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cosmopolitanism</title> <meta name="description" content="Search results for: reflexive cosmopolitanism"> <meta name="keywords" content="reflexive cosmopolitanism"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="reflexive cosmopolitanism"> <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> 70</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: reflexive cosmopolitanism</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">70</span> Compromised Sexual Territoriality under Reflexive Cosmopolitanism: From Coffee Bean to Gay Bean in South Korea</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Robert%20Christopher%20Hamilton">Robert Christopher Hamilton</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research examined the effects of reflexive cosmopolitanism on the competition for sexual territoriality. By adopting Michel De Certeau’s (1984) spatial didactic model, the article maps out the key elements at play and the dynamics explaining how gays gay place in the backdrop of rapid modernization. It found that heterosexual space and heteronormative assumptions helped to create temporal and spatial opportunities that allow for sexual performativity of gay males. Moreover, using data collected from multiple semi-controlled one-on-one interviews over 13 months, this article illustrates how spatial competition culminates in non-zero sum game outcomes and particularly to compromise of sexual territoriality while further demonstrating the need to understand the sexual coping tactics used in cultures with similar backgrounds. The findings enable researchers to better understand how gay men gay space, and how space performatively embodies gay men. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=South%20Korea" title="South Korea">South Korea</a>, <a href="https://publications.waset.org/abstracts/search?q=coffee%20bean" title=" coffee bean"> coffee bean</a>, <a href="https://publications.waset.org/abstracts/search?q=sexual%20territoriality" title=" sexual territoriality"> sexual territoriality</a>, <a href="https://publications.waset.org/abstracts/search?q=reflexive%20cosmopolitanism" title=" reflexive cosmopolitanism"> reflexive cosmopolitanism</a> </p> <a href="https://publications.waset.org/abstracts/50652/compromised-sexual-territoriality-under-reflexive-cosmopolitanism-from-coffee-bean-to-gay-bean-in-south-korea" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50652.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">327</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">69</span> From the Local to the Global: New Terrorism </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shamila%20Ahmed">Shamila Ahmed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper examines how the fluidity between the local level and the global level is an intrinsic feature of new terrorism. Through using cosmopolitanism, the narratives of the two opposing sides of ISIS and the ‘war on terrorism’ response are explored. It is demonstrated how the fluidity between these levels facilitates the radicalisation process through exploring how groups such as ISIS highlight the perceived injustices against Muslims locally and globally and therefore exploit the globalisation process which has reduced the space between these levels. Similarly, it is argued that the ‘war on terror’ involves the intersection of fear, security, threat, risk and social control as features of both the international ‘war on terror’ and intra state policies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=terrorism" title="terrorism">terrorism</a>, <a href="https://publications.waset.org/abstracts/search?q=war%20on%20terror" title=" war on terror"> war on terror</a>, <a href="https://publications.waset.org/abstracts/search?q=cosmopolitanism" title=" cosmopolitanism"> cosmopolitanism</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20level%20terrorism" title=" global level terrorism"> global level terrorism</a> </p> <a href="https://publications.waset.org/abstracts/28001/from-the-local-to-the-global-new-terrorism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28001.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">584</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">68</span> The Role of the State in Creating a Cosmopolitan Canada</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Scott%20Staring">Scott Staring</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper critically examines the claim that Canada represents a uniquely ‘postnational’ model of political existence. Canadian political thinkers and politicians alike have played a role in casting their country as the vanguard of an order wherein national sovereignty is gradually being eclipsed, while political authority is increasingly integrated at the international level. Proponents of this view frequently cite as evidence Canada’s high number of foreign-born citizens, its official policy of multiculturalism, its ready embrace of international institutions, and its enthusiasm for international trade deals like NAFTA, CETA and the TPP. This paper builds on historical research to show that the postnationalist thesis has precedents in a Whig-inspired view of Canada that has long challenged the role of a strong central state in the country. An alternative portrait of Canada will be put forward, one that contests both the historical evidence for the Whig view as well as its theoretical presuppositions. The claim will be made that Canada’s celebrated diversity and openness is not the product of a nation-state in retreat; instead, it is largely the product of a strong and sovereign state that has intervened to create a sense of a shared concern amongst its citizens. Canada does indeed offer the world a model of cosmopolitanism, but it is a model that is rooted in the nation-state rather than its eclipse. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Canada" title="Canada">Canada</a>, <a href="https://publications.waset.org/abstracts/search?q=cosmopolitanism" title=" cosmopolitanism"> cosmopolitanism</a>, <a href="https://publications.waset.org/abstracts/search?q=postnationalism" title=" postnationalism"> postnationalism</a>, <a href="https://publications.waset.org/abstracts/search?q=statism" title=" statism"> statism</a> </p> <a href="https://publications.waset.org/abstracts/72908/the-role-of-the-state-in-creating-a-cosmopolitan-canada" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72908.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">196</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">67</span> Collaborative Reflexive/Reflective Teaching and Action Research in TESL </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=O.%20F.%20Elkommos">O. F. Elkommos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching English as a Second Language (TESL) has become a very rich area of research. Practitioners or teachers of English as a foreign or a second language are now promoting both collaborative learning and collaborative teaching. Students learning a language collaboratively and cooperatively are learning in a better environment of team work where they learn from each other. Further, teaching English collaboratively also creates an enriching environment that is also very enriching to students’ and teachers’ experiences of learning and teaching. Moreover, action research stems from actual teacher concerns and students’ needs. Reflection in turn, on the experience of the material taught and the delivery of material is becoming an integral part of the teaching and learning experience self- evaluation and self-development. In this case, the concern of the research field in the area of TESL will be the development of teaching delivery, material and quality of learning. In the present research, the TESL module taught to year two students in the Faculty of Arts and Humanities, British University in Egypt (BUE) will be evaluated reflexively by the students and teachers. The module was taught to students in two different specialisms. It was taught and delivered through collaborative teaching and was evaluated by both teachers and students as very successful and enjoyable. The reflections of both teachers and students as well as student results confirm that it was a success. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=action%20research" title="action research">action research</a>, <a href="https://publications.waset.org/abstracts/search?q=addressing%20differentiation" title=" addressing differentiation"> addressing differentiation</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20teaching" title=" collaborative teaching"> collaborative teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=reflective%20teaching%20and%20learning" title=" reflective teaching and learning"> reflective teaching and learning</a>, <a href="https://publications.waset.org/abstracts/search?q=reflexive%20learning" title=" reflexive learning"> reflexive learning</a>, <a href="https://publications.waset.org/abstracts/search?q=reflexive%20teaching" title=" reflexive teaching"> reflexive teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=self-development" title=" self-development"> self-development</a>, <a href="https://publications.waset.org/abstracts/search?q=self-evaluation" title=" self-evaluation"> self-evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=TESL" title=" TESL"> TESL</a> </p> <a href="https://publications.waset.org/abstracts/111279/collaborative-reflexivereflective-teaching-and-action-research-in-tesl" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/111279.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">125</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">66</span> Youth and International Environmental Voluntary Initiatives: A Case Study of IGreen Project by AIESEC in Bandung</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yoel%20Agustheo%20Rinding">Yoel Agustheo Rinding</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Globalization has made physical borders between countries become more obscure. Due to the free flow of information between countries, issue for instance, environment has become global concern. The concern has grown as the result of endless campaign made by most of the non-governmental organizations (NGOs). By means of this situation, international voluntary initiatives on environmental issues have appeared to be popular among world’s society today especially for youth. AIESEC as international non-governmental organization (INGO) through IGreen Project has initiated environmental international voluntary initiatives concerning in environmental awareness of Bandung’s citizen. Bandung itself is still struggling on solving flood as one of its major problems regardless the fact that Bandung is one of the most developed cities in Indonesia. This paper would like to discuss on how globalization affects AIESEC as an INGO in order to spread its influence and also on how it could build international voluntary initiatives networks. Afterwards, author would like to elaborate how both AIESEC and youth perceive the importance of international voluntary initiatives by using cosmopolitanism approach. In order to get a deep understanding of how this activity works, this paper also would like to explain regarding the management, expected outcomes, and the real impacts of IGreen project towards Bandung. In the end of this paper, author would like to propose solutions on how to utilize international voluntary initiatives as a solution for environmental issues nowadays. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=AIESEC" title="AIESEC">AIESEC</a>, <a href="https://publications.waset.org/abstracts/search?q=cosmopolitanism" title=" cosmopolitanism"> cosmopolitanism</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20issues" title=" environmental issues"> environmental issues</a>, <a href="https://publications.waset.org/abstracts/search?q=globalization" title=" globalization"> globalization</a>, <a href="https://publications.waset.org/abstracts/search?q=IGreen%20project" title=" IGreen project"> IGreen project</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20environmental%20voluntary%20initiatives" title=" international environmental voluntary initiatives"> international environmental voluntary initiatives</a>, <a href="https://publications.waset.org/abstracts/search?q=INGO" title=" INGO"> INGO</a>, <a href="https://publications.waset.org/abstracts/search?q=youth" title=" youth"> youth</a> </p> <a href="https://publications.waset.org/abstracts/72861/youth-and-international-environmental-voluntary-initiatives-a-case-study-of-igreen-project-by-aiesec-in-bandung" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72861.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">222</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">65</span> Kirchoff Type Equation Involving the p-Laplacian on the Sierpinski Gasket Using Nehari Manifold Technique</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abhilash%20Sahu">Abhilash Sahu</a>, <a href="https://publications.waset.org/abstracts/search?q=Amit%20Priyadarshi"> Amit Priyadarshi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we will discuss the existence of weak solutions of the Kirchhoff type boundary value problem on the Sierpinski gasket. Where S denotes the Sierpinski gasket in R² and S₀ is the intrinsic boundary of the Sierpinski gasket. M: R → R is a positive function and h: S × R → R is a suitable function which is a part of our main equation. ∆p denotes the p-Laplacian, where p > 1. First of all, we will define a weak solution for our problem and then we will show the existence of at least two solutions for the above problem under suitable conditions. There is no well-known concept of a generalized derivative of a function on a fractal domain. Recently, the notion of differential operators such as the Laplacian and the p-Laplacian on fractal domains has been defined. We recall the result first then we will address the above problem. In view of literature, Laplacian and p-Laplacian equations are studied extensively on regular domains (open connected domains) in contrast to fractal domains. In fractal domains, people have studied Laplacian equations more than p-Laplacian probably because in that case, the corresponding function space is reflexive and many minimax theorems which work for regular domains is applicable there which is not the case for the p-Laplacian. This motivates us to study equations involving p-Laplacian on the Sierpinski gasket. Problems on fractal domains lead to nonlinear models such as reaction-diffusion equations on fractals, problems on elastic fractal media and fluid flow through fractal regions etc. We have studied the above p-Laplacian equations on the Sierpinski gasket using fibering map technique on the Nehari manifold. Many authors have studied the Laplacian and p-Laplacian equations on regular domains using this Nehari manifold technique. In general Euler functional associated with such a problem is Frechet or Gateaux differentiable. So, a critical point becomes a solution to the problem. Also, the function space they consider is reflexive and hence we can extract a weakly convergent subsequence from a bounded sequence. But in our case neither the Euler functional is differentiable nor the function space is known to be reflexive. Overcoming these issues we are still able to prove the existence of at least two solutions of the given equation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Euler%20functional" title="Euler functional">Euler functional</a>, <a href="https://publications.waset.org/abstracts/search?q=p-Laplacian" title=" p-Laplacian"> p-Laplacian</a>, <a href="https://publications.waset.org/abstracts/search?q=p-energy" title=" p-energy"> p-energy</a>, <a href="https://publications.waset.org/abstracts/search?q=Sierpinski%20gasket" title=" Sierpinski gasket"> Sierpinski gasket</a>, <a href="https://publications.waset.org/abstracts/search?q=weak%20solution" title=" weak solution"> weak solution</a> </p> <a href="https://publications.waset.org/abstracts/89044/kirchoff-type-equation-involving-the-p-laplacian-on-the-sierpinski-gasket-using-nehari-manifold-technique" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89044.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">64</span> Temporality, Place and Autobiography in J.M. Coetzee’s 'Summertime'</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Barbara%20Janari">Barbara Janari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper it is argued that the effect of the disjunctive temporality in Summertime (the third of J.M. Coetzee’s fictionalised memoirs) is two-fold: firstly, it reflects the memoir’s ambivalent, contradictory representations of place in order to emphasize the fractured sense of self growing up in South Africa during apartheid entailed for Coetzee. Secondly, it reconceives the autobiographical discourse as one that foregrounds the inherent fictionality of all texts. The memoir’s narrative is filtered through intricate textual strategies that disrupt the chronological movement of the narrative, evoking the labyrinthine ways in which the past and present intersect and interpenetrate each other. It is framed by entries from Coetzee’s Notebooks: it opens with entries that cover the years 1972–1975, and ends with a number of undated fragments from his Notebooks. Most of the entries include a short ‘memo’ at the end, added between 1999 and 2000. While the memos follow the Notebook entries in the text, they are separated by decades. Between the Notebook entries is a series of interviews conducted by Vincent, the text’s putative biographer, between 2007 and 2008, based on recollections from five people who had known Coetzee in the 1970s – a key period in John’s life as it marks both his return to South Africa after a failed emigration attempt to America, and the beginning of his writing career, with the publication of Dusklands in 1974. The relationship between the memoir’s various parts is a key feature of Coetzee’s representation of place in Summertime, which is constructed as a composite one in which the principle of reflexive referencing has to be adopted. In other words, readers have to suspend individual references temporarily until the relationships between the parts have been connected to each other. In order to apprehend meaning in the text, the disparate narrative elements have to first be tied together. In this text, then, the experience of time as ordered and chronological is ruptured. Instead, the memoir’s themes and patterns become apparent most clearly through reflexive referencing, by which relationships between disparate sections of the text are linked. The image of the fictional John that emerges from the text is a composite of this John and the author, J.M. Coetzee, and is one which embodies Coetzee’s often fraught relationship with his home country, South Africa. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autobiography" title="autobiography">autobiography</a>, <a href="https://publications.waset.org/abstracts/search?q=place" title=" place"> place</a>, <a href="https://publications.waset.org/abstracts/search?q=reflexive%20referencing" title=" reflexive referencing"> reflexive referencing</a>, <a href="https://publications.waset.org/abstracts/search?q=temporality" title=" temporality"> temporality</a> </p> <a href="https://publications.waset.org/abstracts/177791/temporality-place-and-autobiography-in-jm-coetzees-summertime" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177791.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">63</span> The Reflexive Interaction in Group Formal Practices: The Question of Criteria and Instruments for the Character-Skills Evaluation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sara%20Nosari">Sara Nosari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the research field on adult education, the learning development project followed different itineraries: recently it has promoted adult transformation by practices focused on the reflexive oriented interaction. This perspective, that connects life stories and life-based methods, characterizes a transformative space between formal and informal education. Within this framework, in the Nursing Degree Courses of Turin University, it has been discussed and realized a formal reflexive path on the care work professional identity through group practices. This path compared the future care professionals with possible experiences staged by texts used with the function of a pre-tests: these texts, setting up real or believable professional situations, had the task to start a reflection on the different 'elements' of care work professional life (relationship, educational character of relationship, relationship between different care roles; or even human identity, aims and ultimate aim of care, …). The learning transformative aspect of this kind of experience-test is that it is impossible to anticipate the process or the conclusion of reflexion because they depend on two main conditions: the personal sensitivity and the specific situation. The narrated experience is not a device, it does not include any tricks to understand the answering advance; the text is not aimed at deepening the knowledge, but at being an active and creative force which takes the group to compare with problematic figures. In fact, the experience-text does not have the purpose to explain but to problematize: it creates a space of suspension to live for questioning, for discussing, for researching, for deciding. It creates a space 'open' and 'in connection' where each one, in comparing with others, has the possibility to build his/her position. In this space, everyone has to possibility to expose his/her own argumentations and to be aware of the others emerged points of view, aiming to research and find the own personal position. However, to define his/her position, it is necessary to learn to exercise character skills (conscientiousness, motivation, creativity, critical thinking, …): if these not-cognitive skills have an undisputed evidence, less evident is how to value them. The paper will reflect on the epistemological limits and possibility to 'measure' character skills, suggesting some evaluation criteria. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=transformative%20learning" title="transformative learning">transformative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20role" title=" educational role"> educational role</a>, <a href="https://publications.waset.org/abstracts/search?q=formal%2Finformal%20education" title=" formal/informal education"> formal/informal education</a>, <a href="https://publications.waset.org/abstracts/search?q=character-skills" title=" character-skills"> character-skills</a> </p> <a href="https://publications.waset.org/abstracts/92443/the-reflexive-interaction-in-group-formal-practices-the-question-of-criteria-and-instruments-for-the-character-skills-evaluation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92443.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">193</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">62</span> Language Development and Learning about Violence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Karen%20V.%20Lee">Karen V. Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The background and significance of this study involves research about a music teacher discovering how language development and learning can help her overcome harmful and lasting consequences from sexual violence. Education about intervention resources from language development that helps her cope with consequences influencing her career as teacher. Basic methodology involves the qualitative method of research as theoretical framework where the author is drawn into a deep storied reflection about political issues surrounding teachers who need to overcome social, psychological, and health risk behaviors from violence. Sub-themes involve available education from learning resources to ensure teachers receive social, emotional, physical, spiritual, and intervention resources that evoke visceral, emotional responses from the audience. Major findings share how language development and learning provide helpful resources to victims of violence. It is hoped the research dramatizes an episodic yet incomplete story that highlights the circumstances surrounding the protagonist’s life. In conclusion, the research has a reflexive storied framework that embraces harmful and lasting consequences from sexual violence. The reflexive story of the sensory experience critically seeks verisimilitude by evoking lifelike and believable feelings from others. Thus, the scholarly importance of using language development and learning for intervention resources can provide transformative aspects that contribute to social change. Overall, the circumstance surrounding the story about sexual violence is not uncommon in society. Language development and learning supports the moral mission to help teachers overcome sexual violence that socially impacts their professional lives as victims. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intervention" title="intervention">intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20development%20and%20learning" title=" language development and learning"> language development and learning</a>, <a href="https://publications.waset.org/abstracts/search?q=sexual%20violence" title=" sexual violence"> sexual violence</a>, <a href="https://publications.waset.org/abstracts/search?q=story" title=" story"> story</a> </p> <a href="https://publications.waset.org/abstracts/42188/language-development-and-learning-about-violence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42188.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">331</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">61</span> Unveiling Subconscious Autopoietic Reflexive Feedback Mechanisms of Second Order Governance from the Narration of Cognitive Autobiography of an ICT Lab during the Digital Revolution</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gianni%20Jacucci">Gianni Jacucci</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We present a retrospective on the development of a research group over the past 30+ years. We reflect on a change in observing the experience (1990-2024) of a university sociotechnical research group dedicated to instill change for innovation in client organisations and enterprises. Its cognitive and action trajectory is influenced by subjective factors: intention and interpretation. Continuity and change are both present: the trajectory of the group exhibits the dynamic interplay of two components of subjectivity, a change of focus in persistence of scheme, and a tension between stability and change. The paper illustrates the meanings the group gave to their practice while laying down mission-critical theoretical considerations – autopoiesis-. The aim of the work is to experience a fragment of phenomenological understanding (PU) of the cognitive dynamics of an STS-aware ICT uptake Laboratory during the digital revolution. PU is an intuitive going along the meaning, while staying close and present to the total situation of the phenomenon. Reading the codes that we observers invent in order to codify what nature is about, thus unveiling subconscious, autopoietic, reflexive feedback mechanisms of second order governance from work published over three decades by the ICT Lab, as if it were the narration of its cognitive autobiography. The paper brings points of discussion and insights of relevance for the STS community. It could be helpful in understanding the history of the community and in providing a platform for discussions on future developments. It can also serve as an inspiration and a historical capture for those entering the field. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=phenomenology" title="phenomenology">phenomenology</a>, <a href="https://publications.waset.org/abstracts/search?q=subjectivity" title=" subjectivity"> subjectivity</a>, <a href="https://publications.waset.org/abstracts/search?q=autopoiesis" title=" autopoiesis"> autopoiesis</a>, <a href="https://publications.waset.org/abstracts/search?q=interpretation%20schemes" title=" interpretation schemes"> interpretation schemes</a>, <a href="https://publications.waset.org/abstracts/search?q=change%20for%20innovation" title=" change for innovation"> change for innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=socio%20technical%20research" title=" socio technical research"> socio technical research</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20study%20of%20information%20systems" title=" social study of information systems"> social study of information systems</a> </p> <a href="https://publications.waset.org/abstracts/189216/unveiling-subconscious-autopoietic-reflexive-feedback-mechanisms-of-second-order-governance-from-the-narration-of-cognitive-autobiography-of-an-ict-lab-during-the-digital-revolution" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189216.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">31</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">60</span> Story of Sexual Violence: Curriculum as Intervention</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Karen%20V.%20Lee">Karen V. Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The background and significance of this study involves autoethnographic research about a music teacher learning how education and curriculum planning can help her overcome harmful and lasting career consequences from sexual violence. Curriculum surrounding intervention resources from education helps her cope with consequences influencing her career as music teacher. Basic methodology involves the qualitative method of research as theoretical framework where the author is drawn into a deep storied reflection about political issues surrounding teachers who need to overcome social, psychological, and health risk behaviors from violence. Sub-themes involve counseling, curriculum, adult education to ensure teachers receive social, emotional, physical, spiritual, and intervention resources that evoke visceral, emotional responses from the audience. Major findings share how stories provide helpful resources to teachers who have been victims of violence. It is hoped the research dramatizes an episodic yet incomplete story that highlights the circumstances surrounding the protagonist’s life as teacher with previous sexual violence. In conclusion, the research has a reflexive storied framework with video and music from curriculum planning that embraces harmful and lasting consequences from sexual violence. The reflexive story of the sensory experience critically seeks verisimilitude by evoking lifelike and believable feelings from others. Thus, the scholarly importance of using education and curriculum as intervention resources to accompany storied research can provide transformative aspects that can contribute to social change. Overall, the circumstance surrounding the story about sexual violence is not uncommon in society. Thus, continued education and curriculum that supports the moral mission to help teachers overcome sexual violence that socially impacts their professional lives as victims. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum" title=" curriculum"> curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=sexual%20violence" title=" sexual violence"> sexual violence</a>, <a href="https://publications.waset.org/abstracts/search?q=storied%20autoethnography" title=" storied autoethnography"> storied autoethnography</a> </p> <a href="https://publications.waset.org/abstracts/43713/story-of-sexual-violence-curriculum-as-intervention" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43713.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">260</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">59</span> The Role of Digital Media in the Change of Saudi Nationalism: A Systematic Review and Meta-Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alaa%20Alshaikh">Alaa Alshaikh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> While digital technologies were initially seen as harbingers of globalisation and cosmopolitanism, scholars increasingly acknowledge their role in the rise of nationalism. This paper studies the national identity in light of the digital media in Saudi Arabia. It offers an extensive meta-analysis of the evolution of the national identity on social media. It examines the national identity and its components and deals with the difference between it and digital nationalism, which is formed and affected by the country's fulfillment of the citizen's needs. Hereto a systematic examination of all 40 articles published between October 2016 and December 2022 was conducted. Findings indicate that three characteristics of contemporary nationalism are partly linked to recent shifts in digital communication: diversification, fragmentation, and commodification. The paper concludes by considering the implications of our arguments for future research in the field. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=meta%20analysis" title="meta analysis">meta analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=Saudi%20Arabia" title=" Saudi Arabia"> Saudi Arabia</a>, <a href="https://publications.waset.org/abstracts/search?q=nationalism" title=" nationalism"> nationalism</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a> </p> <a href="https://publications.waset.org/abstracts/166444/the-role-of-digital-media-in-the-change-of-saudi-nationalism-a-systematic-review-and-meta-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166444.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">131</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">58</span> Shaabi in the City: On Modernizing Sounds and Exclusion in Egyptian Cities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mariam%20Aref%20Mahmoud">Mariam Aref Mahmoud</a> </p> <p class="card-text"><strong>Abstract:</strong></p> After centuries of historical development, Egypt is no stranger to national identity frustrations. What may or may not be counted as this “national identity” becomes a source of contention. Today, after decades of neoliberal reform, Cairo has become the center of Egypt’s cultural debacle. At its heart, the Egyptian capital serves as Egypt’s extension into global capitalism, its flailing hope to become part of the modernized, cosmopolitan world. Yet, to converge into this image of cosmopolitanism, Cairo must silence the perceived un-modernized sounds, cultures, and spaces that arise from within its alleyways. Currently, the agitation surrounding shaabi music, particularly, that of mahraganat, places these contentions to the center of the modernization debates. This paper will discuss the process through which the conversations between modernization, space, and culture have taken place through a historical analysis of national identity formation under Egypt’s neoliberal regimes. Through this, the paper concludes that music becomes a spatial force through which public space, identity, and globalization must be contested. From these findings researchers can then analyze Cairo through not only its physical landscapes, but also its metaphysical features – such as the soundscape. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=music" title="music">music</a>, <a href="https://publications.waset.org/abstracts/search?q=space" title=" space"> space</a>, <a href="https://publications.waset.org/abstracts/search?q=globalization" title=" globalization"> globalization</a>, <a href="https://publications.waset.org/abstracts/search?q=Cairo" title=" Cairo"> Cairo</a> </p> <a href="https://publications.waset.org/abstracts/179779/shaabi-in-the-city-on-modernizing-sounds-and-exclusion-in-egyptian-cities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179779.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">111</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">57</span> A Narrative Inquiry of Identity Formation of Chinese Fashion Designers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lily%20Ye">Lily Ye</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The contemporary fashion industry has witnessed the global rise of Chinese fashion designers. China plays more and more important role in this sector globally. One of the key debates in contemporary time is the conception of Chinese fashion. A close look at previous discussions on Chinese fashion reveals that most of them are explored through the lens of cultural knowledge and assumptions, using the dichotomous models of East and West. The results of these studies generate an essentialist and orientalist notion of Chinoiserie and Chinese fashion, which sees individual designers from China as undifferential collective members marked by a unique and fixed set of cultural scripts. This study challenges this essentialist conceptualization and brings fresh insights to the discussion of Chinese fashion identity against the backdrop of globalisation. Different from a culturalist approach to researching Chinese fashion, this paper presents an alternative position to address the research agenda through the mobilisation of Giddens’ (1991) theory of reflexive identity formation, privileging individuals’ agency and reflexivity. This approach to the discussion of identity formation not only challenges the traditional view seeing identity as the distinctive and essential characteristics belonging to any given individual or shared by all members of a particular social category or group but highlights fashion designers’ strategic agency and their role as fashion activist. This study draws evidence from a textual analysis of published stories of a group of established Chinese designers such as Guo Pei, Huishan Zhang, Masha Ma, Uma Wang, and Ma Ke. In line with Giddens’ concept of 'reflexive project of the self', this study uses a narrative methodology. Narratives are verbal accounts or stories relating to experiences of Chinese fashion designers. This approach offers the fashion designers a chance to 'speak' for themselves and show the depths and complexities of their experiences. It also emphasises the nuances of identity formation in fashion designers, whose experiences cannot be captured in neat typologies. Thematic analysis (Braun and Clarke, 2006) is adopted to identify and investigate common themes across the whole dataset. At the centre of the analysis is individuals’ self-articulation of their perceptions, experiences and themselves in relation to culture, fashion and identity. The finding indicates that identity is constructed around anchors such as agency, cultural hybridity, reflexivity and sustainability rather than traditional collective categories such as culture and ethnicity. Thus, the old East-West dichotomy is broken down, and essentialised social categories are challenged by the multiplicity and fragmentation of self and cultural hybridity created within designers’ 'small narratives'. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinoiserie" title="Chinoiserie">Chinoiserie</a>, <a href="https://publications.waset.org/abstracts/search?q=fashion%20identity" title=" fashion identity"> fashion identity</a>, <a href="https://publications.waset.org/abstracts/search?q=fashion%20activism" title=" fashion activism"> fashion activism</a>, <a href="https://publications.waset.org/abstracts/search?q=narrative%20inquiry" title=" narrative inquiry"> narrative inquiry</a> </p> <a href="https://publications.waset.org/abstracts/81928/a-narrative-inquiry-of-identity-formation-of-chinese-fashion-designers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81928.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">293</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">56</span> Some Theoretical Approaches on the Style of Lyrical Subject of the Confessional Poetry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lemac%20Tin">Lemac Tin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper deals with the lyrical subject of the confessional poetry which is the main part of her stylistic strucuture. We concluded two types of this subject in the classical confessional poetic discourse; reflexive and authentic subject. We offer the model of their genesis, textual features and appeareance realisations. Genesis is related to the theories of deriving poetry from emotion and magic and their similar position in the primitive lyrics and lyrics of the ancient civilizations. Textual features are related to the emotive and semiotic analysis of each type. Appearance realisations of these two types are I-subject, We-subject, transvocal and objectified subject. We check this approaches on some of the poems from World literature. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=confessional%20poetry" title="confessional poetry">confessional poetry</a>, <a href="https://publications.waset.org/abstracts/search?q=confessional%20lyrical%20subject" title=" confessional lyrical subject"> confessional lyrical subject</a>, <a href="https://publications.waset.org/abstracts/search?q=magic" title=" magic"> magic</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion" title=" emotion"> emotion</a>, <a href="https://publications.waset.org/abstracts/search?q=emotive%20analysis" title=" emotive analysis"> emotive analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=semiotic%20analysis" title=" semiotic analysis"> semiotic analysis</a> </p> <a href="https://publications.waset.org/abstracts/30486/some-theoretical-approaches-on-the-style-of-lyrical-subject-of-the-confessional-poetry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30486.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">271</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">55</span> Immersive Learning in University Classrooms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Raminder%20Kaur">Raminder Kaur</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper considers the emerging area of integrating Virtual Reality (VR) technologies into the teaching of Visual Anthropology, Research Methods, and the Anthropology of Contemporary India in the University of Sussex. If deployed in a critical and self-reflexive manner, there are several advantages to VR-based immersive learning: (i) Based on data available for British schools, it has been noted that ‘Learning through experience can boost knowledge retention by up to 75%’. (ii) It can tutor students to learn with and from virtual worlds, devising new collaborative methods where suited. (iii) It can foster inclusive learning by aiding students with SEN and disabilities who may not be able to explore such areas in the physical world. (iv) It can inspire and instill confidence in students with anxieties about approaching new subjects, realms, or regions. (v) It augments our provision of ‘smart classrooms’ synchronised to the kinds of emerging immersive learning environments that students come from in schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title="virtual reality">virtual reality</a>, <a href="https://publications.waset.org/abstracts/search?q=anthropology" title=" anthropology"> anthropology</a>, <a href="https://publications.waset.org/abstracts/search?q=immersive%20learning" title=" immersive learning"> immersive learning</a>, <a href="https://publications.waset.org/abstracts/search?q=university" title=" university"> university</a> </p> <a href="https://publications.waset.org/abstracts/176721/immersive-learning-in-university-classrooms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176721.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">81</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">54</span> Theatre, Tea-Time and Harpsichords: Women’s Entertainment and Sensibility in Eighteenth-Century England </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ayako%20Otomo">Ayako Otomo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper will examines the rise of a feminine orientation regarding arts and culture associated with the notion of Sensibility during the early part of the English long eighteenth century. As is widely known, the prosperous modernisation that occurred in this period was a significant factor in the nation taking a leading role in the emergent Enlightenment via the social, political and scientific advancement of Britain. As a result, this prompted the relaxing of the strictures of class and gender hierarchies in line with the new consumerism and cosmopolitanism of the nation. Accordingly, there was a significant increase of female involvement in artistic and cultural consumption. This can be understood in terms of the notion of Sensibility, associating it further with the fields of physiology, psychology and aesthetics, indebted in their turn to British Empiricism. This paper first traces the background of how women were recognisably involved in artistic and cultural circulation within an historical perspective that is articulated by the notion of Sensibility. Then, the discussion turns to the confluence of the issues of female association, creativity and the feminisation of the aesthetic of the arts and culture employing an interdisciplinary perspective. Arts and culture can also classified by public and private social spheres and gender according to Jürgen Habermas. The relationship between women and the theatre became a public issue. Music-making such as playing the harpsichord, reading, and conversation within the ritualistic teatime space dominated many of the artistic and cultural activities within the domestic private sphere. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=theatre" title="theatre">theatre</a>, <a href="https://publications.waset.org/abstracts/search?q=arts" title=" arts"> arts</a>, <a href="https://publications.waset.org/abstracts/search?q=sensibility" title=" sensibility"> sensibility</a>, <a href="https://publications.waset.org/abstracts/search?q=18th%20century%20England" title=" 18th century England "> 18th century England </a> </p> <a href="https://publications.waset.org/abstracts/22582/theatre-tea-time-and-harpsichords-womens-entertainment-and-sensibility-in-eighteenth-century-england" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22582.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">363</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">53</span> Intercultural Trainings for Future Global Managers: Evaluating the Effect on the Global Mind-Set</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nina%20Dziatzko">Nina Dziatzko</a>, <a href="https://publications.waset.org/abstracts/search?q=Christopher%20Stehr"> Christopher Stehr</a>, <a href="https://publications.waset.org/abstracts/search?q=Franziska%20Struve"> Franziska Struve</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Intercultural competence as an explicit required skill nearly never appears in job advertisements in international or even global contexts. But especially those who have to deal with different nationalities and cultures in their everyday business need to have several intercultural competencies and further a global mind-set. This way the question arises how potential future global managers can be trained to learn these competencies. In this regard, it might be helpful to see if different types of intercultural trainings have different effects on those skills. This paper outlines lessons learned based on the evaluation of two different intercultural trainings for management students. The main differences between the observed intercultural trainings are the amount of theoretical input in relation to hands-on experiences, the number of trainers as well as the used methods to teach implicit cultural rules. Both groups contain management students with the willingness and perspective to work abroad or to work in international context. The research is carried out with a pre-training-survey and a post-training-survey which consists of questions referring the international context of the students and a self-estimation of 19 identified intercultural and global mind-set skills, such as: cosmopolitanism, empathy, differentiation and adaptability. Whereas there is no clear result which training gets overall a significant higher increase of skills, there is a clear difference between the focus of competencies trained by each of the intercultural trainings. This way this research provides a guideline for both academicals institutions as well as companies for the decision between different types of intercultural trainings, if the to be trained required skills are defined. Therefore the efficiency and the accuracy of fit of the education of future global managers get optimized. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=global%20mind-set" title="global mind-set">global mind-set</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competencies" title=" intercultural competencies"> intercultural competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20training" title=" intercultural training"> intercultural training</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20experiences" title=" learning experiences"> learning experiences</a> </p> <a href="https://publications.waset.org/abstracts/68784/intercultural-trainings-for-future-global-managers-evaluating-the-effect-on-the-global-mind-set" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68784.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">276</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">52</span> Malaysia as a Case Study for Climate Policy Integration into Energy Policy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marcus%20Lee">Marcus Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The energy sector is the largest contributor of greenhouse gas emissions in Malaysia, which induces climate change. The climate change problem is therefore an energy sector problem. Tackling climate change issues successfully is contingent on actions taken in the energy sector. The researcher propounds that ‘Climate Policy Integration’ (CPI) into energy policy is a viable and insufficiently developed strategy in Malaysia that promotes the synergies between climate change and energy objectives, in order to achieve the targets found in both climate change and energy policies. In exploring this hypothesis, this paper presentation will focus on two particular aspects. Firstly, the meaning of CPI as an approach and as a concept will be explored. As an approach, CPI into energy policy means the integration of climate change objectives into the energy policy area. Its subject matter focuses on establishing the functional interrelations between climate change and energy objectives, by promoting their synergies and minimising their contradictions. However, its conceptual underpinnings are less than straightforward. Drawing from the ‘principle of integration’ found in international treaties and declarations such as the Stockholm Declaration 1972, the Rio Declaration 1992 and the United Nations Framework on Climate Change 1992 (‘UNFCCC’), this paper presentation will explore the contradictions in international standards on how the sustainable development tenets of environmental sustainability, social development and economic development are to be balanced and its relevance to CPI. Further, the researcher will consider whether authority may be derived from international treaties and declarations in order to argue for the prioritisation of environmental sustainability over the other sustainable development tenets through CPI. Secondly, this paper presentation will also explore the degree to which CPI into energy policy has been achieved and pursued in Malaysia. In particular, the strength of the conceptual framework with regard to CPI in Malaysian governance will be considered by assessing Malaysia’s National Policy on Climate Change (2009) (‘NPCC 2009’). The development (or the lack of) of CPI as an approach since the publication of the NPCC 2009 will also be assessed based on official government documents and policies that may have a climate change and/or energy agenda. Malaysia’s National Renewable Energy Policy and Action Plan (2010), draft National Energy Efficiency Action Plan (2014), Intended Nationally Determined Contributions (2015) in relation to the Paris Agreement, 11th Malaysia Plan (2015) and Biennial Update Report to the UNFCCC (2015) will be discussed. These documents will be assessed for the presence of CPI based on the language/drafting of the documents as well as the degree of subject matter regarding CPI expressed in the documents. Based on the analysis, the researcher will propose solutions on how to improve Malaysia’s climate change and energy governance. The theory of reflexive governance will be applied to CPI. The concluding remarks will be about whether CPI reflects reflexive governance by demonstrating how the governance process can be the object of shaping outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=climate%20policy%20integration" title="climate policy integration">climate policy integration</a>, <a href="https://publications.waset.org/abstracts/search?q=mainstreaming" title=" mainstreaming"> mainstreaming</a>, <a href="https://publications.waset.org/abstracts/search?q=policy%20coherence" title=" policy coherence"> policy coherence</a>, <a href="https://publications.waset.org/abstracts/search?q=Malaysian%20energy%20governance" title=" Malaysian energy governance"> Malaysian energy governance</a> </p> <a href="https://publications.waset.org/abstracts/77800/malaysia-as-a-case-study-for-climate-policy-integration-into-energy-policy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77800.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">198</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">51</span> Navigating Complex Communication Dynamics in Qualitative Research </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kimberly%20M.%20Cacciato">Kimberly M. Cacciato</a>, <a href="https://publications.waset.org/abstracts/search?q=Steven%20J.%20Singer"> Steven J. Singer</a>, <a href="https://publications.waset.org/abstracts/search?q=Allison%20R.%20Shapiro"> Allison R. Shapiro</a>, <a href="https://publications.waset.org/abstracts/search?q=Julianna%20F.%20Kamenakis"> Julianna F. Kamenakis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines the dynamics of communication among researchers and participants who have various levels of hearing, use multiple languages, have various disabilities, and who come from different social strata. This qualitative methodological study focuses on the strategies employed in an ethnographic research study examining the communication choices of six sets of parents who have Deaf-Disabled children. The participating families varied in their communication strategies and preferences including the use of American Sign Language (ASL), visual-gestural communication, multiple spoken languages, and pidgin forms of each of these. The research team consisted of two undergraduate students proficient in ASL and a Deaf principal investigator (PI) who uses ASL and speech as his main modes of communication. A third Hard-of-Hearing undergraduate student fluent in ASL served as an objective facilitator of the data analysis. The team created reflexive journals by audio recording, free writing, and responding to team-generated prompts. They discussed interactions between the members of the research team, their evolving relationships, and various social and linguistic power differentials. The researchers reflected on communication during data collection, their experiences with one another, and their experiences with the participating families. Reflexive journals totaled over 150 pages. The outside research assistant reviewed the journals and developed follow up open-ended questions and prods to further enrich the data. The PI and outside research assistant used NVivo qualitative research software to conduct open inductive coding of the data. They chunked the data individually into broad categories through multiple readings and recognized recurring concepts. They compared their categories, discussed them, and decided which they would develop. The researchers continued to read, reduce, and define the categories until they were able to develop themes from the data. The research team found that the various communication backgrounds and skills present greatly influenced the dynamics between the members of the research team and with the participants of the study. Specifically, the following themes emerged: (1) students as communication facilitators and interpreters as barriers to natural interaction, (2) varied language use simultaneously complicated and enriched data collection, and (3) ASL proficiency and professional position resulted in a social hierarchy among researchers and participants. In the discussion, the researchers reflected on their backgrounds and internal biases of analyzing the data found and how social norms or expectations affected the perceptions of the researchers in writing their journals. Through this study, the research team found that communication and language skills require significant consideration when working with multiple and complex communication modes. The researchers had to continually assess and adjust their data collection methods to meet the communication needs of the team members and participants. In doing so, the researchers aimed to create an accessible research setting that yielded rich data but learned that this often required compromises from one or more of the research constituents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=American%20Sign%20Language" title="American Sign Language">American Sign Language</a>, <a href="https://publications.waset.org/abstracts/search?q=complex%20communication" title=" complex communication"> complex communication</a>, <a href="https://publications.waset.org/abstracts/search?q=deaf-disabled" title=" deaf-disabled"> deaf-disabled</a>, <a href="https://publications.waset.org/abstracts/search?q=methodology" title=" methodology"> methodology</a> </p> <a href="https://publications.waset.org/abstracts/109753/navigating-complex-communication-dynamics-in-qualitative-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/109753.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">118</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">50</span> The Appeal of Vocal Islamism in the West: The Case of Hizb ut-Tahrir vis-à-vis Its Competitors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elisa%20Orofino">Elisa Orofino</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Islamism is a very debated topic in the West but almost exclusively explored in its violent forms. Nevertheless, a number of “vocal radical Islamist” groups exist in the West and legally operate because of their non-violent nature. Vocal radicals continually inspire individuals and lead them towards specific goals and priorities, sometimes even towards violence. This paper uses the long-living group Hizb ut-Tahrir (HT) to explore the elements that make the organization appealing to segments of Muslim community in the West. This paper uses three agency variables - reflexive monitoring, the rationalization of action and the motivations for actions – to analyze HT’s appeal vis-à-vis two other Islamist groups, Ikhwan al-Muslimun and Jamaat-e-Islami (JeI), having similar goals and the same high international profile. This paper concludes that HT’s uniqueness is given by its method, detailed vision of the caliphate, consistency over time and the emphasis placed on the caliphate as the leading force of HT’s unchanged motivation for action. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=agency" title="agency">agency</a>, <a href="https://publications.waset.org/abstracts/search?q=caliphate" title=" caliphate"> caliphate</a>, <a href="https://publications.waset.org/abstracts/search?q=Islamist%20groups" title=" Islamist groups"> Islamist groups</a>, <a href="https://publications.waset.org/abstracts/search?q=radicalization" title=" radicalization"> radicalization</a>, <a href="https://publications.waset.org/abstracts/search?q=vocal%20radicals" title=" vocal radicals"> vocal radicals</a> </p> <a href="https://publications.waset.org/abstracts/106515/the-appeal-of-vocal-islamism-in-the-west-the-case-of-hizb-ut-tahrir-vis-a-vis-its-competitors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/106515.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">120</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">49</span> PrEP and Risk: Challenges for an Emerging Sanitary Pact</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Roberto%20Rubem%20Silva-Brandao">Roberto Rubem Silva-Brandao</a>, <a href="https://publications.waset.org/abstracts/search?q=Aurea%20Maria%20Zollner%20Ianni"> Aurea Maria Zollner Ianni</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article discusses the use and the incorporation of Pre-exposure Prophylaxis for HIV (PrEP) within a risk society context. Considering contemporary social theoreticians, we discuss implications of biotechnological uses for health enhancement. Firstly, we explore examples of biological manipulation and its consequences of use on given ecological dynamics, particularly taking into account other Sexually Transmitted Infections. In addition, we discuss how HIV resistance cases occurred with people on PrEP and its possible consequences on population-based interventions. Moreover, we present recent studies that analyze biological modifications on bodies of those who are on consistent use of PrEP, and how these body modifications are addressed on common practices of Public Health. Secondly, we present our theoretical references, which are intended to the analysis that situates our contemporary society in the reflexive stage of modernization. We discuss limits of biological use by individuals and how this can fabric feelings of freedom and autonomy within the individualization process and health. Finally, we argue that biotechnological uses on health, specifically on Public Health, tackling the risk aspects of its application, shows that another sanitary pact is needed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=PrEP" title="PrEP">PrEP</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20health" title=" public health"> public health</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20sciences" title=" social sciences"> social sciences</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20society" title=" risk society"> risk society</a> </p> <a href="https://publications.waset.org/abstracts/64792/prep-and-risk-challenges-for-an-emerging-sanitary-pact" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64792.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">391</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">48</span> Translation, War and Humanitarian Action: A Case Study of the Kindertransporte to Switzerland</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lisa%20Mockli">Lisa Mockli</a>, <a href="https://publications.waset.org/abstracts/search?q=Chelsea%20Sambells"> Chelsea Sambells</a> </p> <p class="card-text"><strong>Abstract:</strong></p> By combining the methodologies of history and translation studies, this study will explore the interplay between humanitarian action, politics, and translation within the advertising for a lesser-known Swiss child evacuation project of some 60.000 Belgium and French children to Switzerland for three month periods from 1940 to 1945. Inspired by Descriptive-Explanatory Translation Studies, this project compares Swiss speeches published between May and September 1942 (the termination of the evacuations). Radio broadcasts, leaflets and newspapers will triangulate the data. First, linguistic and content-related differences will be identified and described. Second, based on findings from the Swiss Federal Archives, the evidence from the comparative textual analysis will then be evaluated in order to explore how the speeches were modified, for what purpose, and which key issues were raised during their modification. By exploring these questions, this paper provides new insights into (I) Switzerland’s understanding of Swiss neutrality and humanitarianism during the Second World War, (II) the role of children in war and (III) the role of translation in shaping political discourse and humanitarian action. Moreover, this interdisciplinary approach also demonstrates how scholarly collaboration may help to make some elements of humanitarian action more self-reflexive and effective. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children" title="children">children</a>, <a href="https://publications.waset.org/abstracts/search?q=history" title=" history"> history</a>, <a href="https://publications.waset.org/abstracts/search?q=humanitarianism" title=" humanitarianism"> humanitarianism</a>, <a href="https://publications.waset.org/abstracts/search?q=politics" title=" politics"> politics</a>, <a href="https://publications.waset.org/abstracts/search?q=translation" title=" translation"> translation</a> </p> <a href="https://publications.waset.org/abstracts/53011/translation-war-and-humanitarian-action-a-case-study-of-the-kindertransporte-to-switzerland" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53011.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">295</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">47</span> Understanding the Experience of Siblings in Multisystemic Therapy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lily%20Beaumont-Griffin">Lily Beaumont-Griffin</a>, <a href="https://publications.waset.org/abstracts/search?q=Philip%20Reynolds"> Philip Reynolds</a>, <a href="https://publications.waset.org/abstracts/search?q=Helen%20Pote"> Helen Pote</a>, <a href="https://publications.waset.org/abstracts/search?q=Pinder%20Kaur"> Pinder Kaur</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Siblings are a key part of the family unit, which Multisystemic Therapy (MST) intervenes, with the aim of reducing antisocial behavior and keeping families together. However, despite operating in multiple countries, including the United States of America, Europe, parts of South America, and the Western Hemisphere, there are only few previous studies on siblings within MST. According to best of authors knowledge neither of these seeks to understand the siblings' experience of the intervention nor their perception of the outcomes. This study utilized semi-structured interviews to understand the experience of seven siblings of children and adolescents who were closed to MST within the last year (2023-2024). Using reflexive thematic analysis, three themes were identified: sibling inclusion by the therapist, sharing responsibility for change, and fostering a safe and supportive environment at home. These themes express that siblings need to have a basic understanding of an intervention to be able to perceive benefits, siblings need help understanding responsibility across the whole family, and that safety is both physical and emotional. Clinical implications, including encouragement of therapists to integrate the siblings in the intervention more, and future research directions around integrating these findings into the development of iterations of MST standard are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=siblings" title="siblings">siblings</a>, <a href="https://publications.waset.org/abstracts/search?q=multisystemic%20therapy" title=" multisystemic therapy"> multisystemic therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20therapy" title=" family therapy"> family therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=experience" title=" experience"> experience</a> </p> <a href="https://publications.waset.org/abstracts/185808/understanding-the-experience-of-siblings-in-multisystemic-therapy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185808.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">47</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">46</span> Fossil Health: Causes and Consequences of Hegemonic Health Paradigms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Laila%20Vivas">Laila Vivas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Fossil Health is proposed as a value-concept to describe the hegemonic health paradigms that underpin health enactment. Such representation is justified by Foucaldian and related ideas on biopower and biosocialities, calling for the politicization of health and signalling the importance of narratives. This approach, hence, enables contemplating health paradigms as reflexive or co-constitutive of health itself or, in other words, conceiving health as a verb. Fossil health is a symbolic representation, influenced by Andreas Malm’s concept of fossil capitalism, that integrates environment and health as non-dichotomic areas. Fossil Health sustains that current notions of human and non-human health revolve around fossil fuel dependencies. Moreover, addressing disequilibria from established health ideals involves fossil-fixes. Fossil Health, therefore, represents causes and consequences of a health conception that has the agency to contribute to the functioning of a particular structural eco-social model. Moreover, within current capitalist relations, Fossil Health expands its meaning to cover not only fossil implications but also other dominant paradigms of the capitalist system that are (re)produced through health paradigms, such as the burgeoning of technoscience and biomedicalization, privatization of health, expertization of health, or the imposing of standards of uniformity. Overall, Fossil Health is a comprehensive approach to environment and health, where understanding hegemonic health paradigms means understanding our (human-non-human) nature paradigms and the structuring effect these narratives convey. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fossil%20health" title="fossil health">fossil health</a>, <a href="https://publications.waset.org/abstracts/search?q=environment" title=" environment"> environment</a>, <a href="https://publications.waset.org/abstracts/search?q=paradigm" title=" paradigm"> paradigm</a>, <a href="https://publications.waset.org/abstracts/search?q=capitalism" title=" capitalism"> capitalism</a> </p> <a href="https://publications.waset.org/abstracts/150977/fossil-health-causes-and-consequences-of-hegemonic-health-paradigms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150977.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">121</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">45</span> Assessing the Preparedness of Teachers for Their Role in an Inclusive Classroom: Photo-Voice as a Reflexive Tool</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nan%20Stevens">Nan Stevens</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Photo-voice is a participatory method through which participants identify and represent their lived experiences and contexts through the use of photo imagery. Photo-voice is a qualitative research method that explores individuals’ lived experiences. This method is known as a creative art form to help researchers listen to the 'voice' of a certain population. A teacher educator at Thompson Rivers University, responsible for preparing new teachers for the demands of the profession in an ever-changing demographic, utilized the Photo-voice method to enable a self-study of emerging teachers’ readiness for the inclusive classroom. Coding analysis was applied to 96 Photo-voice portfolios, which were created over two years with the Inclusive Education course work, in a Bachelor of Education program (Elementary). Coding utilized students’ written associations to their visual images, anecdotes attached to visual metaphors, and personal narratives that illustrated the professional development process in which they were engaged. Thematic findings include: 1) becoming an inclusive educator is a process; 2) one must be open to identifying and exploring their fear and biases, and 3) an attitudinal shift enables relevant skill acquisition and readiness for working with diverse student needs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title="teacher education">teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title=" inclusive education"> inclusive education</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=Photo-voice" title=" Photo-voice"> Photo-voice</a> </p> <a href="https://publications.waset.org/abstracts/104880/assessing-the-preparedness-of-teachers-for-their-role-in-an-inclusive-classroom-photo-voice-as-a-reflexive-tool" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104880.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">44</span> Children's Participation in the Everyday Life of the Early Childhood Institution - Action Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=lidija%20Vuji%C4%8Di%C4%87">lidija Vujičić</a>, <a href="https://publications.waset.org/abstracts/search?q=Akvilina%20%C4%8Camber%20Tambolas"> Akvilina Čamber Tambolas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The increasinginterest of ECCE policyandpractice in the issue of children'sparticipation in theirownlivesis a consequence of the changingimage of the childand the shift in focus to thechild as anactive participant in socio-culturalrealityinstead of theearlierfocus on thechild'sindividual development.TheConvention on the Rights of theChild (1989) stronglysupportstheimage of thechild as a competent participant in education - capable of formingopinions, withtheright to expressthemselves on allmattersaffectingthe mand with the right to haveadultsaroundthemrespectthis. Notwithstandingthecontemporaryparadigm of ECCE, however, achievements in thisarea are still in theirinfancy. This is evident in thepractices of ECCE, whereearlyyearsandpre-schoolchildren are stillseen as users of systemsandservicesratherthanagents of change in theirsocialcommunities. Recent literature identifiestheneed for lifelong, continuouslearning of preschoolteachersthroughresearchintotheirownpedagogicalpractice as aneffectiveway of bridgingthegapbetweentheoryandpracticeandcontinuouslyimprovingthequality of ECCE institutions. Notwithstandingthecontemporaryparadigm of ECCE, however, achievements in thisarea are still in theirinfancy. Recent literature identifiestheneed for lifelong, continuouslearning of preschoolteachersthroughresearchintotheirownpedagogicalpractice as aneffectiveway bridgingthegapbetweentheoryandpracticeandcontinuouslyimprovingthequality of ECCE institutions. Thispaperpresentstheprocess of actionresearchaimed at increasingchildren'sparticipation in (co-)designingthekindergartencurriculumandparticipation in decision-making on issuesaffectingtheirstay in theinstitution. Thisactionresearchtook place in 2 facilities of theinstitution ECCE - DV Rijeka. In thisresearchparticipated 5 preschoolteachersworking in 4 pedagogicalgroups, where childrenfrom 2 to 7 yearsold are enrolled. Also, the process of development of reflexivepractice of preschoolteacherswhoparticipated in thisresearchispresented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=action%20research" title="action research">action research</a>, <a href="https://publications.waset.org/abstracts/search?q=co-construction%20of%20curriculum" title=" co-construction of curriculum"> co-construction of curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=participation%20of%20children" title=" participation of children"> participation of children</a>, <a href="https://publications.waset.org/abstracts/search?q=reflexive%20practice" title=" reflexive practice"> reflexive practice</a> </p> <a href="https://publications.waset.org/abstracts/142890/childrens-participation-in-the-everyday-life-of-the-early-childhood-institution-action-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142890.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">158</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">43</span> Storyboarding for VR: Towards A Conceptual Framework for Transitioning Traditional Storyboarded Narrative Sequences to Immersive 3D VR Experiences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sorin%20Oancea">Sorin Oancea</a> </p> <p class="card-text"><strong>Abstract:</strong></p> More than half a century after Ivan Sutherland’s seminal essay, ‘The Ultimate Display’ (1965), 3D Virtual Reality is still an emergent and exploratory medium in terms of its narrative potential, production methodology, and market penetration. Traditionally positioned in front of the screen/canvas as a ‘window-on-the-world’, the storyboarder and animation director transcend the medium and its narrative reality entirely while designing a linear cinematic sequence. This paper proposes a gradual transition from the traditional linear sequence design process based on a transcendent position of the storyboarder and animation director to an increasingly immersed one characterized by a sense of unmediated presence and immanence. Employing a quaitative analysis of the current exploratory storyboarding processes for 3D VR, this research uses a practice-based methodology based on producing a short-form 3D VR narrative experience to derive its findings. The original contribution to knowledge is charting an empirically derived conceptual framework for VR storyboarding and animation directing, with the documented reflective and reflexive process as a map for directorial transitioning between converging mediums by articulating the new VR lexical categories and expounding links to allied performative arts, such as film and theatre. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=storyboarding" title="storyboarding">storyboarding</a>, <a href="https://publications.waset.org/abstracts/search?q=immersive" title=" immersive"> immersive</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</a>, <a href="https://publications.waset.org/abstracts/search?q=transitioning" title=" transitioning"> transitioning</a> </p> <a href="https://publications.waset.org/abstracts/160562/storyboarding-for-vr-towards-a-conceptual-framework-for-transitioning-traditional-storyboarded-narrative-sequences-to-immersive-3d-vr-experiences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160562.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">42</span> Exploring the Potentials of Adapting Philosophical Principles as a Generative Source for Islamic Creative Expression</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tamadher%20Alfahal">Tamadher Alfahal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Faith and art practice in traditional Islam had a profound rapport that is lost today. From practicing the principles of faith throughout everyday life, art was found as an expressive tool for Islamic revelation, worship, and the contemplative remembrance of God. Today, this rapport between Islamic art and spirituality has diminished; and the cosmological and metaphysical ideas that were the core of creative practices lost their imminence in people's lives. Hence, the cultural and religious practice of Islamic societies became separate from the creative production. In an attempt to revisit this rapport, it is sought to investigate the possibility of creating a set of principles for contemporary Islamic art and design through collaborative practice-led research. The research will aim to regenerate the potentials of Islamic philosophy for creative expressions, particularly in design studies. The outcomes will be manifested through different mediums such as: reflexive mind maps and visuals by the researcher, and various methods of participatory art practice aim to validate the philosophical concepts as design principles as a way to disseminate knowledge. This paper will focus on showcasing the key findings and the research approach for generating philosophical concepts as design principles. Using secondary evidence from literature, it will show examples of transforming textual findings into visuals that will be extensively explored through multidisciplinary collaborative sessions (these are scheduled to be conducted between February and April 2017). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creative%20process" title="creative process">creative process</a>, <a href="https://publications.waset.org/abstracts/search?q=design%20pedagogy" title=" design pedagogy"> design pedagogy</a>, <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=Islamic%20art" title=" Islamic art"> Islamic art</a>, <a href="https://publications.waset.org/abstracts/search?q=Islamic%20designs" title=" Islamic designs"> Islamic designs</a>, <a href="https://publications.waset.org/abstracts/search?q=Islamic%20philosophy" title=" Islamic philosophy"> Islamic philosophy</a> </p> <a href="https://publications.waset.org/abstracts/61794/exploring-the-potentials-of-adapting-philosophical-principles-as-a-generative-source-for-islamic-creative-expression" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61794.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">262</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">41</span> Story of Alex: Sociology of Gender</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Karen%20V.%20Lee">Karen V. Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The significance of this study involves autoethnographic research about a music teacher learning about the socialization of gender issues in teaching. Mentorship involving intervention helps with the consequences influencing a transgendered music teacher. Basic storytelling methodology involves the qualitative method of research as a theoretical framework where the author provides a storied reflection about political issues surrounding teachers and the sociology of gender. Sub-themes involve counseling, adult education to ensure students and teachers receive social, emotional, physical, spiritual, and educational resources that evoke visceral, emotional responses from the audience. Major findings share how stories are helpful resources for others who struggle with the socialization of gender. It is hoped the research dramatizes an episodic yet incomplete story that highlights the circumstances surrounding the protagonist having his sex reassignment surgery during his undergraduate education degree. In conclusion, the research is a reflexive storied framework that embraces a positive outlook about a transgendered teacher during his masectomy. The sensory experience seeks verisimilitude by evoking lifelike and believable feelings from others. Thus, the scholarly importance of the sociology of gender and society provides transformative aspects that contributes to social change. Overall, the surgery surrounding the story about transgendered issues are not uncommon in society. Thus, continued education supports the moral mission to help teachers overcome and understand issues of gender that can socially impacts their professional lives as teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sociology%20of%20gender" title="sociology of gender">sociology of gender</a>, <a href="https://publications.waset.org/abstracts/search?q=transgender" title=" transgender"> transgender</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20teachers" title=" music teachers"> music teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=story" title=" story"> story</a>, <a href="https://publications.waset.org/abstracts/search?q=autoethnography%20as%20research" title=" autoethnography as research"> autoethnography as research</a>, <a href="https://publications.waset.org/abstracts/search?q=ideology" title=" ideology"> ideology</a> </p> <a href="https://publications.waset.org/abstracts/46206/story-of-alex-sociology-of-gender" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46206.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> <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=reflexive%20cosmopolitanism&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=reflexive%20cosmopolitanism&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=reflexive%20cosmopolitanism&page=2" 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