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responsive practices</title> <meta name="description" content="Search results for: culturallly responsive practices"> <meta name="keywords" content="culturallly responsive practices"> <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> 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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="culturallly responsive practices"> <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> 4786</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: culturallly responsive practices</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4786</span> Considering Cultural and Linguistic Variables When Working as a Speech-Language Pathologist with Multicultural Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gabriela%20Smeckova">Gabriela Smeckova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The entire world is becoming more and more diverse. The reasons why people migrate are different and unique for each family /individual. Professionals delivering services (including speech-language pathologists) must be prepared to work with clients coming from different cultural and/or linguistic backgrounds. Well-educated speech-language pathologists will consider many factors when delivering services. Some of them will be discussed during the presentation (language spoken, beliefs about health care and disabilities, reasons for immigration, etc.). The communication styles of the client can be different than the styles of the speech-language pathologist. The goal is to become culturally responsive in service delivery. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=culture" title="culture">culture</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20competence" title=" cultural competence"> cultural competence</a>, <a href="https://publications.waset.org/abstracts/search?q=culturallly%20responsive%20practices" title=" culturallly responsive practices"> culturallly responsive practices</a>, <a href="https://publications.waset.org/abstracts/search?q=speech-language%20pathologist" title=" speech-language pathologist"> speech-language pathologist</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20and%20linguistical%20variables" title=" cultural and linguistical variables"> cultural and linguistical variables</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20styles" title=" communication styles"> communication styles</a> </p> <a href="https://publications.waset.org/abstracts/163485/considering-cultural-and-linguistic-variables-when-working-as-a-speech-language-pathologist-with-multicultural-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163485.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">77</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">4785</span> Culturally Responsive School Leadership in Indigenous Schools in Malaysia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nalini%20Murugaiyah">Nalini Murugaiyah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Indigenous students require a positive school environment where meaningful learning ought to be there to minimise myriad challenges. Therefore, Orang Asli student’s school environment should be culturally responsive and equipped with student-centred activities or provide constructively designed curriculum and pedagogy. This study sought to extend the knowledge of culturally responsive school leadership practises which relevant and responsive to Orang Asli students through th lens of a theoretical framework, Culturally Responsive School Leadership. The aim of the proposed study is to examine and understand the real-world application of leadership practices that are relevant and responsive to Orang Asli students in Malaysia. This study will also include the often-voiceless voices’ of Orang Asli students, parents, and community leaders to gain a deeper understanding of the process and experience of engaging in culturally responsive school leadership. The study will explore the differences between school leaders, teachers, parents, and community leaders in relation to culturally responsive school environment, non-Orang Asli school leaders’ and teachers’ support to the needs of Orang Asli children, children’s perspectives of teachers’ practices in the classroom align with their culture; and, the demonstration of teacher’s culturally responsive behaviour in the classroom. A basic qualitative study is the proposed research design for this study, and the data is collected through semi-structured interviews and focus group interviews. This qualitative research is designed to gain in-depth knowledge about how the principal’s leadership is culturally responsive towards the school environment, which will improve the quality of education received by the Orang Asli community in Malaysia, hence reducing the drop-out rates in Orang Asli students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=indigenous%20leadership" title="indigenous leadership">indigenous leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=equity" title=" equity"> equity</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=policy" title=" policy"> policy</a> </p> <a href="https://publications.waset.org/abstracts/176719/culturally-responsive-school-leadership-in-indigenous-schools-in-malaysia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176719.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">67</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">4784</span> Comparative Analysis between Different Proposed Responsive Facade Designs for Reducing the Solar Radiation on the West Facade in the Hot Arid Region</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Merna%20Ibrahim">Merna Ibrahim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Designing buildings which are sustainable and can control and reduce the solar radiation penetrated from the building facades is such an architectural turn. One of the most important methods of saving energy in a building is carefully designing its facade. Building’s facade is one of the most significant contributors to the energy budget as well as the comfort parameters of a building. Responsive architecture adapts to the surrounding environment causing alteration in the envelope configuration to perform in a more effective way. One of the objectives of the responsive facades is to protect the building’s users from the external environment and to achieve a comfortable indoor environment. Solar radiation is one of the aspects that affects the comfortable indoor environment, as well as affects the energy consumption consumed by the HVAC systems for maintaining the indoor comfortable conditions. The aim of the paper is introducing and comparing between four different proposed responsive facade designs in terms of solar radiation reduction on the west facade of a building located in the hot arid region. In addition, the paper highlights the reducing amount of solar radiation for each proposed responsive facade on the west facade. At the end of the paper, a proposal is introduced which combines the four different axis of movements which reduces the solar radiation the most. Moreover, the paper highlights the definition and aim of the responsive architecture, as well as the focusing on the solar radiation aspect in the hot arid zones. Besides, the paper analyzes an international responsive façade building in Essen, Germany, focusing on the type of responsive facades, angle of rotation, mechanism of movement and the effect of the responsive facades on the building’s performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=kinetic%20facades" title="kinetic facades">kinetic facades</a>, <a href="https://publications.waset.org/abstracts/search?q=mechanism%20of%20movement" title=" mechanism of movement"> mechanism of movement</a>, <a href="https://publications.waset.org/abstracts/search?q=responsive%20architecture" title=" responsive architecture"> responsive architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=solar%20radiation" title=" solar radiation"> solar radiation</a> </p> <a href="https://publications.waset.org/abstracts/136536/comparative-analysis-between-different-proposed-responsive-facade-designs-for-reducing-the-solar-radiation-on-the-west-facade-in-the-hot-arid-region" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136536.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">155</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">4783</span> Multiracial Experiences of Microaggressions in Counseling: Implications for Culturally Competent Practice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=C.%20Peeper%20McDonald">C. Peeper McDonald</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite the multiracial population growing exponentially in the world and especially in the U.S., there continues to be a lack of culturally responsive research addressing the unique experiences and needs of this population, especially within counseling and counselor education settings. It is evident that their unique racial microaggressive experiences need to be better understood within the field of professional counseling to not only underscore competent training and practice but also culturally responsive training and practice. The participants of this study were 13 (n=13) individuals from the United States who identified as multiracial and said they had a microaggressive experience with either their counselor or counseling professor. Data were gathered through one-on-one, semi-structured interviews. The analysis employed phenomenological methods based on the transcendental approach, resulting in themes that encapsulated the core of the participants' experiences, including multiracial microaggressions that are derogatory and perpetuate privilege/oppression; counselors and their training programs should embody safety, support, attentiveness, inter-personal sensitivity, and awareness of the impact on others; microaggressions negatively affect the counseling relationship and outcomes; awareness surrounding the emotional impact of microaggressions; strength-based responses and future responses to microaggressions; and advocacy and suggestions for counselors and counselor educators. These themes are discussed in detail, and recommendations for researchers, counselor educators, and professional counselors to improve training and practice are provided. This U.S. study's insights into the Multiracial experience of microaggressions within the mental health profession can inform global mental health practices by highlighting the need for culturally responsive counseling that recognizes and addresses racial nuances. Such knowledge is transferable to international settings where multiracial populations may also encounter similar challenges, aiding in the development of global standards for culturally competent counseling practices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=culturally%20responsive%20training%20and%20practice" title="culturally responsive training and practice">culturally responsive training and practice</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title=" mental health"> mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=microaggressions" title=" microaggressions"> microaggressions</a>, <a href="https://publications.waset.org/abstracts/search?q=multiracial" title=" multiracial"> multiracial</a> </p> <a href="https://publications.waset.org/abstracts/186142/multiracial-experiences-of-microaggressions-in-counseling-implications-for-culturally-competent-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186142.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">50</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">4782</span> Polymer Nanocarrier for Rheumatoid Arthritis Therapy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vijayakameswara%20Rao%20Neralla">Vijayakameswara Rao Neralla</a>, <a href="https://publications.waset.org/abstracts/search?q=Jueun%20Jeon"> Jueun Jeon</a>, <a href="https://publications.waset.org/abstracts/search?q=Jae%20Hyung%20Park"> Jae Hyung Park</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To develop a potential nanocarrier for diagnosis and treatment of rheumatoid arthritis (RA), we prepared a hyaluronic acid (HA)-5β-cholanic acid (CA) conjugate with an acid-labile ketal linker. This conjugate could self-assemble in aqueous conditions to produce pH-responsive HA-CA nanoparticles as potential carriers of the anti-inflammatory drug methotrexate (MTX). MTX was rapidly released from nanoparticles under inflamed synovial tissue in RA. In vitro cytotoxicity data showed that pH-responsive HA-CA nanoparticles were non-toxic to RAW 264.7 cells. In vivo biodistribution results confirmed that, after their systemic administration, pH-responsive HA-CA nanoparticles selectively accumulated in the inflamed joints of collagen-induced arthritis mice. These results indicate that pH-responsive HA-CA nanoparticles represent a promising candidate as a drug carrier for RA therapy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=rheumatoid%20arthritis" title="rheumatoid arthritis">rheumatoid arthritis</a>, <a href="https://publications.waset.org/abstracts/search?q=hyaluronic%20acid" title=" hyaluronic acid"> hyaluronic acid</a>, <a href="https://publications.waset.org/abstracts/search?q=nanocarrier" title=" nanocarrier"> nanocarrier</a>, <a href="https://publications.waset.org/abstracts/search?q=self-assembly" title=" self-assembly"> self-assembly</a>, <a href="https://publications.waset.org/abstracts/search?q=MTX" title=" MTX"> MTX</a> </p> <a href="https://publications.waset.org/abstracts/72528/polymer-nanocarrier-for-rheumatoid-arthritis-therapy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72528.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">289</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">4781</span> Latinx Adult ELLs: Exploring English Instructors’ Perceptions of Classroom Diversity and Culturally Diverse Teaching Strategies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sharon%20Diaz%20Ruiz">Sharon Diaz Ruiz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This qualitative study addresses college English instructors’ perceptions of classroom diversity and culturally diverse teaching strategies within the adult English language learning classroom environment. Every year, English college instructors face numerous challenges as the adult Latinx population keeps rising. To better understand the Latinx adult learners and the language classroom dynamics, research should focus on the experiences, pedagogical methods, and teaching insights of full-time and adjunct minority professors at degree-granting postsecondary institutions. Culturally responsive teaching is used as the framework to understand and explore the perceptions of English instructors on the realities and needs of Latinx adult emergent bilinguals enrolled in developmental English courses. Snowball sampling allows the researcher to locate members who meet these specific criteria: adjunct and part-time English instructors of adult Latinx language learners. Participants answered a demographic questionnaire and then contributed to 45-minute in-depth interviews to explore their perceptions of culturally responsive practices in the Latinx adult emergent bilinguals’ basic and intermediate developmental English courses. The interviews shed light on topics such as teaching biases, educators’ cultural experiences, and resources and strategies faculty recommend for effective culturally responsive teaching strategies. The result of this investigation will shed light on the gap in the literature documenting the application of culturally responsive pedagogy to Latino adult language learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Latinx" title="Latinx">Latinx</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20learners" title=" English language learners"> English language learners</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20faculty" title=" English faculty"> English faculty</a>, <a href="https://publications.waset.org/abstracts/search?q=adult%20learners" title=" adult learners"> adult learners</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20theory" title=" critical theory"> critical theory</a>, <a href="https://publications.waset.org/abstracts/search?q=culturally%20responsive%20theory" title=" culturally responsive theory"> culturally responsive theory</a> </p> <a href="https://publications.waset.org/abstracts/175649/latinx-adult-ells-exploring-english-instructors-perceptions-of-classroom-diversity-and-culturally-diverse-teaching-strategies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175649.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">67</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">4780</span> Preparation of Magnetothermally Responsive Polymer Multilayer Films for Controlled Release Applications from Surfaces</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eda%20Cagli">Eda Cagli</a>, <a href="https://publications.waset.org/abstracts/search?q=Irem%20Erel%20Goktepe"> Irem Erel Goktepe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Externally triggered and effective release of therapeutics from polymer nanoplatforms is one of the key issues in cancer treatment. In this study, we aim to prepare polymer multilayer films which are stable at physiological conditions (little or no drug release) but release drug molecules at acidic pH and via application of AC magnetic field. First, novel stimuli responsive diblock copolymers composed of pH- and temperature-responsive blocks were synthesized. Then, block copolymer micelles with pH-responsive core and temperature responsive coronae will be obtained via pH-induced self-assembly of these block copolymers in aqueous environment. A model anticancer drug, e.g. Doxorubicin will be loaded in the micellar cores. Second, superparamagnetic nanoparticles will be synthesized. Magnetic nanoparticles and drug loaded block copolymer micelles will be used as building blocks to construct the multilayers. To mimic the acidic nature of the tumor tissues, Doxorubicin release from the micellar cores will be induced at acidic conditions. Moreover, Doxorubicin release from the multilayers will be facilitated via magnetothermal trigger. Application of AC magnetic field will induce the heating of magnetic nanoparticles resulting in an increase in the temperature of the polymer platform. This increase in temperature is expected to trigger conformational changes on the temperature-responsive micelle coronae and facilitate the release of Doxorubicin from the surface. Such polymer platform may find use in biomedical applications. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=layer-by-layer%20films" title="layer-by-layer films">layer-by-layer films</a>, <a href="https://publications.waset.org/abstracts/search?q=magnetothermal%20trigger" title=" magnetothermal trigger"> magnetothermal trigger</a>, <a href="https://publications.waset.org/abstracts/search?q=smart%20polymers" title=" smart polymers"> smart polymers</a>, <a href="https://publications.waset.org/abstracts/search?q=stimuli%20responsive" title=" stimuli responsive"> stimuli responsive</a> </p> <a href="https://publications.waset.org/abstracts/44684/preparation-of-magnetothermally-responsive-polymer-multilayer-films-for-controlled-release-applications-from-surfaces" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44684.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">364</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">4779</span> Fabrication of Nanostructured Arrays Using Si-Containing Block Copolymer and Dually Responsive Photoresist</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kyoungok%20Jung">Kyoungok Jung</a>, <a href="https://publications.waset.org/abstracts/search?q=Chang%20Hong%20Bak"> Chang Hong Bak</a>, <a href="https://publications.waset.org/abstracts/search?q=Gyeong%20Cheon%20Jo"> Gyeong Cheon Jo</a>, <a href="https://publications.waset.org/abstracts/search?q=Jin-Baek%20Kim"> Jin-Baek Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nanostructured arrays have drawn extensive attention because of their unique properties resulting from nanoscale features. However, it is difficult to achieve uniform and freestanding 1D nanostrcutures over a large area. Here, a simple and novel method was developed for fabrication of universal nanoporous templates for high-density nanostructure arrays, by combining self-assembly of a Si-containing block copolymer with a bilayer lithography system. We introduced a dually responsive photoresist bottom layer into which the nanopatterns of block copolymer are transferred by oxygen reactive ion etching. Because the dually responsive layer becomes cross-linked by heating, it can be used as a hard template during the etching process. It becomes soluble again by chain scission upon exposure to light. Therefore, it can be easily removed by the lift-off process. The template was applicable to the various conducting substrates due to the compatibility of the photoresist with a wide range of substrates and was used in electrodeposition for well-aligned and high-density inorganic and organic nanoarrays. We successfully obtained vertically aligned and highly ordered gold nanorods and polypyrrole dots on the substrate without aggregation, and these arrays did not collapse after removing the dually responsive templates by the simple lift-off process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=block%20copolymer" title="block copolymer">block copolymer</a>, <a href="https://publications.waset.org/abstracts/search?q=dually%20responsive" title=" dually responsive"> dually responsive</a>, <a href="https://publications.waset.org/abstracts/search?q=nanostructure" title=" nanostructure"> nanostructure</a>, <a href="https://publications.waset.org/abstracts/search?q=photoresist" title=" photoresist"> photoresist</a> </p> <a href="https://publications.waset.org/abstracts/36938/fabrication-of-nanostructured-arrays-using-si-containing-block-copolymer-and-dually-responsive-photoresist" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36938.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">257</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">4778</span> Latinx Adults’ Emergent Bilinguals’ Perceptions of Culturally Diverse Teaching Strategies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sharon%20Diaz%20Ruiz">Sharon Diaz Ruiz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The population of Latinx adult English language learners (ELLs) in the United States will increase in the next few years and become even more racially and linguistically diverse. Our classrooms reflect these demographic changes; therefore, there will always be the need to identify language teaching practices that would allow educators to meet this linguistic diversity. This qualitative study explores Latinx adult English language learners' perceptions of culturally responsive teaching strategies. Participants in this study will be enrolled in an English developmental course for the Fall of 2022. The data collection process will consist of overt observation during five presentations/activities, including culturally inclusive readings and student reflections. The teaching materials selected will align with the course module's goals and objectives. The result of this investigation will shed light on the gap in the literature documenting the application of culturally responsive pedagogy to Latino adult language learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emergent%20bilinguals" title="emergent bilinguals">emergent bilinguals</a>, <a href="https://publications.waset.org/abstracts/search?q=adult%20learners" title=" adult learners"> adult learners</a>, <a href="https://publications.waset.org/abstracts/search?q=Latinx%20learners" title=" Latinx learners"> Latinx learners</a>, <a href="https://publications.waset.org/abstracts/search?q=ELL" title=" ELL"> ELL</a> </p> <a href="https://publications.waset.org/abstracts/155206/latinx-adults-emergent-bilinguals-perceptions-of-culturally-diverse-teaching-strategies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155206.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">101</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">4777</span> A Case Study on Vocational Teachers’ Perceptions on Their Linguistically and Culturally Responsive Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kirsi%20Korkealehto">Kirsi Korkealehto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Finland the transformation from homogenous culture into multicultural one as a result of heavy immigration has been rapid in the recent decades. As multilingualism and multiculturalism are growing features in our society, teachers in all educational levels need to be competent for encounters with students from diverse cultural backgrounds. Consequently, also the number of multicultural and multilingual vocational school students has increased which has not been taken into consideration in teacher education enough. To bridge this gap between teachers’ competences and the requirements of the contemporary school world, Finnish Ministry of Culture and Education established the DivEd-project. The aim of the project is to prepare all teachers to work in the linguistically and culturally diverse world they live in, to develop and increase culturally sustaining and linguistically responsive pedagogy in Finland, increase awareness among Teacher Educators working with preservice teachers and to increase awareness and provide specific strategies to in-service teachers. The partners in the nationwide project are 6 universities and 2 universities of applied sciences. In this research, the linguistically and culturally sustainable teaching practices developed within the DivEd-project are tested in practice. This research aims to explore vocational teachers’ perceptions of these multilingualism and multilingual educational practices. The participants of this study are vocational teachers in of different fields. The data were collected by individual, face-to-face interviews. The data analysis was conducted through content analysis. The findings indicate that the vocational teachers experience that they lack knowledge on linguistically and culturally responsive pedagogy. Moreover, they regard themselves in some extent incompetent in incorporating multilingually and multiculturally sustainable pedagogy in everyday teaching work. Therefore, they feel they need more training pertaining multicultural and multilingual knowledge, competences and suitable pedagogical methods for teaching students from diverse linguistic and cultural backgrounds. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multicultural" title="multicultural">multicultural</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingual" title=" multilingual"> multilingual</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20competence" title=" teacher competence"> teacher competence</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20school" title=" vocational school"> vocational school</a> </p> <a href="https://publications.waset.org/abstracts/132489/a-case-study-on-vocational-teachers-perceptions-on-their-linguistically-and-culturally-responsive-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132489.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">153</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">4776</span> Moving beyond Learner Outcomes: Culturally Responsive Recruitment, Training and Workforce Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tanya%20Greathosue">Tanya Greathosue</a>, <a href="https://publications.waset.org/abstracts/search?q=Adrianna%20Taylor"> Adrianna Taylor</a>, <a href="https://publications.waset.org/abstracts/search?q=Lori%20Darnel"> Lori Darnel</a>, <a href="https://publications.waset.org/abstracts/search?q=Eileen%20Starr"> Eileen Starr</a>, <a href="https://publications.waset.org/abstracts/search?q=Susie%20Ryder"> Susie Ryder</a>, <a href="https://publications.waset.org/abstracts/search?q=Julie%20Clockston"> Julie Clockston</a>, <a href="https://publications.waset.org/abstracts/search?q=Dawn%20Matera%20Bassett"> Dawn Matera Bassett</a>, <a href="https://publications.waset.org/abstracts/search?q=Jess%20Retrum"> Jess Retrum</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The United States has an identified need to improve the social work mental and behavioral health workforce shortage with a focus on culturally diverse and responsive mental and behavioral health practitioners to adequately serve its rapidly growing multicultural communities. The U.S. is experiencing rapid demographic changes. Ensuring that mental and behavioral health services are effective and accessible for diverse communities is essential for improving overall health outcomes. In response to this need, we developed a training program focused on interdisciplinary collaboration, evidence-based practices, and culturally responsive services. The success of the training program, funded by the Health Resource Service Administration (HRSA) Behavioral Health Workforce Education and Training (BHWET), has provided the foundation for stage two of our programming. In addition to HRSA/BHWET, we are receiving funding from Colorado Access, a state workforce development initiative, and Kaiser Permanente, a healthcare provider network in the United States. We have moved beyond improved learner outcomes to increasing recruitment of historically excluded, disproportionately mistreated learners, mentorship of students to improve retention, and successful, culturally responsive, diverse workforce development. These authors will utilize a pretest-posttest comparison group design and trend analysis to evaluate the success of the training program. Comparison groups will be matched based on age, gender identification, race, income, as well as prior experience in the field, and time in the degree program. This article describes our culturally responsive training program. Our goals are to increase the recruitment and retention of historically excluded, disproportionately mistreated learners. We achieve this by integrating cultural humility and sensitivity training into educational curricula for our scholars who participate in cohort classroom and seminar learning. Additionally, we provide our community partners who serve as internship sites with ongoing continuing education on how to promote and develop inclusive and supportive work environments for our learners. This work will be of value to mental and behavioral health care practitioners who serve historically excluded and mistreated populations. Participants will learn about culturally informed best practices to increase recruitment and retention of culturally diverse learners. Additionally, participants will hear how to create a culturally responsive training program that encourages an inclusive community for their learners through cohort learning, mentoring, community networking, and critical accountability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=culturally%20diverse%20mental%20health%20practitioners" title="culturally diverse mental health practitioners">culturally diverse mental health practitioners</a>, <a href="https://publications.waset.org/abstracts/search?q=recruitment" title=" recruitment"> recruitment</a>, <a href="https://publications.waset.org/abstracts/search?q=mentorship" title=" mentorship"> mentorship</a>, <a href="https://publications.waset.org/abstracts/search?q=workforce%20development" title=" workforce development"> workforce development</a>, <a href="https://publications.waset.org/abstracts/search?q=underserved%20clinics" title=" underserved clinics"> underserved clinics</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a> </p> <a href="https://publications.waset.org/abstracts/188905/moving-beyond-learner-outcomes-culturally-responsive-recruitment-training-and-workforce-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188905.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">23</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">4775</span> A Culturally Responsive Based Framework for French Immersion Public Schools in Ontario</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kimberly%20Auger">Kimberly Auger</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper offers a rudimentary vision of a French Immersion Framework based on inclusion and equity in an Ontario school system. It examines the role that culture plays in responsive and equitable French Immersion education firstly by contextualizing French Immersion Education and Equity and Inclusive Education in the historical and political situation of Ontario, Canada. By laying a foundational understanding of the role culture plays in education, it then argues the importance of acknowledging and including teacher culture, student culture, and school culture into a French Immersion Framework to create a space that is more equitable, inclusive, and responsive to all. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=French%20immersion%20education" title="French immersion education">French immersion education</a>, <a href="https://publications.waset.org/abstracts/search?q=Ontario%20education" title=" Ontario education"> Ontario education</a>, <a href="https://publications.waset.org/abstracts/search?q=equity%20and%20inclusive%20education" title=" equity and inclusive education"> equity and inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=bilingual%20education" title=" bilingual education"> bilingual education</a> </p> <a href="https://publications.waset.org/abstracts/192092/a-culturally-responsive-based-framework-for-french-immersion-public-schools-in-ontario" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192092.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">19</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">4774</span> Nanostructured Multi-Responsive Coatings for Tuning Surface Properties</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Suzanne%20Giasson">Suzanne Giasson</a>, <a href="https://publications.waset.org/abstracts/search?q=Alberto%20Guerron"> Alberto Guerron</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Stimuli-responsive polymer coatings can be used as functional elements in nanotechnologies, such as valves in microfluidic devices, as membranes in biomedical engineering, as substrates for the culture of biological tissues or in developing nanomaterials for targeted therapies in different diseases. However, such coatings usually suffer from major shortcomings, such as a lack of selectivity and poor environmental stability. The study will present multi-responsive hierarchical and hybrid polymer-based coatings aiming to overcome some of these limitations. Hierarchical polymer coatings, consisting of two-dimensional arrays of thermo-responsive cationic PNIPAM-based microgels and surface-functionalized with non-responsive or pH-responsive polymers, were covalently grafted to substrates to tune the surface chemistry and the elasticity of the surface independently using different stimuli. The characteristic dimensions (i.e., layer thickness) and surface properties (i.e., adhesion, friction) of the microgel coatings were assessed using the Surface Forces Apparatus. The ability to independently control the swelling and surface properties using temperature and pH as triggers were investigated for microgels in aqueous suspension and microgels immobilized on substrates. Polymer chain grafting did not impede the ability of cationic PNIPAM microgels to undergo a volume phase transition above the VPTT, either in suspension or immobilized on a substrate. Due to the presence of amino groups throughout the entirety of the microgel polymer network, the swelling behavior was also pH dependent. However, the thermo-responsive swelling was more significant than the pH-triggered one. The microgels functionalized with PEG exhibited the most promising behavior. Indeed, the thermo-triggered swelling of microgel-co-PEG did not give rise to changes in the microgel surface properties (i.e., surface potential and adhesion) within a wide range of pH values. It was possible for the immobilized microgel-co-PEG to undergo a volume transition (swelling/shrinking) with no change in adhesion, suggesting that the surface of the thermal-responsive microgels remains rather hydrophilic above the VPTT. This work confirms the possibility of tuning the swelling behavior of microgels without changing the adhesive properties. Responsive surfaces whose swelling properties can be reversibly and externally altered over space and time regardless of the surface chemistry are very innovative and will enable revolutionary advances in technologies, particularly in biomedical surface engineering and microfluidics, where advanced assembly of functional components is increasingly required. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=responsive%20materials" title="responsive materials">responsive materials</a>, <a href="https://publications.waset.org/abstracts/search?q=polymers" title=" polymers"> polymers</a>, <a href="https://publications.waset.org/abstracts/search?q=surfaces" title=" surfaces"> surfaces</a>, <a href="https://publications.waset.org/abstracts/search?q=cell%20culture" title=" cell culture"> cell culture</a> </p> <a href="https://publications.waset.org/abstracts/165885/nanostructured-multi-responsive-coatings-for-tuning-surface-properties" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165885.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">4773</span> Interactive Effects of Organizational Learning and Market Orientation on New Product Performance </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Qura-tul-aain%20Khair">Qura-tul-aain Khair</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose- The purpose of this paper is to empirically examining the strength of association of responsive market orientation and proactive market orientation with new product performance and exploring the possible moderating role of organizational learning based on contingency theory. Design/methodology/approach- Data for this study was collected from FMCG manufacturing industry and services industry, where customers are in contact frequently and responses are recorded on continuous basis. Sample was collected through convenience sampling. The data collected from different marketing department and sales personnel were analysed using SPSS 16 version. Findings- The paper finds that responsive market orientation is more strongly associated with new product performance. The moderator, organizational learning, plays it significant role on the relationship between responsive market orientation and new product performance. Research limitations/implications- this paper has taken sample from just FMCG industry and service industry, more work can be done regarding how different-markets require different market orientation behaviours. Originality/value- This paper will be useful for foreign business looking for investing and expanding in Pakistan, they can find opportunity to get sustained competitive advantage through exploring the proactive side of market orientation and importance of organizational learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=organizational%20learning" title="organizational learning">organizational learning</a>, <a href="https://publications.waset.org/abstracts/search?q=proactive%20market%20orientation" title=" proactive market orientation"> proactive market orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=responsive%20market%20orientation" title=" responsive market orientation"> responsive market orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20product%20performance" title=" new product performance "> new product performance </a> </p> <a href="https://publications.waset.org/abstracts/1832/interactive-effects-of-organizational-learning-and-market-orientation-on-new-product-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/1832.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">382</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">4772</span> Restructuring and Revitalising School Leadership Philosophy in Nepal: Embracing Contextual and Equitable Approaches</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shankar%20Dhakal">Shankar Dhakal</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrew%20Jones"> Andrew Jones</a>, <a href="https://publications.waset.org/abstracts/search?q=Geoffrey%20W.%20Lummis"> Geoffrey W. Lummis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Federal Democratic Republic of Nepal is a linguistically, culturally, and ethnically diverse country with approximately 123 different spoken languages that represent several ethnic, cultural, and religious groups of people. With a population of about 30 million, long-standing disparities and inequalities in access and achievement in education have constantly been challenging to provide equitable educational opportunities for all students. While the new constitution of federal Nepal (2015) stipulates that all schools serve the interests of diverse communities, leadership practices have failed to adopt local contextual sensitivities, leading to traditional, authoritarian approaches and entrenched inequalities. However, little is known about how Nepali secondary school principals can adapt and implement context-responsive and equitable strategies to ensure equity and inclusiveness in its enormously diverse socio-cultural contexts. To fill this gap, this study explores how educational leadership approaches and philosophies are transformed using a multi-case automated/ethnographic research methodology underpinned by the paradigm of critical constructivism. This paper reconstructs to see if school leadership in Nepal can produce more equitable and contextual outcomes. The results of this study highlight the need for a paradigm shift and the adoption of innovative leadership approaches that foster humility, empathy, and compassion in school leaders to achieve better school outcomes. This research provides valuable insights into existing literary gaps and provides guidance for future school leadership policies and practices at the personal, cultural, and political levels. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20leadership" title="school leadership">school leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=auto%2Fethnography" title=" auto/ethnography"> auto/ethnography</a>, <a href="https://publications.waset.org/abstracts/search?q=equitable%20and%20context-responsive%20leadership" title=" equitable and context-responsive leadership"> equitable and context-responsive leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=Nepal" title=" Nepal"> Nepal</a> </p> <a href="https://publications.waset.org/abstracts/164176/restructuring-and-revitalising-school-leadership-philosophy-in-nepal-embracing-contextual-and-equitable-approaches" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164176.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">74</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4771</span> A Case Study of Mobile Game Based Learning Design for Gender Responsive STEM Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Raluca%20Ionela%20Maxim">Raluca Ionela Maxim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Designing a gender responsive Science, Technology, Engineering and Mathematics (STEM) mobile game based learning solution (mGBL) is a challenge in terms of content, gamification level and equal engagement of girls and boys. The goal of this case study was to research and create a high-fidelity prototype design of a mobile game that contains role-models as avatars that guide and expose girls and boys to STEM learning content. For this research purpose it was applied the methodology of design sprint with five-phase process that combines design thinking principles. The technique of this methodology comprises smart interviews with STEM experts, mind-map creation, sketching, prototyping and usability testing of the interactive prototype of the gender responsive STEM mGBL. The results have shown that the effect of the avatar/role model had a positive impact. Therefore, by exposing students (boys and girls) to STEM role models in an mGBL tool is helpful for the decreasing of the gender inequalities in STEM fields. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=design%20thinking" title="design thinking">design thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=design%20sprint" title=" design sprint"> design sprint</a>, <a href="https://publications.waset.org/abstracts/search?q=gender-responsive%20STEM%20education" title=" gender-responsive STEM education"> gender-responsive STEM education</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20game%20based%20learning" title=" mobile game based learning"> mobile game based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=role-models" title=" role-models"> role-models</a> </p> <a href="https://publications.waset.org/abstracts/133341/a-case-study-of-mobile-game-based-learning-design-for-gender-responsive-stem-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/133341.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">4770</span> MRI Findings in Children with Intrac Table Epilepsy Compared to Children with Medical Responsive Epilepsy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Susan%20Amirsalari">Susan Amirsalari</a>, <a href="https://publications.waset.org/abstracts/search?q=Azime%20Khosrinejad"> Azime Khosrinejad</a>, <a href="https://publications.waset.org/abstracts/search?q=Elham%20Rahimian"> Elham Rahimian</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: Epilepsy is a common brain disorder characterized by a persistent tendency to develop in neurological, cognitive, and psychological contents. Magnetic Resonance Imaging (MRI) is a neuroimaging test facilitating the detection of structural epileptogenic lesions. This study aimed to compare the MRI findings between patients with intractable and drug-responsive epilepsy. Material & methods: This case-control study was conducted from 2007 to 2019. The research population encompassed all 1-16- year-old patients with intractable epilepsy referred to the Shafa Neuroscience Center (n=72) (a case group) and drug-responsive patients referred to the pediatric neurology clinic of Baqiyatallah Hospital (a control group). Results: There were 72 (23.5%) patients in the intractable epilepsy group and 200 (76.5%) patients in the drug-responsive group. The participants' mean age was 6.70 ±4.13 years, and there were 126 males and 106 females in this study Normal brain MRI was noticed in 21 (29.16%) patients in the case group and 184 (92.46%) patients in the control group. Neuronal migration disorder (NMD)was also exhibited in 7 (9.72%) patients in the case group and no patient in the control group. There were hippocampal abnormalities and focal lesions (mass, dysplasia, etc.) in 10 (13.88%) patients in the case group and only 1 (0.05%) patient in the control group. Gliosis and porencephalic cysts were presented in 3 (4.16%) patients in the case group and no patient in the control group. Cerebral and cerebellar atrophy was revealed in 8 (11.11%) patients in the case group and 4 (2.01%) patients in the control group. Corpus callosum agenesis, hydrocephalus, brain malacia, and developmental cyst were more frequent in the case group; however, the difference between the groups was not significant. Conclusion: The MRI findings such as hippocampal abnormalities, focal lesions (mass, dysplasia), NMD, porencephalic cysts, gliosis, and atrophy are significantly more frequent in children with intractable epilepsy than in those with drug-responsive epilepsy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=magnetic%20resonance%20imaging" title="magnetic resonance imaging">magnetic resonance imaging</a>, <a href="https://publications.waset.org/abstracts/search?q=intractable%20epilepsy" title=" intractable epilepsy"> intractable epilepsy</a>, <a href="https://publications.waset.org/abstracts/search?q=drug%20responsive%20epilepsy" title=" drug responsive epilepsy"> drug responsive epilepsy</a>, <a href="https://publications.waset.org/abstracts/search?q=neuronal%20migrational%20disorder" title=" neuronal migrational disorder"> neuronal migrational disorder</a> </p> <a href="https://publications.waset.org/abstracts/185141/mri-findings-in-children-with-intrac-table-epilepsy-compared-to-children-with-medical-responsive-epilepsy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185141.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">45</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">4769</span> A Critical Exploration of Dominant Perspectives Regarding Inclusion and Disability: Shifts Toward Meaningful Approaches</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Luigi%20Iannacci">Luigi Iannacci</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study critically explores how disability and disability are presently and problematically configured within education. As such, pedagogies, discourses, and practices that shape this configuration are examined to forward a reconceptualization of disability as it relates to education and the inclusion of students with special needs in mainstream classroom contexts. The study examines how the dominant medical/deficit model of disability positions students with special needs and advocates for a shift towards a social/critical model of disability as applied to education and classrooms. This is demonstrated through a critical look at how language, processes, and ‘interventions’ name and address deficits people who have a disability are presumed to have and, as such, conceptualize these deficits as inherent flaws that are in need of ‘fixing.’ The study will demonstrate the necessary shifts in thinking, language and practice required to forward a critical/social model of disability. The ultimate aim of this research is to offer a much-needed reconceptualization of inclusion that recognizes disability as epistemology, identity, and diversity through a critical exploration of dominant discourses that impact language, policy, instruction and ultimately, the experiences students with disabilities have within mainstream classrooms. The presentation seeks to explore disability as neurodiversity and therefore elucidate how people with disabilities can demonstrate these ways of knowing within inclusive education that avoids superficial approaches that are not responsive to their needs. This research is, therefore, of interest and use to educators teaching at the elementary, secondary, and in-service levels as well as graduate students and scholars working in the areas of inclusion, special education, and literacy. Ultimately the presentation attempts to foster a social justice and human rights-focused approach to inclusion that is responsive to students with disabilities and, as such ensures a reconceptualization of present language, understandings and practices that continue to configure disability in problematic ways. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusion" title="inclusion">inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=disability" title=" disability"> disability</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20approach" title=" critical approach"> critical approach</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20justice" title=" social justice"> social justice</a> </p> <a href="https://publications.waset.org/abstracts/164896/a-critical-exploration-of-dominant-perspectives-regarding-inclusion-and-disability-shifts-toward-meaningful-approaches" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164896.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">75</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4768</span> Leading, Teaching and Learning “in the Middle”: Experiences, Beliefs, and Values of Instructional Leaders, Teachers, and Students in Finland, Germany, and Canada</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Brandy%20Yee">Brandy Yee</a>, <a href="https://publications.waset.org/abstracts/search?q=Dianne%20Yee"> Dianne Yee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Through the exploration of the lived experiences, beliefs and values of instructional leaders, teachers and students in Finland, Germany and Canada, we investigated the factors which contribute to developmentally responsive, intellectually engaging middle-level learning environments for early adolescents. Student-centred leadership dimensions, effective instructional practices and student agency were examined through the lens of current policy and research on middle-level learning environments emerging from the Canadian province of Manitoba. Consideration of these three research perspectives in the context of early adolescent learning, placed against an international backdrop, provided a previously undocumented perspective on leading, teaching and learning in the middle years. Aligning with a social constructivist, qualitative research paradigm, the study incorporated collective case study methodology, along with constructivist grounded theory methods of data analysis. Data were collected through semi-structured individual and focus group interviews and document review, as well as direct and participant observation. Three case study narratives were developed to share the rich stories of study participants, who had been selected using maximum variation and intensity sampling techniques. Interview transcript data were coded using processes from constructivist grounded theory. A cross-case analysis yielded a conceptual framework highlighting key factors that were found to be significant in the establishment of developmentally responsive, intellectually engaging middle-level learning environments. Seven core categories emerged from the cross-case analysis as common to all three countries. Within the visual conceptual framework (which depicts the interconnected nature of leading, teaching and learning in middle-level learning environments), these seven core categories were grouped into Essential Factors (student agency, voice and choice), Contextual Factors (instructional practices; school culture; engaging families and the community), Synergistic Factors (instructional leadership) and Cornerstone Factors (education as a fundamental cultural value; preservice, in-service and ongoing teacher development). In addition, sub-factors emerged from recurring codes in the data and identified specific characteristics and actions found in developmentally responsive, intellectually engaging middle-level learning environments. Although this study focused on 12 schools in Finland, Germany and Canada, it informs the practice of educators working with early adolescent learners in middle-level learning environments internationally. The authentic voices of early adolescent learners are the most important resource educators have to gauge if they are creating effective learning environments for their students. Ongoing professional dialogue and learning is essential to ensure teachers are supported in their work and develop the pedagogical practices needed to meet the needs of early adolescent learners. It is critical to balance consistency, coherence and dependability in the school environment with the necessary flexibility in order to support the unique learning needs of early adolescents. Educators must intentionally create a school culture that unites teachers, students and their families in support of a common purpose, as well as nurture positive relationships between the school and its community. A large, urban school district in Canada has implemented a school cohort-based model to begin to bring developmentally responsive, intellectually engaging middle-level learning environments to scale. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=developmentally%20responsive%20learning%20environments" title="developmentally responsive learning environments">developmentally responsive learning environments</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20adolescents" title=" early adolescents"> early adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=middle%20level%20learning" title=" middle level learning"> middle level learning</a>, <a href="https://publications.waset.org/abstracts/search?q=middle%20years" title=" middle years"> middle years</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20leadership" title=" instructional leadership"> instructional leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20practices" title=" instructional practices"> instructional practices</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectually%20engaging%20learning%20environments" title=" intellectually engaging learning environments"> intellectually engaging learning environments</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership%20dimensions" title=" leadership dimensions"> leadership dimensions</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20agency" title=" student agency"> student agency</a> </p> <a href="https://publications.waset.org/abstracts/39386/leading-teaching-and-learning-in-the-middle-experiences-beliefs-and-values-of-instructional-leaders-teachers-and-students-in-finland-germany-and-canada" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39386.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">304</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4767</span> Addressing Differentiation Using Mobile-Assisted Language Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ajda%20Osifo">Ajda Osifo</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatma%20Elshafie"> Fatma Elshafie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mobile-assisted language learning favors social-constructivist and connectivist theories to learning and adaptive approaches to teaching. It offers many opportunities to differentiated instruction in meaningful ways as it enables learners to become more collaborative, engaged and independent through additional dimensions such as web-based media, virtual learning environments, online publishing to an imagined audience and digitally mediated communication. MALL applications can be a tool for the teacher to personalize and adjust instruction according to the learners’ needs and give continuous feedback to improve learning and performance in the process, which support differentiated instruction practices. This paper explores the utilization of Mobile Assisted Language Learning applications as a supporting tool for effective differentiation in the language classroom. It reports overall experience in terms of implementing MALL to shape and apply differentiated instruction and expand learning options. This session is structured in three main parts: first, a review of literature and effective practice of academically responsive instruction will be discussed. Second, samples of differentiated tasks, activities, projects and learner work will be demonstrated with relevant learning outcomes and learners’ survey results. Finally, project findings and conclusions will be given. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academically%20responsive%20instruction" title="academically responsive instruction">academically responsive instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=differentiation" title=" differentiation"> differentiation</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20learning" title=" mobile learning"> mobile learning</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile-assisted%20language%20learning" title=" mobile-assisted language learning"> mobile-assisted language learning</a> </p> <a href="https://publications.waset.org/abstracts/28587/addressing-differentiation-using-mobile-assisted-language-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28587.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">4766</span> An Exploration of Australian Teacher Training Programs in an Indonesian Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yayan%20Rahayani">Yayan Rahayani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Transnational Education (TNE) encompasses mobile and diverse student cohorts, a complex array of educational programs, and a range of providers that serve students across countries in a multicultural setting. In Australia, education is the fourth largest industry that contributes to economic prosperity, and Australia relies heavily on international students to support it. There is a concern that TNE in Australia is limited by a lack of understanding regarding cultural sensitivity towards international students. This research will contribute to the theories of Culturally Responsive Pedagogy (CRP) by incorporating religion as a dimension of culture. This study will also investigate TNE practices provided for educators from culturally diverse backgrounds. The focus of this paper will examine TNE programs in Australia with a focus on Indonesian teachers to examine the extent that they are supported culturally and religiously within the programs. The study an ethnographically-informed case study approach using in-depth interviews. The preliminary results of the study highlight the lack of focus given to the local context of participants. Whilst programs may take into consideration the religious and cultural needs of the participants, the pedagogical focus of the content does not address the local and specific contexts of the participants who will return to Indonesia to teach. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=culturally%20responsive%20pedagogy" title="culturally responsive pedagogy">culturally responsive pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20training" title=" teacher training"> teacher training</a>, <a href="https://publications.waset.org/abstracts/search?q=transnational%20education" title=" transnational education"> transnational education</a> </p> <a href="https://publications.waset.org/abstracts/112235/an-exploration-of-australian-teacher-training-programs-in-an-indonesian-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/112235.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">128</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">4765</span> Assessing Gender Mainstreaming Practices in the Philippine Basic Education System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michelle%20Ablian%20Mejica">Michelle Ablian Mejica </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Female drop-outs due to teenage pregnancy and gender-based violence in schools are two of the most contentious and current gender-related issues faced by the Department of Education (DepEd) in the Philippines. The country adopted gender mainstreaming as the main strategy to eliminate gender inequalities in all aspects of the society including education since 1990. This research examines the extent and magnitude by which gender mainstreaming is implemented in the basic education from the national to the school level. It seeks to discover the challenges faced by the central and field offices, particularly by the principals who served as decision-makers in the schools where teaching and learning take place and where opportunities that may aggravate, conform and transform gender inequalities and hierarchies exist. The author conducted surveys and interviews among 120 elementary and secondary principals in the Division of Zambales as well as selected gender division and regional focal persons within Region III- Central Luzon. The study argues that DepEd needs to review, strengthen and revitalize its gender mainstreaming because the efforts do not penetrate the schools and are not enough to lessen or eliminate gender inequalities within the schools. The study found out some of the major challenges in the implementation of gender mainstreaming as follows: absence of a national gender-responsive education policy framework, lack of gender responsive assessment and monitoring tools, poor quality of gender and development related training programs and poor data collection and analysis mechanism. Furthermore, other constraints include poor coordination mechanism among implementing agencies, lack of clear implementation strategy, ineffective or poor utilization of GAD budget and lack of teacher and learner centered GAD activities. The paper recommends the review of the department’s gender mainstreaming efforts to align with the mandate of the agency and provide gender responsive teaching and learning environment. It suggests that the focus must be on formulation of gender responsive policies and programs, improvement of the existing mechanism and conduct of trainings focused on gender analysis, budgeting and impact assessment not only for principals and GAD focal point system but also to parents and other school stakeholders. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20and%20instruction" title="curriculum and instruction">curriculum and instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20analysis" title=" gender analysis"> gender analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20budgeting" title=" gender budgeting"> gender budgeting</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20impact%20assessment" title=" gender impact assessment"> gender impact assessment</a> </p> <a href="https://publications.waset.org/abstracts/65813/assessing-gender-mainstreaming-practices-in-the-philippine-basic-education-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65813.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">344</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">4764</span> Aggregation-Induced-Active Stimuli-Responsive Based Nano-Objects for Wastewater Treatment Application</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Parvaneh%20Eskandari">Parvaneh Eskandari</a>, <a href="https://publications.waset.org/abstracts/search?q=Rachel%20O%27Reilly"> Rachel O'Reilly</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the last years, controlling the self-assembly behavior of stimuli-responsive nano-objects, including micelles, vesicles, worm-like, etc., at different conditions is considered a pertinent challenge in the polymer community. The aim of the project was to synthesize aggregation-induced emission (AIE)-active stimuli-responsive polymeric nano-objects to control the self-assemblies morphologies of the prepared nano-objects. Two types of nanoobjects, micelle and vesicles, including PDMAEMA-b-P(BzMA-TPEMA) [PDMAEMA: poly(N,Ndimethylaminoethyl methacrylate); P(BzMA-TPEMA): poly[benzyl methacrylate-co- tetraphenylethene methacrylate]] were synthesized by using reversible addition−fragmentation chain-transfer (RAFT)- mediated polymerization-induced self-assembly (PISA), which combines polymerization and self-assembly in a single step. Transmission electron microscope and dynamic light scattering (DLS) analysis were used to confirm the formed self-assemblies morphologies. The controlled self-assemblies were applied as nitrophenolic compounds (NPCs) adsorbents from wastewater, thanks to their CO2-responsive part, PDMAEMA. Moreover, the fluorescence-active part of the prepared nano-objects, P(BzMA-TPEMA), played a key role in the detection of the NPCs at the aqueous solution. The optical properties of the prepared nano-objects were studied by UV/Vis and fluorescence spectroscopies. For responsivity investigations, the hydrodynamic diameter and Zeta-potential (ζ-potential) of the sample's aqueous solution were measured by DLS. In the end, the prepared nano-objects were used for the detection and adsorption of different NPCs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aggregation-induced%20emission%20polymers" title="aggregation-induced emission polymers">aggregation-induced emission polymers</a>, <a href="https://publications.waset.org/abstracts/search?q=stimuli-responsive%20polymers" title=" stimuli-responsive polymers"> stimuli-responsive polymers</a>, <a href="https://publications.waset.org/abstracts/search?q=reversible%20addition%E2%88%92fragmentation%20chain-transfer%20polymerization" title=" reversible addition−fragmentation chain-transfer polymerization"> reversible addition−fragmentation chain-transfer polymerization</a>, <a href="https://publications.waset.org/abstracts/search?q=polymerization-induced%20self-assembly" title=" polymerization-induced self-assembly"> polymerization-induced self-assembly</a>, <a href="https://publications.waset.org/abstracts/search?q=wastewater%20treatment" title=" wastewater treatment"> wastewater treatment</a> </p> <a href="https://publications.waset.org/abstracts/172871/aggregation-induced-active-stimuli-responsive-based-nano-objects-for-wastewater-treatment-application" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172871.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">73</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">4763</span> A Comparative Analysis of Thermal Performance of Building Envelope Types over Time</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aram%20Yeretzian">Aram Yeretzian</a>, <a href="https://publications.waset.org/abstracts/search?q=Yaser%20Abunnasr"> Yaser Abunnasr</a>, <a href="https://publications.waset.org/abstracts/search?q=Zahraa%20Makki"> Zahraa Makki</a>, <a href="https://publications.waset.org/abstracts/search?q=Betina%20Abi%20Habib"> Betina Abi Habib</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Developments in architectural building typologies that are informed by prevalent construction techniques and socio-cultural practices generate different adaptations in the building envelope. While different building envelope types exhibit different climate responsive passive strategies, the individual and comparative thermal performance analysis resulting from these technologies is yet to be understood. This research aims to develop this analysis by selecting three building envelope types from three distinct building traditions by measuring the heat transmission in the city of Beirut. The three typical residential buildings are selected from the 1920s, 1940s, and 1990s within the same street to ensure similar climatic and urban conditions. Climatic data loggers are installed inside and outside of the three locations to measure indoor and outdoor temperatures, relative humidity, and heat flow. The analysis of the thermal measurements is complemented by site surveys on window opening, lighting, and occupancy in the three selected locations and research on building technology from the three periods. Apart from defining the U-value of the building envelopes, the collected data will help evaluate the indoor environments with respect to the thermal comfort zone. This research, thus, validates and contextualizes the role of building technologies in relation to climate responsive design. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=architecture" title="architecture">architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=wall%20construction" title=" wall construction"> wall construction</a>, <a href="https://publications.waset.org/abstracts/search?q=envelope%20performance" title=" envelope performance"> envelope performance</a>, <a href="https://publications.waset.org/abstracts/search?q=thermal%20comfort" title=" thermal comfort"> thermal comfort</a> </p> <a href="https://publications.waset.org/abstracts/87466/a-comparative-analysis-of-thermal-performance-of-building-envelope-types-over-time" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87466.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">234</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">4762</span> Culturally Responsive Teaching for Learner Diversity in Czech Schools: A Literature Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ntite%20Orji%20Kalu">Ntite Orji Kalu</a>, <a href="https://publications.waset.org/abstracts/search?q=Martina%20Kurowski"> Martina Kurowski</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Until recently, the Czech Republic had an educational system dominated by indigenous people, who accounted for 95% of the school population. With the increasing influx of migrants and foreign students, especially from outside European Union, came a great disparity among the quality of learners and their learning needs and consideration for the challenges associated with being a minority and living within a foreign culture. This has prompted the research into ways of tailoring the educational system to meet the rising demand of learning styles and needs for the diverse learners in the Czech classrooms. Literature is reviewed regarding the various ways to accommodate the international students considering racial differences, focusing on theoretical approach and pedagogical principles. This study examines the compulsory educational system of the Czech Republic and the position and responsibility of the teacher in fostering a culturally sensitive and inclusive learning environment. Descriptive and content analysis is relied upon for this study. Recommendations are made for stakeholders to imbibe a more responsive environment that enhances the cultural and social integration of all learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=culturally%20responsive%20teaching" title="culturally responsive teaching">culturally responsive teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20competence" title=" cultural competence"> cultural competence</a>, <a href="https://publications.waset.org/abstracts/search?q=diversity" title=" diversity"> diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=learners" title=" learners"> learners</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=Czech%20schools" title=" Czech schools"> Czech schools</a> </p> <a href="https://publications.waset.org/abstracts/141784/culturally-responsive-teaching-for-learner-diversity-in-czech-schools-a-literature-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141784.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">146</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4761</span> Remote Controlled of In-Situ Forming Thermo-sensitive Hydrogel Nanocomposite for Hyperthermia Therapy Application: Synthesis and Characterizations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elbadawy%20A.%20Kamoun">Elbadawy A. Kamoun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Magnetically responsive hydrogel nanocomposite (NCH) based on composites of superparamagnetic of Fe3O4 nano-particles and temperature responsive hydrogel matrices were developed. The nanocomposite hydrogel system based on the temperature sensitive N-isopropylacrylamide hydrogels crosslinked by poly(ethylene glycol)-400 dimethacrylate (PEG400DMA) incorporating with chitosan derivative, was synthesized and characterized. Likewise, the NCH system was synthesized by visible-light free radical photopolymerization, using carboxylated camphorquinone-amine system to avoid the common risks of the use of UV-light especially in hyperthermia treatment. Superparamagnetic of iron oxide nanoparticles were introduced into the hydrogel system by polymerizing mixture technique and monomer solution. FT-IR with Raman spectroscopy and Wide angle-XRD analysis were utilized to verify the chemical structure of NCH and exfoliation reaction for nanoparticles, respectively. Additionally, morphological structure of NCH was investigated using SEM and TEM photographs. The swelling responsive of the current nanocomposite hydrogel system with different crosslinking conditions, temperature, magnetic field efficiency, and the presence effect of magnetic nanoparticles were evaluated. Notably, hydrolytic degradation of this system was proved in vitro application. While, in-vivo release profile behavior is under investigation nowadays. Moreover, the compatibility and cytotoxicity tests were previously investigated in our studies for photoinitiating system. These systems show promised polymeric material candidate devices and are expected to have a wide applicability in various biomedical applications as mildly. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hydrogel%20nanocomposites" title="hydrogel nanocomposites">hydrogel nanocomposites</a>, <a href="https://publications.waset.org/abstracts/search?q=tempretaure-responsive%20hydrogel" title=" tempretaure-responsive hydrogel"> tempretaure-responsive hydrogel</a>, <a href="https://publications.waset.org/abstracts/search?q=superparamagnetic%20nanoparticles" title=" superparamagnetic nanoparticles"> superparamagnetic nanoparticles</a>, <a href="https://publications.waset.org/abstracts/search?q=hyperthermia%20therapy" title=" hyperthermia therapy"> hyperthermia therapy</a> </p> <a href="https://publications.waset.org/abstracts/13516/remote-controlled-of-in-situ-forming-thermo-sensitive-hydrogel-nanocomposite-for-hyperthermia-therapy-application-synthesis-and-characterizations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13516.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">279</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">4760</span> Human Resources Management Practices in Hospitality Companies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dora%20Martins">Dora Martins</a>, <a href="https://publications.waset.org/abstracts/search?q=Susana%20Silva"> Susana Silva</a>, <a href="https://publications.waset.org/abstracts/search?q=C%C3%A2ndida%20Silva"> Cândida Silva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Human Resources Management (HRM) has been recognized by academics and practitioners as an important element in organizations. Therefore, this paper explores the best practices of HRM and seeks to understand the level of participation in the development of these practices by human resources managers in the hospitality industry and compare it with other industries. Thus, the study compared the HRM practices of companies in the hospitality sector with HRM practices of companies in other sectors, and identifies the main differences between their HRM practices. The results show that the most frequent HRM practices in all companies, independently of its sector of activity, are hiring and training. When comparing hospitality sector with other sectors of activity, some differences were noticed, namely in the adoption of the practices of communication and information sharing, and of recruitment and selection. According to these results, the paper discusses the major theoretical and practical implications. Suggestions for future research are also presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=exploratory%20study" title="exploratory study">exploratory study</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20resources%20management%20practices" title=" human resources management practices"> human resources management practices</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20resources%20manager" title=" human resources manager"> human resources manager</a>, <a href="https://publications.waset.org/abstracts/search?q=hospitality%20companies" title=" hospitality companies"> hospitality companies</a>, <a href="https://publications.waset.org/abstracts/search?q=Portuguese%20companies" title=" Portuguese companies"> Portuguese companies</a> </p> <a href="https://publications.waset.org/abstracts/68260/human-resources-management-practices-in-hospitality-companies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68260.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">482</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">4759</span> Molecular Motors in Smart Drug Delivery Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ainoa%20Guinart">Ainoa Guinart</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Korpidou"> Maria Korpidou</a>, <a href="https://publications.waset.org/abstracts/search?q=Daniel%20Doellerer"> Daniel Doellerer</a>, <a href="https://publications.waset.org/abstracts/search?q=Cornelia%20Palivan"> Cornelia Palivan</a>, <a href="https://publications.waset.org/abstracts/search?q=Ben%20L.%20Feringa"> Ben L. Feringa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Stimuli responsive systems arise from the need to meet unsolved needs of current molecular drugs. Our study presents the design of a delivery system with high spatiotemporal control and tuneable release profiles. We study the incorporation of a hydrophobic synthetic molecular motor into PDMS-b-PMOXA block copolymer vesicles to create a self-assembled system. We prove their successful incorporation and selective activation by low powered visible light (λ 430 nm, 6.9 mW). We trigger the release of a fluorescent dye with high release efficiencies over sequential cycles (up to 75%) with the ability to turn on and off the release behaviour on demand by light irradiation. Low concentrations of photo-responsive units are proven to trigger release down to 1 mol% of molecular motor. Finally, we test our system in relevant physiological conditions using a lung cancer cell line and the encapsulation of an approved drug. Similar levels of cell viability are observed compared to the free-given drugshowing the potential of our platform to deliver functional drugs on demand with the same efficiency and lower toxicity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=molecular%20motor" title="molecular motor">molecular motor</a>, <a href="https://publications.waset.org/abstracts/search?q=polymer" title=" polymer"> polymer</a>, <a href="https://publications.waset.org/abstracts/search?q=drug%20delivery" title=" drug delivery"> drug delivery</a>, <a href="https://publications.waset.org/abstracts/search?q=light-responsive" title=" light-responsive"> light-responsive</a>, <a href="https://publications.waset.org/abstracts/search?q=cancer" title=" cancer"> cancer</a>, <a href="https://publications.waset.org/abstracts/search?q=selfassembly" title=" selfassembly"> selfassembly</a> </p> <a href="https://publications.waset.org/abstracts/158502/molecular-motors-in-smart-drug-delivery-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158502.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">4758</span> In-Service Training to Enhance Community Based Corrections</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Varathagowry%20Vasudevan">Varathagowry Vasudevan </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper attempts to demonstrate the importance of capacity building of the para-professionals in community based corrections for enhancing family and child welfare as a crucial factor in providing in-service training as a responsive methodology in community based corrections to enhance the best practices. The Diploma programme in community-based corrections initiated by the National Institute of Social Development has been engaged in this noble task of training quality personnel knowledgeable in the best practices and fieldwork skills on community-based correction and its best practice. To protect the families and children and enhance best practices, National Institute of Social Development with support from the department of community-based corrections initiated a Diploma programme in community-based corrections to enhance and update the knowledge, skills, attitudes with the right mindset of the work supervisors employed at the department of community-based corrections. This study based on reflective practice illustrated the effectiveness of curriculum of in-service training programme as a tool to enhance the capacities of the relevant officers in Sri Lanka. The data for the study was obtained from participants and coordinator through classroom discussions and key informant interviews. This study showed that use of appropriate tailor-made curriculum and field practice manual by the officers during the training was very much dependent on the provision of appropriate administrative facilities, passion, teaching methodology that promote capacity to involve best practices. It also demonstrated further the fact that professional social work response, strengthening families within legal framework was very much grounded in the adoption of proper skills imbibed through training in appropriate methodology practiced in the field under guided supervision. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=capacity%20building" title="capacity building">capacity building</a>, <a href="https://publications.waset.org/abstracts/search?q=community-based%20corrections" title=" community-based corrections"> community-based corrections</a>, <a href="https://publications.waset.org/abstracts/search?q=in-service%20training" title=" in-service training"> in-service training</a>, <a href="https://publications.waset.org/abstracts/search?q=paraprofessionals" title=" paraprofessionals "> paraprofessionals </a> </p> <a href="https://publications.waset.org/abstracts/93225/in-service-training-to-enhance-community-based-corrections" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93225.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">156</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">4757</span> Couple Relationship Satisfaction: The Role of Recollection of Parental Acceptance, Self-Differentiation and Spousal Caregiving</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ricky%20Finzi-Dottan">Ricky Finzi-Dottan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The actor–partner interdependence model (APIM) was employed in this study to investigate the mediating effect self-differentiation and spousal caregiving have on the relationship between recollection of parental care and acceptance and couple satisfaction. One hundred and forty-four non-clinical couples (N=288) in enduring relationships were recruited. Results for actor effects revealed two mediating paths whereby, among both partners, recollection of maternal (but not paternal) acceptance was associated with their self-differentiation and responsive spousal caregiving, which, in turn, were linked to their spousal relationship satisfaction. Partner effects revealed three mediating paths: for both partners, recollection of childhood maternal acceptance was associated with responsive caregiving, which, in turn, was linked with their partner’s relationship satisfaction. Interestingly, the husbands’ recollection of maternal acceptance was associated with their partners' responsive spousal caregiving, which was linked to both spouses’ relationship satisfaction. Our results may support the theoretical assumptions regarding intergenerational continuity from perceptions of childhood via self-differentiation effecting couple caregiving to couple relationship, but only on the mother's part. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=couple%20relationship%20satisfaction" title="couple relationship satisfaction">couple relationship satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=childhood%20parental%20acceptance" title=" childhood parental acceptance"> childhood parental acceptance</a>, <a href="https://publications.waset.org/abstracts/search?q=self-differentiation" title=" self-differentiation"> self-differentiation</a>, <a href="https://publications.waset.org/abstracts/search?q=couple%20caregiving" title=" couple caregiving"> couple caregiving</a>, <a href="https://publications.waset.org/abstracts/search?q=dyadic%20perspective" title=" dyadic perspective"> dyadic perspective</a> </p> <a href="https://publications.waset.org/abstracts/129481/couple-relationship-satisfaction-the-role-of-recollection-of-parental-acceptance-self-differentiation-and-spousal-caregiving" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129481.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">159</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=culturallly%20responsive%20practices&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=culturallly%20responsive%20practices&page=3">3</a></li> <li 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