstracts/search?q=diversity" title=" diversity"> diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=interculturality" title=" interculturality"> interculturality</a> </p> <a href="https://publications.waset.org/abstracts/136227/intercultural-competencies-as-a-means-to-rethink-the-pedagogies-of-diversity-in-latin-america" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136227.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">233</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">8949</span> Public Awareness of Aphasia in Taiwan: A Pilot Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ching-Yu%20Lin">Ching-Yu Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The number of patients with aphasia has been gradually increasing; however, public awareness of aphasia is still limited. Moreover, surveys about public awareness of aphasia have been conducted in several countries, but there is no research about public awareness of aphasia in Taiwan so far. Therefore, this study aims at the investigation of public awareness of aphasia in Taiwan. In this pilot study, the original English-version questionnaire will be translated into Mandarin Chinese by a speech therapist (the author), and 100 Taiwanese over 18 years old will be recruited to finish the questionnaire. People with an occupation about health or medical will be excluded. In order to reach more people, the questionnaire will be an Internet survey by Google Forms, and the URL of the survey will be distributed by messaging, i.e. e-mail, Facebook Messenger, Instagram DM, or Line. Data will be analyzed via PASW Statistic 18. Descriptive statistics will be used to summarize what proportion of the public have heard of aphasia and what proportion of the public have basic knowledge of aphasia in Taiwan. The sources of information about aphasia will also be investigated. Further, differences in awareness of aphasia due to age, gender, and education level will be discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aphasia" title="aphasia">aphasia</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20awareness" title=" public awareness"> public awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20knowledge" title=" public knowledge"> public knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=taiwan" title=" taiwan"> taiwan</a> </p> <a href="https://publications.waset.org/abstracts/161683/public-awareness-of-aphasia-in-taiwan-a-pilot-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161683.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">105</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">8948</span> Corporate Social Responsibility of Islamic Banks in Bahrain: Depositors’ Awareness </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sutan%20Emir%20Hidayat">Sutan Emir Hidayat</a>, <a href="https://publications.waset.org/abstracts/search?q=Latifa%20Hassan%20Al-Qassab"> Latifa Hassan Al-Qassab</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to examine depositors’ awareness on the pursuit of corporate social responsibilities (CSR) conducted by Islamic retail banks in the Kingdom of Bahrain according to the Accounting and Auditing Organization for Islamic Financial Institutions (AAOIFI) standards. The outcome of the paper is the extent to which the depositors knew about the banks’ CSR activities in promoting the welfare of the society beyond their business objectives. The study covered all Islamic retail banks in the Kingdom of Bahrain where a survey questionnaire was distributed to a total of 200 Islamic banks' depositors. The results of the survey show that the level of depositors’ awareness is limited on the pursuit of corporate social responsibilities by the banks as indicated by the small number of statements in the survey questionnaire which the respondents agreed to or of which they had satisfactory knowledge. The significant statistical difference in the respondents' answers to the survey questionnaire when they are grouped according to their respective banks prove that the level of depositors’ awareness on the pursuit of corporate social responsibilities varies considerably among the six Islamic retail banks in the kingdom. The findings of the study might be used to assist the policy makers in the field of CSR of Islamic financial institutions in formulation of better CSR activities and in delivering better services for the public welfare. The study also might help Islamic banks in the kingdom to set up strategy in order to increase the level of depositors’ awareness on their CSR activities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corporate%20social%20responsibilities" title="corporate social responsibilities">corporate social responsibilities</a>, <a href="https://publications.waset.org/abstracts/search?q=awareness" title=" awareness"> awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=Islamic%20banks" title=" Islamic banks"> Islamic banks</a>, <a href="https://publications.waset.org/abstracts/search?q=Bahrain" title=" Bahrain"> Bahrain</a> </p> <a href="https://publications.waset.org/abstracts/84287/corporate-social-responsibility-of-islamic-banks-in-bahrain-depositors-awareness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84287.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">417</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">8947</span> Climate Change Awareness at the Micro Level: Case Study of Grande Riviere, Trinidad</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sherry%20Ann%20Ganase">Sherry Ann Ganase</a>, <a href="https://publications.waset.org/abstracts/search?q=Sandra%20Sookram"> Sandra Sookram</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the level of awareness to climate change and major factors that influence such awareness in Grande Riviere, Trinidad. Through the development of an Awareness Index and application of a Structural Equation Model to survey data, the findings suggest an Awareness index value of 0.459 in Grande Riviere. These results suggest that households have climate smart attitudes and behaviors but climate knowledge is lacking. This is supported by the structural equation model which shows a negative relationship between awareness and causes of climate change. The study concludes by highlighting the need for immediate action on increasing knowledge. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=awareness" title="awareness">awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=climate%20change" title=" climate change"> climate change</a>, <a href="https://publications.waset.org/abstracts/search?q=climate%20education" title=" climate education"> climate education</a>, <a href="https://publications.waset.org/abstracts/search?q=index%20structural%20equation%20model" title=" index structural equation model "> index structural equation model </a> </p> <a href="https://publications.waset.org/abstracts/20602/climate-change-awareness-at-the-micro-level-case-study-of-grande-riviere-trinidad" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20602.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">466</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">8946</span> Inter-Departmental Survey to Check the Impact of Bio-Safety Training Sessions among Lab Employees</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Noorulaine%20Maqsood">Noorulaine Maqsood</a>, <a href="https://publications.waset.org/abstracts/search?q=Saeed%20Khan"> Saeed Khan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Concern regarding incident reporting and bio-safety training in clinical laboratories in Pakistan has increased remarkably in the last few years due to rapid increase in diagnosis and research on infectious organisms. In order to ensure the safety of employees, this issue needs to be addressed immediately. Bio-safety training sessions and lectures are necessary for the protection of laboratory workers in order to ensure safe practices and minimize the count of incident reporting in the lab. Objective: To carry out an inter-departmental survey in lab regarding the awareness of bio-safety practices among lab employees before and after conducting bio-safety training sessions. Methodology: We conducted a 30 questions survey of laboratory workers in June 2013 (before training session) to gather information related to bio-safety awareness. Afterwards, we conducted another survey after training sessions and workshops related to bio-safety. Result: The survey regarding bio-safety level showed that before the training session 32% of the participants were aware of bio-safety level being used in their lab whereas after the session this percentage increased to 72%. 48% of the participants had information about the proper usage of PPE which increased to 76%. Awareness regarding proper management of hazardous waste increased from 32% to 64%. The incident reporting practice, sample handling and hand hygiene awareness was previously reported to be 40%, 65%, and 52% that increased to 80%, 85% and 88% respectively after the training session was completed. Conclusion: The first survey results showed lack of awareness that suggest nearly all senior scientists, faculty, medical technologist, lab attendant and housekeeping staff working in laboratories are required to have bio-safety training, and required inspection at least twice a year by a bio-safety officer and also required to renew their bio-safety training. After the training session, significant changes in awareness level and attitude of the participants regarding biosafety practices were observed. Therefore, such bio-safety sessions should be carried out regularly in clinical laboratories. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=biosafety%20practices" title="biosafety practices">biosafety practices</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical%20laboratory" title=" clinical laboratory"> clinical laboratory</a>, <a href="https://publications.waset.org/abstracts/search?q=Pakistan" title=" Pakistan"> Pakistan</a>, <a href="https://publications.waset.org/abstracts/search?q=survey" title=" survey "> survey </a> </p> <a href="https://publications.waset.org/abstracts/23748/inter-departmental-survey-to-check-the-impact-of-bio-safety-training-sessions-among-lab-employees" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23748.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">427</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">8945</span> Options for Adding Benefits of Local Crop Diversity Through a Non-Breeding Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kedar%20Nath%20Nepal">Kedar Nath Nepal</a>, <a href="https://publications.waset.org/abstracts/search?q=Tek%20Bahadur%20Thapa"> Tek Bahadur Thapa</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20Guerena%3B"> David Guerena;</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The community participation is central to the in-situ project objectives, as farming communities are key stakeholders in the on-farm conservation of agricultural bio- diversity. Besides technical means to adding benefits, the complimentary strategy includes creating market-based value adding measures by increasing users’ awareness of the value of traditional foods and nutritional values; exhibitions and improved processing; and policy incentives. This paper presents various participatory activities carried out in Nepal as options for enhancing benefits to local communities by increased utilization of local crop diversity on -the farm through non-breeding discussed, and outcomes are documented using farmers’ perception data and secondary information. The paper focuses on three major areas of public awareness, market incentives and non-market incentives that may enhance on -farm conservation and use of biodiversity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=biodiversity" title="biodiversity">biodiversity</a>, <a href="https://publications.waset.org/abstracts/search?q=in-situ" title=" in-situ"> in-situ</a>, <a href="https://publications.waset.org/abstracts/search?q=market-based" title=" market-based"> market-based</a>, <a href="https://publications.waset.org/abstracts/search?q=non-market" title=" non-market"> non-market</a> </p> <a href="https://publications.waset.org/abstracts/155071/options-for-adding-benefits-of-local-crop-diversity-through-a-non-breeding-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155071.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">111</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">8944</span> Self-Awareness on Social Work Courses: A Study of Students Perceptions of Teaching Methods in an English University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Deborah%20Amas">Deborah Amas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Global accreditation standards require Higher Education Institutions to ensure social work students develop self-awareness by reflecting on their personal values and critically evaluating how these influence their thinking for professional practice. The knowledge base indicates there are benefits and vulnerabilities for students when they self-reflect and more needs to be understood about the learning environments that nurture self-awareness. The connection between teaching methods and self-awareness is of interest in this paper which reports findings from an on-line survey with students on BA and MA qualifying social work programs in an English university (n=120). Students were asked about the importance of self-awareness and their experiences of teaching methods for self-reflection. Generally, students thought that self-awareness is of high importance in their education. Students also shared stories that illuminated deeper feelings about the potential risks associated with self-disclosure. The findings indicate that students appreciate safe opportunities for self-reflection, but can be wary of associated assessments or feeling judged. The research supports arguments to qualitatively improve facilitation of self-awareness through the curriculum. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reflection" title="reflection">reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=self-awareness" title=" self-awareness"> self-awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=self-reflection" title=" self-reflection"> self-reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20work%20education" title=" social work education"> social work education</a> </p> <a href="https://publications.waset.org/abstracts/68839/self-awareness-on-social-work-courses-a-study-of-students-perceptions-of-teaching-methods-in-an-english-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68839.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">300</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">8943</span> Perception and Knowledge of the Jordanian Society of Occupational Therapy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wesam%20Darawsheh">Wesam Darawsheh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: there are scarcity of studies done to investigate the level of knowledge and the level of awareness and perception of Jordanians about occupational therapy (OT). Aim: to investigate the level of awareness of lay people, clients receiving services and healthcare professionals of OT, identify the common misconceptions about OT, and to explore ways whereby the knowledge and awareness about OT can be increased. Methodology: a cross sectional design was employed in this study where a survey was distributed in the Northern, Southern, Western, Eastern provinces and the Middle (capital city: Amman) province of Jordan. The survey consisted of eight section and 61 questions that aims to investigate the demographics of participants, self evaluation concerning knowledge and awareness about OT, sources of knowledge about OT, the perception of the aims, fields of practice, OT settings, misconceptions about OT, and suggestion to improve knowledge and awareness about OT. Results: A total of 829 participants were enrolled in this study: 459 lay people, 155 clients who are currently receiving OT services, 215 healthcare professionals. About 57% of the participants did not hear about OT, and 48% of those who reported to hear about OT did not have sufficient knowledge about it. There are several misconceptions associated with OT. The statistical analysis was executed using IBM SPSS software, Version 22.0 (SPSS, Chicago, USA). Conclusion: it is the responsibility of OTRs to increase the knowledge and awareness about OT in Jordan. This is required for the profession to proliferate and to be given its status. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge" title="knowledge">knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=occupational%20therapy%20misconceptions" title=" occupational therapy misconceptions"> occupational therapy misconceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=healthcare%20professionals" title=" healthcare professionals"> healthcare professionals</a>, <a href="https://publications.waset.org/abstracts/search?q=lay%20people" title=" lay people"> lay people</a>, <a href="https://publications.waset.org/abstracts/search?q=Jordan" title=" Jordan"> Jordan</a> </p> <a href="https://publications.waset.org/abstracts/67835/perception-and-knowledge-of-the-jordanian-society-of-occupational-therapy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67835.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">362</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">8942</span> A Call for Transformative Learning Experiences to Facilitate Student Workforce Diversity Learning in the United States</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jeanetta%20D.%20Sims">Jeanetta D. Sims</a>, <a href="https://publications.waset.org/abstracts/search?q=Chaunda%20L.%20Scott"> Chaunda L. Scott</a>, <a href="https://publications.waset.org/abstracts/search?q=Hung-Lin%20Lai"> Hung-Lin Lai</a>, <a href="https://publications.waset.org/abstracts/search?q=Sarah%20Neese"> Sarah Neese</a>, <a href="https://publications.waset.org/abstracts/search?q=Atoya%20Sims"> Atoya Sims</a>, <a href="https://publications.waset.org/abstracts/search?q=Angelia%20Barrera-Medina"> Angelia Barrera-Medina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Given the call for increased transformative learning experiences and the demand for academia to prepare students to enter workforce diversity careers, this study explores the landscape of workforce diversity learning in the United States. Using a multi-disciplinary syllabi browsing process and a content analysis method, the most prevalent instructional activities being used in workforce-diversity related courses in the United States are identified. In addition, the instructional activities are evaluated based on transformative learning tenants. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=workforce%20diversity" title="workforce diversity">workforce diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=workforce%20diversity%20learning" title=" workforce diversity learning"> workforce diversity learning</a>, <a href="https://publications.waset.org/abstracts/search?q=transformative%20learning" title=" transformative learning"> transformative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=diversity%20education" title=" diversity education"> diversity education</a>, <a href="https://publications.waset.org/abstracts/search?q=U.%20S.%20workforce%20diversity" title=" U. S. workforce diversity"> U. S. workforce diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=workforce%20diversity%20assignments" title=" workforce diversity assignments"> workforce diversity assignments</a> </p> <a href="https://publications.waset.org/abstracts/10733/a-call-for-transformative-learning-experiences-to-facilitate-student-workforce-diversity-learning-in-the-united-states" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10733.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">505</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">8941</span> The Importance of Awareness and Appropriate Management in Inclusive Education in India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lusia%20Ndahafa%20Nghitotelwa">Lusia Ndahafa Nghitotelwa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> India is a home to many languages, cultures, traditions, castes and religions. This diversity, when observed in education, appears to be challenging and difficult to manage with respect to including everyone in the educational system. But in order to achieve this, attempts to understand the complexity of the issue and find some solutions for including everyone in education has been made in India since independence, regardless of the students’ background. Despite that, the challenge is still topical. Plenty of students are left out of the system due to the lack of awareness and appropriate management of these diversities. Therefore, the present paper makes an attempt to study the awareness and management of diversity in Indian schools. Existing studies on diversity in Indian schools, along with how measures and which measures have been taken to accommodate and retain everyone in school, have been looked at, and a thorough critical analysis of findings has been narrated. It was found that a lot of efforts have been conjugated to include and educate children of all castes, religions, and linguistic backgrounds. Furthermore, the awareness of inclusive education among teachers and society members is moderate, but teachers lack the necessary skills and knowledge on how to deal with students with special educational needs in regular classes. Also, the management is aware of inclusive education, but the management does not include teachers in decision-making. Moreover, it was found that the poor management of inclusion services and retention of special needs students in Indian schools results in their poor effective integration into the workforce. Finally, the management was found to have stringent admission criteria, which has the effect of hindering some students from entering the educational system. Based on the results of the study, it is clear that the implementation of inclusive education is still a challenge in India. However, there are promising results in tackling the issue. All children should be given an opportunity to learn together with other children in order to broaden their interest and challenge their potential. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=awareness" title="awareness">awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=management" title=" management"> management</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title=" inclusive education"> inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/48272/the-importance-of-awareness-and-appropriate-management-in-inclusive-education-in-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48272.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">8940</span> Racial Diversity in Founding Ownership Teams and Business Performance in New Firms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cedric%20Herring">Cedric Herring</a>, <a href="https://publications.waset.org/abstracts/search?q=Loren%20Henderson"> Loren Henderson</a>, <a href="https://publications.waset.org/abstracts/search?q=Hayward%20Derrick%20Horton"> Hayward Derrick Horton</a>, <a href="https://publications.waset.org/abstracts/search?q=Melvin%20Thomas"> Melvin Thomas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper asks whether business startups benefit from having racially diverse founding ownership teams. Using nationally representative data from the Kauffman Firm Survey, the analysis examines the relationship between the racial diversity of the founding ownership teams of business startups and their net worth, revenue, debt, and profits. The analysis shows that, net of firm characteristics and human capital characteristics, startups with racially diverse founding teams have higher net worth, lower debt, and greater profits than their non-diverse counterparts. The racial diversity of ownership teams is not, however, related to startup firms’ revenues, net of other factors. The implications of these findings are explored. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=racial%20diversity" title="racial diversity">racial diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=business%20startups" title=" business startups"> business startups</a>, <a href="https://publications.waset.org/abstracts/search?q=founding%20ownership%20teams" title=" founding ownership teams"> founding ownership teams</a>, <a href="https://publications.waset.org/abstracts/search?q=diversity%20and%20business%20performance" title=" diversity and business performance"> diversity and business performance</a> </p> <a href="https://publications.waset.org/abstracts/23409/racial-diversity-in-founding-ownership-teams-and-business-performance-in-new-firms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23409.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">376</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">8939</span> Developing Educator Cultural Awareness through Critically Reflective Professional Learning Community Collaboration</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Brooke%20A.%20Moore">Brooke A. Moore</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Developing teachers’ cultural awareness ensures schools are culturally responsive and socially just for diverse and exceptional students. An ideology of ‘normal’ exists in schools, creating boundaries where some students belong and others are marginalized based on difference. It is important that teacher preparation work to create democratic classrooms where teachers foster tolerance of difference and promote critical thinking and social justice. This paper outlines a framework for developing educator cultural awareness through the use of critically reflective professional learning communities (PLCs) drawing from the research on teacher critical reflection, collaborative PLCs, and Engeström’s theory of expansive learning. A case study using the framework was conducted with ten practicing teachers. Participants read and reflected on critical literature to make visible unexamined beliefs, engaged in conversations that pushed them to reflect more deeply and project forward new ideas, and set goals for acting as agents of change in their schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cultural%20and%20linguistic%20diversity" title="cultural and linguistic diversity">cultural and linguistic diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=diversity" title=" diversity"> diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20education" title=" special education"> special education</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20beliefs" title=" teacher beliefs"> teacher beliefs</a> </p> <a href="https://publications.waset.org/abstracts/78417/developing-educator-cultural-awareness-through-critically-reflective-professional-learning-community-collaboration" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78417.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">248</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">8938</span> The Effects of Self-Reflections on Intercultural Communication Competency: A Case Study of the University of Arkansas-Fort Smith</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=JaeYoon%20Park">JaeYoon Park</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The ability to communicate effectively across different cultures is a necessary skill in today’s increasingly globalized world. Intercultural communication competency (ICC) is a way of being that benefits all members of a society in their living, learning, and working environments as well as in the context of mediated communications. This study examines the effects of self-reflection processes on the improvement of intercultural communication skills focusing on college students at the University of Arkansas-Fort Smith. A total of sixty-nine students’ works were analyzed based on the data collected in the past three years (2016, 2017 and 2018). The students in the ‘Culture and Communication’ class, each spring, completed the Diversity Awareness Profile (DAP) survey as a pre- and post-test for the course. DAP is a self-assessment tool designed by Karen Stinson and widely used in college classes, companies, and organizations to evaluate an individual’s behaviors in various intercultural settings. It can assist individuals in becoming more aware of diversity issues and also provide a foundation for developing strategies for modifying any undesirable behavior they may discover in the assessment. In addition to the DAP surveys, the students also submitted self-reflection essays that discussed their own scores. The University of Arkansas-Fort Smith is a small regional university located in the Bible Belt of the United States. White, Christian, working-class students dominate its student population. The students, whose data were collected, were predominantly seniors in college majoring in either Media Communication or International Business. Approximately, 80% of the students increased their scores, and 42% of them moved forward to a new category. The findings also indicate that the students in the underrepresented groups (i.e., women, minority, and international students) show less change in their scores and behaviors than the rest of the students (i.e., white heterosexual male students). These findings, in most part, result from the fact that the underrepresented students were already aware of diversity and intercultural issues through their personal experiences before taking the class. The white heterosexual male students demonstrated the greatest improvements, judging from their DAP scores (pre- and post-tests) and self-reflection essays. Through the class assignments and discussions, which emphasized critical thinking and self-reflection, the latter group of students not only became more aware of the meaning of their own words and behaviors, but they were also able to develop greater proficiency in intercultural communication. This e-poster presentation will analyze the findings of this research data, and also discuss the pedagogical implications of such results. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cross-cultural%20communication" title="cross-cultural communication">cross-cultural communication</a>, <a href="https://publications.waset.org/abstracts/search?q=diversity%20awareness%20survey" title=" diversity awareness survey"> diversity awareness survey</a>, <a href="https://publications.waset.org/abstracts/search?q=self-reflection" title=" self-reflection"> self-reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=underrepresented%20students" title=" underrepresented students "> underrepresented students </a> </p> <a href="https://publications.waset.org/abstracts/97220/the-effects-of-self-reflections-on-intercultural-communication-competency-a-case-study-of-the-university-of-arkansas-fort-smith" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97220.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">121</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">8937</span> Agroecological and Socioeconomic Determinants of Conserving Diversity On-Farm: The Case of Wheat Genetic Resources in Ethiopia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bedilu%20Tafesse">Bedilu Tafesse</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Conservation of crop genetic resources presents a challenge of identifying specific determinants driving maintenance of diversity at farm and agroecosystems. The objectives of this study were to identify socioeconomic, market and agroecological determinants of farmers’ maintenance of wheat diversity at the household level and derive implications for policies in designing on-farm conservation programs. We assess wheat diversity at farm level using household survey data. A household decision making model is conceptualized using microeconomic theory to assess and identify factors influencing on-farm rice diversity. The model is then tested econometrically by using various factors affecting farmers’ variety choice and diversity decisions. The findings show that household-specific socioeconomic, agroecological and market factors are important in determining on-farm wheat diversity. The significant variables in explaining richness and evenness of wheat diversity include distance to the nearest market, subsistence ratio, modern variety sold, land types and adult labour working in agriculture. The statistical signs of the factors determining wheat diversity are consistent in explaining the richness, dominance and evenness among rice varieties. Finally, the study implies that the cost-effective means of promoting and sustaining on-farm conservation programmes is to target them in market isolated geographic locations of high crop diversity where farm households have more heterogeneity of agroecological conditions and more active family adult labour working on-farm. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diversity%20indices" title="diversity indices">diversity indices</a>, <a href="https://publications.waset.org/abstracts/search?q=dominance" title=" dominance"> dominance</a>, <a href="https://publications.waset.org/abstracts/search?q=evenness" title=" evenness"> evenness</a>, <a href="https://publications.waset.org/abstracts/search?q=on-farm%20conservation" title=" on-farm conservation"> on-farm conservation</a>, <a href="https://publications.waset.org/abstracts/search?q=wheat%20diversity" title=" wheat diversity"> wheat diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=richness" title=" richness"> richness</a> </p> <a href="https://publications.waset.org/abstracts/10481/agroecological-and-socioeconomic-determinants-of-conserving-diversity-on-farm-the-case-of-wheat-genetic-resources-in-ethiopia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10481.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">308</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">8936</span> Managing Linguistic Diversity in Teaching and in Learning in Higher Education Institutions: The Case of the University of Luxembourg</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Argyro-Maria%20Skourmalla">Argyro-Maria Skourmalla</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Today’s reality is characterized by diversity in different levels and aspects of everyday life. Focusing on the aspect of language and communication in Higher Education (HE), the present paper draws on the example of the University of Luxembourg as a multilingual and international setting. The University of Luxembourg, which is located between France, Germany, and Belgium, adopted its new multilingualism policy in 2020, establishing English, French, German, and Luxembourgish as the official languages of the Institution. In addition, with around 10.000 students and staff coming from various countries around the world, linguistic diversity in this university is seen as both a resource and a challenge that calls for an inclusive and multilingual approach. The present paper includes data derived from semi-structured interviews with lecturing staff from different disciplines and an online survey with undergraduate students at the University of Luxembourg. Participants shared their experiences and point of view regarding linguistic diversity in this context. Findings show that linguistic diversity in this university is seen as an asset but comes with challenges, and even though there is progress in the use of multilingual practices, a lot needs to be done towards the recognition of staff and students’ linguistic repertoires for inclusion and education equity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=linguistic%20diversity" title="linguistic diversity">linguistic diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=Luxembourg" title=" Luxembourg"> Luxembourg</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingual%20practices" title=" multilingual practices"> multilingual practices</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a> </p> <a href="https://publications.waset.org/abstracts/169634/managing-linguistic-diversity-in-teaching-and-in-learning-in-higher-education-institutions-the-case-of-the-university-of-luxembourg" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169634.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">76</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">8935</span> Integrating Service Learning into a Business Analytics Course: A Comparative Investigation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gokhan%20Egilmez">Gokhan Egilmez</a>, <a href="https://publications.waset.org/abstracts/search?q=Erika%20Hatfield"> Erika Hatfield</a>, <a href="https://publications.waset.org/abstracts/search?q=Julie%20Turner"> Julie Turner</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, we investigated the impacts of service-learning integration on an undergraduate level business analytics course from multiple perspectives, including academic proficiency, community awareness, engagement, social responsibility, and reflection. We assessed the impact of the service-learning experience by using a survey developed primarily based on the literature review and secondarily on an ad hoc group of researchers. Then, we implemented the survey in two sections, where one of the sections was a control group. We compared the results of the empirical survey visually and statistically. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=business%20analytics" title="business analytics">business analytics</a>, <a href="https://publications.waset.org/abstracts/search?q=service%20learning" title=" service learning"> service learning</a>, <a href="https://publications.waset.org/abstracts/search?q=experiential%20education" title=" experiential education"> experiential education</a>, <a href="https://publications.waset.org/abstracts/search?q=statistical%20analysis" title=" statistical analysis"> statistical analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=survey%20research" title=" survey research"> survey research</a> </p> <a href="https://publications.waset.org/abstracts/151733/integrating-service-learning-into-a-business-analytics-course-a-comparative-investigation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151733.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">111</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">8934</span> When Change Is the Only Constant: The Impact of Change Frequency and Diversity on Change Appraisal</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Danika%20Pieters">Danika Pieters</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Due to changing societal and economic demands, organizational change has become increasingly prevalent in work life. While a long time change research has focused on the effects of single discrete change events on different employee outcomes such as job satisfaction and organizational commitment, a nascent research stream has begun to look into the potential cumulative effects of change in the context of continuous intense reforms. This case study of a large Belgian public organization aims to add to this growing literature by examining how the frequency and diversity of past changes impact employees’ appraisals of a newly introduced change. Twelve hundred survey results were analyzed using standard ordinary least squares regression. Results showed a correlation between high past change frequency and diversity and a negative appraisal of the new change. Implications for practitioners and future research are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=change%20frequency" title="change frequency">change frequency</a>, <a href="https://publications.waset.org/abstracts/search?q=change%20diversity" title=" change diversity"> change diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20changes" title=" organizational changes"> organizational changes</a>, <a href="https://publications.waset.org/abstracts/search?q=change%20appraisal" title=" change appraisal"> change appraisal</a>, <a href="https://publications.waset.org/abstracts/search?q=change%20evaluation" title=" change evaluation"> change evaluation</a> </p> <a href="https://publications.waset.org/abstracts/147976/when-change-is-the-only-constant-the-impact-of-change-frequency-and-diversity-on-change-appraisal" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147976.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">135</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">8933</span> Prospective Teachers’ Metacognitive Awareness and Goal Orientation as Predictors of Academic Success</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gidado%20Lawal%20Likko">Gidado Lawal Likko</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study examined the relationship of achievement goals, metacognitive awareness and academic success among students of colleges of education in North Western Nigeria. The study was guided by three objectives. The first two were to find out whether students’ achievement goals and metacognitive awareness correlate with their academic success. 358 students comprising 242 males (67.6%) and 116 females (32.4%) were studied. Correlation survey was employed in the conduct of the study. The instruments used to collect data were students’ bio data form, achievement goals inventory (Roedel, Schraw and Plake, 1994), metacognitive awareness inventory (Schraw & Dennison, 1994) and students’ CGPA (NCCE minimum standard, 2013) was used as the index of academic success. Pearson Product Moment and regression analysis were the statistical techniques used to analyze the data. Results of the analysis indicated that students’ achievement goals (r=0.554, p=0.004) and metacognitive awareness (r= 0.67, p=0.001) positively correlated with their academic success. Similarly, significant relationship exists between achievement goals and metacognitive awareness (r=0.77, p=0.000). Part of the recommendations is the need for the management of all colleges of education to have educational interventions aimed at developing students’ metacognitive awareness which will foster purposeful self-regulation of their learning. This could be achieved by periodic assessment of students’ metacognitive awareness which will serve as feedback as they move from one educational level to another. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20success" title="academic success">academic success</a>, <a href="https://publications.waset.org/abstracts/search?q=goal%20orientation" title=" goal orientation"> goal orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognitive%20awareness" title=" metacognitive awareness"> metacognitive awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=prospective%20teachers" title=" prospective teachers"> prospective teachers</a> </p> <a href="https://publications.waset.org/abstracts/103481/prospective-teachers-metacognitive-awareness-and-goal-orientation-as-predictors-of-academic-success" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103481.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">8932</span> The Effect of Diversity Sensitive Orientation on Job Satisfaction and Turnover Intention</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hyeondal%20Jeong">Hyeondal Jeong</a>, <a href="https://publications.waset.org/abstracts/search?q=Yoonjung%20Baek"> Yoonjung Baek</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main purpose of this paper is to examine the effect of diversity sensitive orientation on job satisfaction and turnover intention. Diversity sensitive orientation is the attitude of the individual to respect and accommodate diversity. This is focused on an individual’s perception of diversity. Although being made from the most diversity related research team and organizational level, this study deals with diversity issues at the individual level. To test the proposed research model and hypothesis, the data were collected from 291 Korean employees. The study conducted a confirmatory factor analysis for the validity test. Furthermore, structural equation modeling (SEM) was employed to test the hypothesized relationship in the conceptual model. The results of this paper were as followings: First, diversity sensitive orientation was positively related to job satisfaction. Second, diversity sensitive orientation was negatively related to turnover intention. In other words, the positive influence of the diversity sensitive orientation has been verified. Based on the findings, this study suggested implications and directions for future research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diversity%20sensitive%20orientation" title="diversity sensitive orientation">diversity sensitive orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20satisfaction" title=" job satisfaction"> job satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=turnover%20intention" title=" turnover intention"> turnover intention</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=cognition" title=" cognition"> cognition</a> </p> <a href="https://publications.waset.org/abstracts/40750/the-effect-of-diversity-sensitive-orientation-on-job-satisfaction-and-turnover-intention" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40750.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">410</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">8931</span> Tenure Security, Agricultural Diversity and Food Security</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amanuel%20Hadera%20Gebreyesus">Amanuel Hadera Gebreyesus</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the literature, the study of tenure and food security has largely involved separate lines of inquiry. In effect, the nexus among these has received little attention; and the underinvestment in research related to the relationship between tenure and food security deters generation of tenure-related knowledge and policy guidance for improving food and nutrition security. Drawing from this motivation, we study the relationship among tenure security, agricultural diversity and food security and dietary diversity. We employ IV approaches to examine the effect of tenure security and agricultural diversity on food security and dietary diversity. We find tenure security is inversely related with food insecurity as shown by its negative association with hunger scale, hunger index and hunger category. On the other hand, results suggest that tenure security improves minimum dietary diversity of women while we find no association with child dietary diversity. Moreover, agricultural diversity is positively related with minimum dietary diversity of women, which may point to higher accessibility and consumption of dietary food groups by women. Also, findings suggest that farmers use their human (knowledge and skills) and resource (land) endowments to improve food security and dietary diversity. An implication from this is the importance of not only improving access to land but also long-term tenure security to promote agricultural diversity, food security and dietary diversity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=tenure%20security" title="tenure security">tenure security</a>, <a href="https://publications.waset.org/abstracts/search?q=food%20security" title=" food security"> food security</a>, <a href="https://publications.waset.org/abstracts/search?q=agricultural%20diversity" title=" agricultural diversity"> agricultural diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=dietary%20diversity" title=" dietary diversity"> dietary diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=women" title=" women"> women</a> </p> <a href="https://publications.waset.org/abstracts/166588/tenure-security-agricultural-diversity-and-food-security" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166588.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">216</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">8930</span> Crowdfunding for Saudi Arabia Green Projects</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saleh%20Komies">Saleh Komies</a>, <a href="https://publications.waset.org/abstracts/search?q=Mona%20Alharbi"> Mona Alharbi</a>, <a href="https://publications.waset.org/abstracts/search?q=Razan%20Alhayyani"> Razan Alhayyani</a>, <a href="https://publications.waset.org/abstracts/search?q=Mozah%20Almulhim"> Mozah Almulhim</a>, <a href="https://publications.waset.org/abstracts/search?q=Roseanne%20Khawaja"> Roseanne Khawaja</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Alradhi"> Ahmed Alradhi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the proposed solutions that faces some challenges is encouraging sustainable energy consumption across Saudi Arabia through crowdfunding platforms. To address these challenges, we need to determine the level of awareness of crowdfunding and green projects, as well as the preferences and willingness of Saudis to utilize crowdfunding as an alternative funding source for green projects in Saudi Arabia. In this study, we aim to determine the influence of environmental awareness and concern on the propensity to crowdfund green projects. The survey is being conducted as part of environmental initiatives to assess public perceptions and opinions on crowdfunding green projects in Saudi Arabia. A total of 450 responses to an online questionnaire distributed via convenience and snowball sampling were utilized for data analysis. The survey reveals that Saudis have a low understanding of crowdfunding concepts and a relatively high understanding of implementing green projects. The public is interested in crowdfunding green projects if there is a return on investment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=crowdfunding" title="crowdfunding">crowdfunding</a>, <a href="https://publications.waset.org/abstracts/search?q=green%20projects" title=" green projects"> green projects</a>, <a href="https://publications.waset.org/abstracts/search?q=awareness" title=" awareness"> awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=Saudi%20Arabia" title=" Saudi Arabia"> Saudi Arabia</a>, <a href="https://publications.waset.org/abstracts/search?q=energy" title=" energy"> energy</a>, <a href="https://publications.waset.org/abstracts/search?q=solar" title=" solar"> solar</a>, <a href="https://publications.waset.org/abstracts/search?q=wind" title=" wind"> wind</a> </p> <a href="https://publications.waset.org/abstracts/155924/crowdfunding-for-saudi-arabia-green-projects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155924.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">99</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">8929</span> Cyber Security Situational Awareness among Students: A Case Study in Malaysia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yunos%20Zahri">Yunos Zahri</a>, <a href="https://publications.waset.org/abstracts/search?q=Ab%20Hamid%20R.%20Susanty"> Ab Hamid R. Susanty</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Mustaffa"> Ahmad Mustaffa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the need for a national baseline study on understanding the level of cyber security situational awareness among primary and secondary school students in Malaysia. The online survey method was deployed to administer the data collection exercise. The target groups were divided into three categories: Group 1 (primary school aged 7-9 years old), Group 2 (primary school aged 10-12 years old), and Group 3 (secondary school aged 13-17 years old). A different questionnaire set was designed for each group. The survey topics/areas included Internet and digital citizenship knowledge. Respondents were randomly selected from rural and urban areas throughout all 14 states in Malaysia. A total of 9,158 respondents participated in the survey, with most states meeting the minimum sample size requirement to represent the country’s demographics. The findings and recommendations from this baseline study are fundamental to develop teaching modules required for children to understand the security risks and threats associated with the Internet throughout their years in school. Early exposure and education will help ensure healthy cyber habits among millennials in Malaysia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cyber%20security%20awareness" title="cyber security awareness">cyber security awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=cyber%20security%20education" title=" cyber security education"> cyber security education</a>, <a href="https://publications.waset.org/abstracts/search?q=cyber%20security" title=" cyber security"> cyber security</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20students" title=" school students"> school students</a> </p> <a href="https://publications.waset.org/abstracts/62928/cyber-security-situational-awareness-among-students-a-case-study-in-malaysia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62928.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">302</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">8928</span> Teaching for Gender and Sexual Diversity in South African Primary Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shakila%20%20Singh">Shakila Singh</a>, <a href="https://publications.waset.org/abstracts/search?q=Devanya%20Reddy"> Devanya Reddy</a>, <a href="https://publications.waset.org/abstracts/search?q=Navisha%20Sewnath"> Navisha Sewnath</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Children spend a substantial time at school, and their awareness and construction of sexual identities are significantly impacted by their teachers. South African primary schools locate sex and sexuality education in the Life Orientation (LO), leaving all engagement with issues of identity and diversity in the domain of LO teachers. This paper examines the views and experiences of selected teachers regarding their engagement with sexual diversity in a primary school in South Africa. This is a small-scale qualitative study. The sample comprised twelve teachers (including non-LO teachers), and the main research method was a semi-structured interview. The findings show that the teachers have limited understanding of sexual diversity. They mostly hold heteronormative and moralistic views, negate children's sexuality, and they are awkward about acknowledging and discussing diverse sexualities. We argue that teachers need to reflect on their own conservative socialisation and moral judgements, address their discomfort concerning addressing issues of sex and sexual diversity with children, and create an environment for children to construct their sexualities within a supportive context. Teacher Education must, therefore, prepare teachers in a manner that recognises the complex ways gender and sexuality infuse all aspects of learners' lives and prepare all teachers for a non-judgmental approach to sexual inclusion that challenges heteronormativity in primary school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=primary%20school" title="primary school">primary school</a>, <a href="https://publications.waset.org/abstracts/search?q=sexuality%20education" title=" sexuality education"> sexuality education</a>, <a href="https://publications.waset.org/abstracts/search?q=sexual%20diversity" title=" sexual diversity"> sexual diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a> </p> <a href="https://publications.waset.org/abstracts/178214/teaching-for-gender-and-sexual-diversity-in-south-african-primary-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/178214.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">61</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">8927</span> Perceptions of Academic Staff on the Influences of Librarians and Working Colleagues Towards the Awareness and Use of Electronic Databases in Umaru Musa Yar’adua University, Katsina</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lawal%20Kado">Lawal Kado</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigates the perceptions of academic staff at Umaru Musa Yar’adua University regarding the influences of librarians and working colleagues on the awareness and use of electronic databases. The study aims to provide insights into the effectiveness of these influences and suggest strategies to improve the usage of electronic databases. Research aim: The aim of this study is to determine the perceptions of academic staff on the influence of librarians and working colleagues towards the awareness and use of electronic databases in Umaru Musa Yar’adua University, Katsina. Methodology: The study adopts a quantitative method and survey research design. The survey questionnaire is distributed to 110 respondents selected through simple random sampling from a population of 523 academic staff. The collected data is analyzed using the Statistical Package for Social Sciences (SPSS) version 23. Findings: The study reveals a high level of general awareness of electronic databases in the university, largely influenced by librarians and colleagues. Librarians have played a crucial role in making academic staff aware of the available databases. The sources of information for awareness include colleagues, social media, e-mails from the library, and internet searching. Theoretical importance: This study contributes to the literature by examining the perceptions of academic staff, which can inform policymakers and stakeholders in developing strategies to maximize the use of electronic databases. Data collection and analysis procedures: The data is collected through a survey questionnaire that utilizes the Likert scaling technique. The closed-ended questions are analyzed using SPSS 23. Question addressed: The paper addresses the question of how librarians and working colleagues influence the awareness and use of electronic databases among academic staff. Conclusion: The study concludes that the influence of librarians and working colleagues significantly contributes to the awareness and use of electronic databases among academic staff. The paper recommends the establishment of dedicated departments or units for marketing library resources to further promote the usage of electronic databases. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=awareness" title="awareness">awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=electronic%20databases" title=" electronic databases"> electronic databases</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20staff" title=" academic staff"> academic staff</a>, <a href="https://publications.waset.org/abstracts/search?q=unified%20theory%20of%20acceptance%20and%20use%20of%20technology" title=" unified theory of acceptance and use of technology"> unified theory of acceptance and use of technology</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20influence" title=" social influence"> social influence</a> </p> <a href="https://publications.waset.org/abstracts/178313/perceptions-of-academic-staff-on-the-influences-of-librarians-and-working-colleagues-towards-the-awareness-and-use-of-electronic-databases-in-umaru-musa-yaradua-university-katsina" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/178313.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">89</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">8926</span> Preparing K-12 Practitioners for Diversity and Use of Evidence-Based Practices and Strategies in Teaching Learners with Autism Spectrum Disorder (ASD)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Inuusah%20Mahama">Inuusah Mahama</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study focused on the importance of diversity and the use of evidence-based practices and strategies in teaching learners with ASD. The study employed a mixed-methods design, including surveys, interviews, and observations. A total of 500 K-12 practitioners participated in the study, including teachers, administrators, and support staff. The study sought to investigate the current understanding and knowledge level of K-12 practitioners regarding diversity, evidence-based practices, and strategies for teaching learners with ASD. The study also examined the challenges that K-12 practitioners face in preparing learners with ASD and the resources they require to improve their practice. The results indicated that K-12 practitioners in Ghana have limited knowledge and skills in teaching learners with ASD, particularly in using evidence-based practices and strategies. Therefore, there is a need for providing training and professional development opportunities for K-12 practitioners, developing and implementing evidence-based practices and strategies, and increasing awareness of ASD and the need for effective teaching strategies. This would go a long way to improve the quality of education for learners with ASD in Ghana and ultimately lead to better outcomes for these students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=practitioners" title=" practitioners"> practitioners</a>, <a href="https://publications.waset.org/abstracts/search?q=diversity" title=" diversity"> diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=evidence-based%20practises" title=" evidence-based practises"> evidence-based practises</a> </p> <a href="https://publications.waset.org/abstracts/165775/preparing-k-12-practitioners-for-diversity-and-use-of-evidence-based-practices-and-strategies-in-teaching-learners-with-autism-spectrum-disorder-asd" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165775.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">92</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">8925</span> The Significance of Awareness about Gender Diversity for the Future of Work: A Multi-Method Study of Organizational Structures and Policies Considering Trans and Gender Diversity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Robin%20C.%20Ladwig">Robin C. Ladwig</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The future of work becomes less predictable, which requires increasing the adaptability of organizations to social and work changes. Society is transforming regarding gender identity in the sense that more people come forward to identify as trans and gender diverse (TGD). Organizations are ill-equipped to provide a safe and encouraging work environment by lacking inclusive organizational structures. The qualitative multi-method research about TGD inclusivity in the workplace explores the enablers and barriers for TGD individuals to satisfactory engage in the work environment and organizational culture. Furthermore, these TGD insights are analyzed about their organizational implications and awareness from a leadership and management perspective. The semi-structured online interviews with TGD individuals and the photo-elicit open-ended questionnaire addressed to leadership and management in diversity, career development, and human resources have been analyzed with a critical grounded theory approach. Findings demonstrated the significance of TGD voices, the support of leadership and management, as well as the synergy between voices and leadership. Hence, it indicates practical implications such as the revision of exclusive language used in policies, data collection, or communication and reconsideration of organizational decision-making by leaders to include TGD voices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=future%20of%20work" title="future of work">future of work</a>, <a href="https://publications.waset.org/abstracts/search?q=occupational%20identity" title=" occupational identity"> occupational identity</a>, <a href="https://publications.waset.org/abstracts/search?q=organisational%20decision-making" title=" organisational decision-making"> organisational decision-making</a>, <a href="https://publications.waset.org/abstracts/search?q=trans%20and%20gender%20diverse%20identity" title=" trans and gender diverse identity"> trans and gender diverse identity</a> </p> <a href="https://publications.waset.org/abstracts/129698/the-significance-of-awareness-about-gender-diversity-for-the-future-of-work-a-multi-method-study-of-organizational-structures-and-policies-considering-trans-and-gender-diversity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129698.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">127</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">8924</span> Aspiring to Achieve a Fairer Society</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bintou%20Jobe">Bintou Jobe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: The research is focused on the concept of equality, diversity, and inclusion (EDI) and the need to achieve equity by treating individuals according to their circumstances and needs. The research is rooted in the UK Equality Act 2010, which emphasizes the importance of equal opportunities for all individuals regardless of their background and social life. However, inequality persists in society, particularly for those from minority backgrounds who face discrimination. Research Aim: The aim of this research is to promote equality, diversity, and inclusion by encouraging the regeneration of minds and the eradication of stereotypes. The focus is on promoting good Equality, Diversity and Inclusion practices in various settings, including schools, colleges, universities, and workplaces, to create environments where every individual feels a sense of belonging. Methodology: The research utilises a literature review approach to gather information on promoting inclusivity, diversity, and inclusion. Findings: The research highlights the significance of promoting equality, diversity, and inclusion practices to ensure that individuals receive the respect and dignity they deserve. It emphasises the importance of treating individuals based on their unique circumstances and needs rather than relying on stereotypes. The research also emphasises the benefits of diversity and inclusion in enhancing innovation, creativity, and productivity. The theoretical importance of this research is to raise awareness about the importance of regenerating minds, challenging stereotypes, and promoting equality, diversity, and inclusion. The emphasis is on treating individuals based on their circumstances and needs rather than relying on generalizations. Diversity and inclusion are beneficial in different settings, as highlighted by the research. By raising awareness about the importance of mind regeneration, eradicating stereotypes, and promoting equality, diversity, and inclusion, this research makes a significant contribution to the subject area. It emphasizes the necessity of treating individuals based on their unique circumstances instead of relying on generalizations. However, the methodology could be strengthened by incorporating primary research to complement the literature review approach. Data Collection and Analysis Procedures: The research utilised a literature review approach to gather relevant information on promoting inclusivity, diversity, and inclusion. NVivo software application was used to analysed and synthesize the findings to identify themes and support the research aim and objectives. Question Addressed: This research addresses the question of how to promote inclusivity, diversity, and inclusion and reduce the prevalence of stereotypes and prejudice. It explores the need to treat individuals based on their unique circumstances and needs rather than relying on generic assumptions. Encourage individuals to adopt a more inclusive approach. Provide managers with responsibility and training that helps them understand the importance of their roles in shaping the workplace culture. Have an equality, diversity, and inclusion manager from a majority background at the senior level who can speak up for underrepresented groups and flag any issues that need addressing. Conclusion: The research emphasizes the importance of promoting equality, diversity, and inclusion practices to create a fairer society. It highlights the need to challenge stereotypes, treat individuals according to their circumstances and needs, and promote a culture of respect and dignity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=equality" title="equality">equality</a>, <a href="https://publications.waset.org/abstracts/search?q=fairer%20society" title=" fairer society"> fairer society</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=diversity" title=" diversity"> diversity</a> </p> <a href="https://publications.waset.org/abstracts/181131/aspiring-to-achieve-a-fairer-society" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/181131.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">48</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">8923</span> A Study on Diversity of the Family Encyrtidae (Hymenoptera: Chalcidoidea) in Forest Habitat of Doon Valley, Uttarakhand, India </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rashmi%20Nautiyal">Rashmi Nautiyal</a>, <a href="https://publications.waset.org/abstracts/search?q=Sudhir%20Singh"> Sudhir Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Encyrtidae is the largest family of superfamily Chalcidoidea of parasitic Hymenoptera group. They are endoparasitoids or hyperparasitoids of other arthropods and have the greatest impact on maintaining diversity. It not only forms a major component of diversity itself but also is very important in sustaining diversity in other groups. They are used as efficient biological control agents against key insect pests world over. The present study is based on the collection of Encyrtidae (Chalcidoidea: Hymenoptera) made during a survey in Doon Valley from 2008 to 2011 in all the five seasons (Spring, Summer cum Pre-monsoon, Monsoon, Post-monsoon, Winter) for each year. The collections were made from forest habitat in different localities of the Valley using sweep net and yellow pan trap methods. A total of 1346 specimens of encyrtids were collected and identified from the forest habitat (745 with a sweep net and 601with yellow pan trap).Of these, season-wise (post monsoon, spring, summer, monsoon, and winter) represented Encyrtids were 30.46%, 19.31%, 17.16%, 16.64% and 16.41%, respectively. A total of 161 species of Encyrtids belonging to 43 genera under 2 subfamilies were recorded. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diversity" title="diversity">diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=Encyrtidae" title=" Encyrtidae"> Encyrtidae</a>, <a href="https://publications.waset.org/abstracts/search?q=sweep%20net" title=" sweep net"> sweep net</a>, <a href="https://publications.waset.org/abstracts/search?q=yellow%20pan" title=" yellow pan"> yellow pan</a> </p> <a href="https://publications.waset.org/abstracts/69600/a-study-on-diversity-of-the-family-encyrtidae-hymenoptera-chalcidoidea-in-forest-habitat-of-doon-valley-uttarakhand-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69600.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">278</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">8922</span> Teaching Tolerance in the Language Classroom through a Text</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Natalia%20Kasatkina">Natalia Kasatkina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In an ever-increasing globalization, one’s grasp of diversity and tolerance has never been more indispensable, and it is a vital duty for all those in the field of foreign language teaching to help children cultivate such values. The present study explores the role of DIVERSITY and TOLERANCE in the language classroom and elementary, middle, and high school students’ perceptions of these two concepts. It draws on several theoretical domains of language acquisition, cultural awareness, and school psychology. Relying on these frameworks, the major findings are synthesized, and a paradigm of teaching tolerance through language-teaching is formulated. Upon analysing how tolerant our children are with ‘others’ in and outside the classroom, we have concluded that intolerance and aggression towards the ‘other’ increase with age, and that a feeling of supremacy over migrants and a sense of fear towards them begin to manifest more apparently when the students are in high school. In addition, we have also found that children in elementary school do not exhibit such prejudiced thoughts and behavior, which leads us to the believe that tolerance as well as intolerance are learned. Therefore, it is within our reach to teach our children to be open-minded and accepting. We have used the novel ‘Uncle Tom’s Cabin’ by Harriet Beecher Stowe as a springboard for lessons which are not only targeted at shedding light on the role of language in the modern world, but also aim to stimulate an awareness of cultural diversity. We equally strive to conduct further cross-cultural research in order to solidify the theory behind this study, and thus devise a language-based curriculum which would encourage tolerance through the examination of various literary texts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=literary%20text" title="literary text">literary text</a>, <a href="https://publications.waset.org/abstracts/search?q=tolerance" title=" tolerance"> tolerance</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20classroom" title=" EFL classroom"> EFL classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=word-association%20test" title=" word-association test"> word-association test</a> </p> <a href="https://publications.waset.org/abstracts/60040/teaching-tolerance-in-the-language-classroom-through-a-text" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60040.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">292</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">8921</span> Role of Pakistani Physicians in the Pharmacotherapy of Obesity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sadia%20Suri%20Kashif">Sadia Suri Kashif</a>, <a href="https://publications.waset.org/abstracts/search?q=Raheeda%20Fatima"> Raheeda Fatima</a>, <a href="https://publications.waset.org/abstracts/search?q=Maqsood%20Ahmed%20Khan"> Maqsood Ahmed Khan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose of the study: The objective of this research was to determine the perception of Pakistani physicians (whether primary care, specialists or residents) in Karachi, being one of the largest and highly populated cities of Pakistan, regarding clinical approaches towards diet, exercise, and therapy in obese patients. This research determines their understanding of obesity and employability of obesity management in their daily practices. Research methodology: This is a questionnaire-based survey. A minimum of 300 questionnaires (N=300) were distributed and filled by practicing physicians in a random selection of medical setups in Karachi. Randomly 246 physicians responded to the survey. The survey tested their views regarding weight management, importance of general awareness and their strategies to control weight. Results: In the first part of survey the physicians responded to almost 66% regarding the seriousness of obesity management with advising diet modification, physical exercise and decreasing calorie intake; 57% failed to employ Body Mass Index and Waist Hip Ratio as weight measurement tools in their daily practice; 50% disagreed on using pharmacotherapy as an option; 67% were not sure about the proper dosage and indication of anti-obesity medication while almost same disagreed on using surgical options for management of obesity; 83.3% physicians agreed on the increased obesity pandemic in Pakistan. Conclusion: The findings indicate that there is a gap between awareness and knowledge among Pakistani practicing physicians regarding pharmacotherapy for obesity. There is a need to frequently update latest guidelines to help manage this condition, which is becoming more prevalent in our country day by day. Physicians should be obligated to use updated knowledge for managing obesity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=obesity" title="obesity">obesity</a>, <a href="https://publications.waset.org/abstracts/search?q=physicians" title=" physicians"> physicians</a>, <a href="https://publications.waset.org/abstracts/search?q=BMI" title=" BMI"> BMI</a>, <a href="https://publications.waset.org/abstracts/search?q=weight%20management" title=" weight management"> weight management</a>, <a href="https://publications.waset.org/abstracts/search?q=obesity%20awareness" title=" obesity awareness"> obesity awareness</a> </p> <a href="https://publications.waset.org/abstracts/88445/role-of-pakistani-physicians-in-the-pharmacotherapy-of-obesity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88445.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 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