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inclusivity</title> <meta name="description" content="Search results for: inclusivity"> <meta name="keywords" content="inclusivity"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="inclusivity"> <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> 104</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: inclusivity</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">104</span> Exploring Individual and Team Approaches in Crafting Workplace Inclusivity for Deaf and Hard of Hearing Employees in Malaysia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nor%20Wahiza%20Abdul%20Wahat">Nor Wahiza Abdul Wahat</a>, <a href="https://publications.waset.org/abstracts/search?q=Nor%20Haniza%20Abdul%20Wahat"> Nor Haniza Abdul Wahat</a>, <a href="https://publications.waset.org/abstracts/search?q=Siti%20Noormi%20Alias"> Siti Noormi Alias</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamad%20Sazali%20Shaari"> Mohamad Sazali Shaari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study prepares the groundwork for the development of a strategic model and instrument for workplace inclusivity for deaf and hard-of-hearing employees in Malaysia. In the past, scholars have discussed inclusivity of workplaces to the extent to which employees feel they are significantly part of the organizational processes. Such processes include access to information, connectedness to colleagues and team members as well as their ability to participate in and influence decision-making processes. A qualitative study was conducted to explore on experiences of employed deaf and hard-of-hearing employees in a few Malaysian organizations. Data were collected from two focus group discussions involving male and female deaf and hard of hearing employees. Three in-depth interviews were also conducted with employer representatives. Generated themes highlighted individual, and team approaches towards crafting workplace inclusivity for deaf and hard of hearing employees in Malaysia. The adaptiveness of deaf and hard-of-hearing employees and social inclusion by colleagues were among the emerged sub-themes. This study allowed the researchers to further develop workplace inclusivity instruments and models for the benefit of deaf and hard of hearing Malaysian employees, as well as their employers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=deaf" title="deaf">deaf</a>, <a href="https://publications.waset.org/abstracts/search?q=hard%20of%20hearing" title=" hard of hearing"> hard of hearing</a>, <a href="https://publications.waset.org/abstracts/search?q=workplace%20inclusivity" title=" workplace inclusivity"> workplace inclusivity</a>, <a href="https://publications.waset.org/abstracts/search?q=disabilities" title=" disabilities"> disabilities</a> </p> <a href="https://publications.waset.org/abstracts/150199/exploring-individual-and-team-approaches-in-crafting-workplace-inclusivity-for-deaf-and-hard-of-hearing-employees-in-malaysia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150199.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">174</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">103</span> Inclusivity in Public Spaces through Architecture: A Case of Transgender Community in India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sakshi%20Dhruve">Sakshi Dhruve</a>, <a href="https://publications.waset.org/abstracts/search?q=Ar.%20Sarang%20Barbarwar"> Ar. Sarang Barbarwar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Public spaces are the locus of activity and interaction in any urban area. Such spaces provide identity to cities, towns or neighborhoods and define the people and culture over there. Inclusiveness is one of the core aspects of public or community spaces. With its humongous population and rapidly expanding urban areas, India needs more inclusivity in public spaces to attain true equitable development. The aim of the paper is to discuss the sensitivity of public spaces in India to the transgender community. The study shows how this community was legally included as ‘Third Gender’ in country’s legislation yet lacks social acceptance and security. It shows the challenges and issues faced by them at public spaces. The community was studied on ethnographic basis to understand their culture, lifestyle, requirements, etc. The findings have indicated towards a social stigma from people and insensitivity in designing of civic spaces. The larger objective of the study is also to provide recommendations on the design aspects and interventions in public places to increase their inclusiveness towards the transgender society. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20spaces" title="community spaces">community spaces</a>, <a href="https://publications.waset.org/abstracts/search?q=ethnographic" title=" ethnographic"> ethnographic</a>, <a href="https://publications.waset.org/abstracts/search?q=stigma" title=" stigma"> stigma</a>, <a href="https://publications.waset.org/abstracts/search?q=Third%20Gender%20community" title=" Third Gender community"> Third Gender community</a> </p> <a href="https://publications.waset.org/abstracts/126330/inclusivity-in-public-spaces-through-architecture-a-case-of-transgender-community-in-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/126330.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">282</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">102</span> The Gap between Elite Catholic Education and Inclusive Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Viktorija%20Voidogait%C4%97">Viktorija Voidogaitė</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Catholic education is based on the belief that every human being is created in the image and likeness of God. It is also influenced by the idea that the Kingdom of Heaven belongs to the humble and vulnerable. These principles emphasize the importance of serving the most vulnerable members of the Church community and promoting inclusivity without discrimination. This perspective emphasizes the need to protect the weakest members with compassion. However, realizing such an ideal in practice proves challenging, as the shortcomings and errors prevalent in any society often stem from the actions of Christians within that society. The evolution of these connections is observed throughout the historical development of Catholic education. In some European countries, Catholic education has become elitist, with limited room for inclusivity. This creates a conspicuous gap between the principles of the Evangelical community and elite Catholic schools and gymnasiums. Some schools appear to be most inclined to educate only those students who best align with their profile, leaving those needing assistance on the margins. As we advance into the third decade of the 21st century, there emerges a fundamental consideration: whether individuals who can assist the underprivileged and the infirm are being emphasized. Yet, it remains an open question whether these individuals will also possess the willingness and capability to construct a community or society that is inclusive and accessible to all. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusion" title="inclusion">inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=Catholic%20education" title=" Catholic education"> Catholic 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=becoming" title=" becoming"> becoming</a> </p> <a href="https://publications.waset.org/abstracts/172541/the-gap-between-elite-catholic-education-and-inclusive-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172541.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">65</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">101</span> The Influence of the Normative Gender Binary in Diversity Management: A Multi-Method Study on Gender Diversity of Diversity Management</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Robin%20C.%20Ladwig">Robin C. Ladwig</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Diversity Management, as a substantial element of Human Resource Management, aims to secure the economic benefit that assumingly comes with a diverse workforce. Consequently, diversity managers focus on the protection of employees and securing equality measurements to assure organisational gender diversity. Gender diversity as one aspect of Diversity Management seems to adhere to gender binarism and cis-normativity. Workplaces are gendered spaces which are echoing the binary gender-normativity presented in Diversity Management, sold under the label of gender diversity. While the expectation of Diversity Management implies the inclusion of a multiplicity of marginalised groups, such as trans and gender diverse people, in current literature and practice, the reality is curated by gender binarism and cis-normativity. The qualitative multi-method research showed a lack of knowledge about trans and gender diverse matters within the profession of Diversity Management and Human Resources. The semi-structured interviews with trans and gender diverse individuals from various backgrounds and occupations in Australia exposed missing considerations of trans and gender diverse experiences in the inclusivity and gender equity of various workplaces. Even if practitioners consider trans and gender diverse matters under gender diversity, the practical execution is limited to gender binary structures and cis-normative actions as the photo-elicit questionnaire with diversity managers, human resource officers, and personnel management demonstrates. Diversity Management should approach a broader source of informed practice by extending their business focus to the knowledge of humanity studies. Humanity studies could include diversity, queer, or gender studies to increase the inclusivity of marginalised groups such as trans and gender diverse employees and people. Furthermore, the definition of gender diversity should be extended beyond the gender binary and cis-normative experience. People may lose trust in Diversity Management as a supportive ally of marginalised employees if the understanding of inclusivity is limited to a gender binary and cis-normativity value system that misrepresents the richness of gender diversity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cis-normativity" title="cis-normativity">cis-normativity</a>, <a href="https://publications.waset.org/abstracts/search?q=diversity%20management" title=" diversity management"> diversity management</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20binarism" title=" gender binarism"> gender binarism</a>, <a href="https://publications.waset.org/abstracts/search?q=trans%20and%20gender%20diversity" title=" trans and gender diversity"> trans and gender diversity</a> </p> <a href="https://publications.waset.org/abstracts/141766/the-influence-of-the-normative-gender-binary-in-diversity-management-a-multi-method-study-on-gender-diversity-of-diversity-management" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141766.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">202</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">100</span> First-Year Experience Initiatives for Minority Groups in College and University: Promoting Inclusion and Success</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anastassis%20Kozanitis">Anastassis Kozanitis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The first year of college or university can be particularly challenging for students from minority groups, who often face unique obstacles related to their cultural background, socioeconomic status, or underrepresented identities. Recognizing the importance of fostering inclusivity and supporting the success of these students, educational institutions in Quebec, Canada, have implemented a range of initiatives tailored to address their specific needs. This presentation provides an overview of four key first-year experience measures for minority groups, focusing on mentorship programs, student-lead cultural centers, walk-in support offices, and diversity training, all aimed at promoting inclusion and enhancing the academic journey and overall well-being of these students. Semi-structured individual interviews were conducted with individuals working in connection with the measures of interest. A qualitative content analysis allowed for the characterization of facilitating factors of the support measures identified. Hence, all four measures have proven to be instrumental in supporting the transition and success of first-year students from minority groups. These initiatives provide safe spaces where students can connect with their cultural heritage, engage in dialogue, and celebrate diversity. In conclusion, first-year experience initiatives for minority groups in college and university play a pivotal role in fostering inclusivity and supporting the success of students from underrepresented backgrounds. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diversity" title="diversity">diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=first%20year" title=" first year"> first year</a>, <a href="https://publications.waset.org/abstracts/search?q=minority%20groups" title=" minority groups"> minority groups</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=support%20measures" title=" support measures"> support measures</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a> </p> <a href="https://publications.waset.org/abstracts/168674/first-year-experience-initiatives-for-minority-groups-in-college-and-university-promoting-inclusion-and-success" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168674.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">87</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">99</span> Equity And Inclusivity In Sustainable Urban Planning: Addressing Social Disparities In Eco-City Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olayeye%20Olubunmi%20Shola">Olayeye Olubunmi Shola</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Amidst increasing global environmental concerns, sustainable urban planning has emerged as a vital strategy in counteracting the negative impacts of urbanization on the environment. However, the emphasis on sustainability often disregards crucial elements of fairness and equal participation within urban settings. This abstract presents a comprehensive overview of the challenges, objectives, significance, and methodologies for addressing social inequalities in the development of eco-cities, with a specific focus on Abuja, Nigeria. Sustainable urban planning, particularly in the context of developing eco-cities, aims to construct cities prioritizing environmental sustainability and resilience. Nonetheless, a significant gap exists in addressing the enduring social disparities within these initiatives. Equitable distribution of resources, access to services, and social inclusivity are essential components that must be integrated into urban planning frameworks for cities that are genuinely sustainable and habitable. Abuja, the capital city of Nigeria, provides a distinctive case for examining the intersection of sustainability and social justice in urban planning. Despite the urban development, Abuja grapples with challenges such as socio-economic disparities, unequal access to essential services, and inadequate housing among its residents. Recognizing and redressing these disparities within the framework of eco-city development is critical for nurturing an inclusive and sustainable urban environment. The primary aim of this study is to scrutinize and pinpoint the social discrepancies within Abuja's initiatives for eco-city development. Specific objectives include: Evaluating the current socio-economic landscape of Abuja to identify disparities in resource, service, and infrastructure access. Comprehending the existing sustainable urban planning initiatives and their influence on social fairness. Suggesting strategies and recommendations to improve fairness and inclusivity within Abuja's plans for eco-city development. This research holds substantial importance for urban planning practices and policy formulation, not only in Abuja but also on a global scale. By highlighting the crucial role of social equity and inclusivity in the development of eco-cities, this study aims to provide insights that can steer more comprehensive, people-centered urban planning practices. Addressing social disparities within sustainability initiatives is crucial for achieving genuinely sustainable and fair urban spaces. The study will employ qualitative and quantitative methodologies. Data collection will involve surveys, interviews, and observations to capture the diverse experiences and perspectives of various social groups within Abuja. Furthermore, quantitative data on infrastructure, service access, and socio-economic indicators will be collated from government reports, academic sources, and non-governmental organizations. Analytical tools such as Geographic Information Systems (GIS) will be utilized to map and visualize spatial disparities in resource allocation and service access. Comparative analyses and case studies of successful interventions in other cities will be conducted to derive applicable strategies for Abuja's context. In conclusion, this study aims to contribute to the discourse on sustainable urban planning by advocating for equity and inclusivity in the development of eco-cities. By centering on Abuja as a case study, it aims to provide practical insights and solutions for the creation of more fair and sustainable urban environments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fairness" title="fairness">fairness</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=geographical%20information%20system" title=" geographical information system"> geographical information system</a>, <a href="https://publications.waset.org/abstracts/search?q=equity" title=" equity"> equity</a> </p> <a href="https://publications.waset.org/abstracts/175755/equity-and-inclusivity-in-sustainable-urban-planning-addressing-social-disparities-in-eco-city-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175755.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">83</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">98</span> The Impact of the Inclusive Center on Social and Psychological State of Beneficiaries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Parvina%20Ismayilova">Parvina Ismayilova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Inclusion is like cultural diversity because, in the modern world, it is understood as everything that allows you to immerse yourself in the environment with the opportunity to expand your experience. In a narrow sense, inclusion is more associated with "inclusive education" and "inclusive technologies" - that is, it is a principle that allows people with disabilities to interact with the outside world. Technological progress allows people to unite, ensuring that they are seen and heard. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diversity" title="diversity">diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=disability" title=" disability"> disability</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusivity" title=" inclusivity"> inclusivity</a>, <a href="https://publications.waset.org/abstracts/search?q=equality" title=" equality"> equality</a> </p> <a href="https://publications.waset.org/abstracts/149981/the-impact-of-the-inclusive-center-on-social-and-psychological-state-of-beneficiaries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149981.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">126</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">97</span> Structuring After-School Physical Education Programs That are Engaging, Diverse, and Inclusive</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Micah%20J.%20Dobson">Micah J. Dobson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> After-school programs of physical education provide children with opportunities to engage in physical activities while developing healthy habits. To ensure that these programs are inclusive, diverse, and engaging, however, schools must consider various factors when designing and implementing them. This study sought to bring out efficient strategies for structuring after-school programs of physical education. The literature review was conducted using various databases and search engines. Some databases that index the journals include ERIC, Google Scholar, Scopus, Web of Science, and EBSCOhost. The search terms were combinations of keywords such as “after-school,” “physical education,” “inclusion,” “diversity,” “engagement,” “program design,” “program implementation,” “program effectiveness,” and “best practices.” The findings of this study suggest that schools that desire inclusivity must consider four key factors when designing and implementing after-school physical education programs. First, the programs must be designed with variety and fun by incorporating activities such as dance, sports, and games that appeal to all students. Second, instructors must be trained to create supportive and positive environments that foster student engagement while promoting physical literacy. Third, schools must collaborate with community stakeholders and organizations to ensure that programs are culturally inclusive and responsive. Fourth, schools can incorporate technology into their programs to enhance engagement and provide additional growth and learning opportunities.In conclusion, this study provides valuable insights into efficient strategies for structuring after-school programs of physical education that are inclusive, diverse, and engaging for all students. By considering these factors when designing and implementing their programs, schools can promote physical activity while supporting students’ overall well-being and health. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=after-school%20programs%20of%20physical%20education" title="after-school programs of physical education">after-school programs of physical education</a>, <a href="https://publications.waset.org/abstracts/search?q=community%20partnership" title=" community partnership"> community partnership</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusivity" title=" inclusivity"> inclusivity</a>, <a href="https://publications.waset.org/abstracts/search?q=instructor%20training" title=" instructor training"> instructor training</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/169579/structuring-after-school-physical-education-programs-that-are-engaging-diverse-and-inclusive" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169579.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">77</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">96</span> Advancing Equitable Healthcare for Trans and Gender-Diverse Students: A Community-Based Participatory Action Project</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Al%20Huuskonen">Al Huuskonen</a>, <a href="https://publications.waset.org/abstracts/search?q=Clio%20Lake"> Clio Lake</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20M.%20Naude"> K. M. Naude</a>, <a href="https://publications.waset.org/abstracts/search?q=Polina%20Petlitsyna"> Polina Petlitsyna</a>, <a href="https://publications.waset.org/abstracts/search?q=Sorsha%20Henning"> Sorsha Henning</a>, <a href="https://publications.waset.org/abstracts/search?q=Julia%20Wimmers-Klick"> Julia Wimmers-Klick</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This project presents the outcomes of a community-based participatory action initiative aimed at advocating for equitable healthcare and human rights for trans, two-spirit, and gender-diverse individuals, building upon the University of British Columbia (UBC) Trans Coalition's ongoing efforts. Participatory Action Research (PAR) was chosen as the research method with the goal of improving trans rights on the UBC campus, particularly regarding equitable access to healthcare. PAR involves active community contribution throughout the research process, which in this case was done by way of liaising with student resource groups and advocacy leaders. The goals of this project were as follows: a) identify gaps in gender-affirming healthcare for UBC students by consulting the community and collaborating with UBC services, b) develop an information package outlining provincial and university-based health insurance for gender-affirming care (including hormone therapy and surgeries), FAQs, and resources for UBC's trans students, c) make this package available to UBC students and other national transgender advocacy organizations. The initiative successfully expanded the UBC AMS Student Health and Dental Plan to include gender-affirming procedural coverage, developed a care access guide for students, and advocated for improved health records inclusivity, mechanisms for trans students to report negative care experiences, and increased access to gender-affirming primary care through the on-campus health clinic. Collaboration with other universities' pride organizations and Trans Care BC yielded positive outcomes through broader coalition building and resource sharing. Ongoing efforts are underway to update provincial policies, particularly through expanding coverage under fair pharma care and addressing the compounding effects of the primary care crisis for trans individuals. The project's tangible results include improved trans rights on campus, especially in terms of healthcare access. Expanding healthcare coverage through student care benefits thousands of students, making the ability to undergo important affirming procedures more affordable. Providing students with information on extended coverage options and communication with their doctors further removes barriers to care and positively impacts student wellbeing. This initiative demonstrates the effectiveness of community-based participatory action in advancing equitable healthcare for trans and gender-diverse individuals and serves as a model for other institutions and organizations striving to promote inclusivity and advocate for marginalized populations' rights. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=equitable%20healthcare" title="equitable healthcare">equitable healthcare</a>, <a href="https://publications.waset.org/abstracts/search?q=trans%20and%20gender-diverse%20individuals" title=" trans and gender-diverse individuals"> trans and gender-diverse individuals</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusivity" title=" inclusivity"> inclusivity</a>, <a href="https://publications.waset.org/abstracts/search?q=participatory%20action%20research%20project" title=" participatory action research project"> participatory action research project</a> </p> <a href="https://publications.waset.org/abstracts/168085/advancing-equitable-healthcare-for-trans-and-gender-diverse-students-a-community-based-participatory-action-project" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168085.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">93</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">95</span> Aspiring to Achieve a Fairer Society</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bintou%20Jobe">Bintou Jobe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: The research is focused on the concept of equality, diversity, and inclusion (EDI) and the need to achieve equity by treating individuals according to their circumstances and needs. The research is rooted in the UK Equality Act 2010, which emphasizes the importance of equal opportunities for all individuals regardless of their background and social life. However, inequality persists in society, particularly for those from minority backgrounds who face discrimination. Research Aim: The aim of this research is to promote equality, diversity, and inclusion by encouraging the regeneration of minds and the eradication of stereotypes. The focus is on promoting good Equality, Diversity and Inclusion practices in various settings, including schools, colleges, universities, and workplaces, to create environments where every individual feels a sense of belonging. Methodology: The research utilises a literature review approach to gather information on promoting inclusivity, diversity, and inclusion. Findings: The research highlights the significance of promoting equality, diversity, and inclusion practices to ensure that individuals receive the respect and dignity they deserve. It emphasises the importance of treating individuals based on their unique circumstances and needs rather than relying on stereotypes. The research also emphasises the benefits of diversity and inclusion in enhancing innovation, creativity, and productivity. The theoretical importance of this research is to raise awareness about the importance of regenerating minds, challenging stereotypes, and promoting equality, diversity, and inclusion. The emphasis is on treating individuals based on their circumstances and needs rather than relying on generalizations. Diversity and inclusion are beneficial in different settings, as highlighted by the research. By raising awareness about the importance of mind regeneration, eradicating stereotypes, and promoting equality, diversity, and inclusion, this research makes a significant contribution to the subject area. It emphasizes the necessity of treating individuals based on their unique circumstances instead of relying on generalizations. However, the methodology could be strengthened by incorporating primary research to complement the literature review approach. Data Collection and Analysis Procedures: The research utilised a literature review approach to gather relevant information on promoting inclusivity, diversity, and inclusion. NVivo software application was used to analysed and synthesize the findings to identify themes and support the research aim and objectives. Question Addressed: This research addresses the question of how to promote inclusivity, diversity, and inclusion and reduce the prevalence of stereotypes and prejudice. It explores the need to treat individuals based on their unique circumstances and needs rather than relying on generic assumptions. Encourage individuals to adopt a more inclusive approach. Provide managers with responsibility and training that helps them understand the importance of their roles in shaping the workplace culture. Have an equality, diversity, and inclusion manager from a majority background at the senior level who can speak up for underrepresented groups and flag any issues that need addressing. Conclusion: The research emphasizes the importance of promoting equality, diversity, and inclusion practices to create a fairer society. It highlights the need to challenge stereotypes, treat individuals according to their circumstances and needs, and promote a culture of respect and dignity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=equality" title="equality">equality</a>, <a href="https://publications.waset.org/abstracts/search?q=fairer%20society" title=" fairer society"> fairer society</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=diversity" title=" diversity"> diversity</a> </p> <a href="https://publications.waset.org/abstracts/181131/aspiring-to-achieve-a-fairer-society" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/181131.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">48</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">94</span> Gender, Sexual Diversity and Professional Practice Learning: Promoting the Equality of University Students </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Caroline%20Bradbury-Jones">Caroline Bradbury-Jones</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Clark"> Maria Clark</a>, <a href="https://publications.waset.org/abstracts/search?q=Eleanor%20Molloy"> Eleanor Molloy</a>, <a href="https://publications.waset.org/abstracts/search?q=Nicki%20Ward"> Nicki Ward</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Significant developments in the protection of Lesbian, Gay, Bisexual, Transgender and Queer (LGBTQ) rights culminated in their inclusion in the Equality Act 2010. This provides legal protection against discrimination including the Public Sector Equality Duty requiring public bodies to consider all individuals when carrying out their day-to-day work. In the UK, whilst the Higher Education sector has made some commitment to eliminating discrimination and addressing LGBTQ inclusivity, there are two particular problems specifically affecting students on professional programmes: -All students will come into contact with LGBTQ patients/clients/students and need to be equipped to respond appropriately to their diverse needs but evidence suggests that this is not always the case. -Many LGBTQ students have specific concerns on professional placements; often ‘going back in the closet’ or feeling uncertain how to respond to questions about their personal lives and being reticent to challenge discrimination against LGBTQ patients/clients/students for fear of reprisal. Study aim: To investigate how best to prepare all students to deal with the issue of gender and sexual diversity and to support LGBTQ students in negotiating (non) disclosure in practice placements. Methods: This multi-method study was conducted in 2017 in the UK. It comprised a student survey, focus group interview with students and a national benchmarking exercise. Findings: Preliminary findings are that there is considerable variation across professional programmes regarding the preparation of students to respond to LGBTQ issues. Similarly, there is considerable difference between the level of preparedness experienced by students irrespective of whether they identify as LGBTQ. Discussion: Nationally there are a number of ‘best practice’ examples that we share in this presentation. These contain important details and guidance about how to better prepare university students for professional practice, and to contribute to eliminating discrimination and addressing LGBTQ inclusivity. Conclusions: The presentation will appeal to delegates who are interested in the equality agenda regarding LGBTQ people. The study findings will be discussed and debated to explore their impact on higher education and learning and to identify ways to integrate best practice into professional curricula across the UK and beyond. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diversity" title="diversity">diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=equality" title=" equality"> equality</a>, <a href="https://publications.waset.org/abstracts/search?q=practice" title=" practice"> practice</a>, <a href="https://publications.waset.org/abstracts/search?q=sexuality" title=" sexuality"> sexuality</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=university" title=" university"> university</a> </p> <a href="https://publications.waset.org/abstracts/84005/gender-sexual-diversity-and-professional-practice-learning-promoting-the-equality-of-university-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84005.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">184</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">93</span> Education for Social Justice: University Teachers’ Conceptions and Practice: A Comparative Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Digby%20Warren">Digby Warren</a>, <a href="https://publications.waset.org/abstracts/search?q=Jiri%20Kropac"> Jiri Kropac</a> </p> <p class="card-text"><strong>Abstract:</strong></p> While aspirations of social justice are often articulated by universities as a “feel good” mantra, what is meant by education for social justice deserves deeper consideration. Based on in-depth interviews with academics (voluntary participants in this research) in different disciplines and institutions in the UK, Czech Republic, and other EU countries, this comparative study presents thematic findings regarding lecturers’ conceptions of education for social justice -what it is, why it is important, why they are personally committed to it, how it connects with their own values- and their practice of it- how it is implemented through curriculum content, teaching and learning activities, and assessment tasks. It concludes by presenting an analysis of the challenges, constraints, and enabling factors in practising social justice education in different subject, institutional and national contexts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title="higher education">higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20justice" title=" social justice"> social justice</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusivity" title=" inclusivity"> inclusivity</a>, <a href="https://publications.waset.org/abstracts/search?q=diversity" title=" diversity"> diversity</a> </p> <a href="https://publications.waset.org/abstracts/162687/education-for-social-justice-university-teachers-conceptions-and-practice-a-comparative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162687.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">126</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">92</span> Game On: Unlocking the Educational Potential of Games and Entertainment in Online Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Colleen%20Cleveland">Colleen Cleveland</a>, <a href="https://publications.waset.org/abstracts/search?q=W.%20Adam%20Baldowski"> W. Adam Baldowski</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the dynamic realm of online education, the integration of games and entertainment has emerged as a powerful strategy to captivate learners, drive active participation, and cultivate meaningful learning experiences. This abstract presents an overview of the upcoming conference, "Game On," dedicated to exploring the transformative impact of gamification, interactive simulations, and multimedia content in the digital learning landscape. Introduction: The conference aims to blur the traditional boundaries between education and entertainment, inspiring learners of diverse ages and backgrounds to actively engage in their online learning journeys. By leveraging the captivating elements of games and entertainment, educators can enhance motivation, retention, and deep understanding among virtual classroom participants. Conference Highlights: Commencing with an exploration of theoretical foundations drawing from educational psychology, instructional design, and the latest pedagogical research, participants will gain valuable insights into the ways gamified elements elevate the quality of online education. Attendees can expect interactive sessions, workshops, and case studies showcasing best practices and innovative strategies, including game-based assessments and virtual reality simulations. Inclusivity and Diversity: The conference places a strong emphasis on inclusivity, accessibility, and diversity in the integration of games and entertainment for educational purposes. Discussions will revolve around accommodating diverse learning styles, overcoming potential challenges, and ensuring equitable access to engaging educational content for all learners. Educational Transformation: Educators, instructional designers, and e-learning professionals attending "Game On" will acquire practical techniques to elevate the quality of their online courses. The conference promises a stimulating and informative exploration of blending education with entertainment, unlocking the untapped potential of games and entertainment in online education. Conclusion: "Game On" invites participants to embark on a journey that transforms online education by harnessing the power of entertainment. This event promises to be a cornerstone in the evolution of virtual learning, offering valuable insights for those seeking to create a more engaging and effective online educational experience. Join us as we explore new horizons, pushing the boundaries of online education through the fusion of games and entertainment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20education" title="online education">online education</a>, <a href="https://publications.waset.org/abstracts/search?q=games" title=" games"> games</a>, <a href="https://publications.waset.org/abstracts/search?q=entertainment" title=" entertainment"> entertainment</a>, <a href="https://publications.waset.org/abstracts/search?q=psychology" title=" psychology"> psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=therapy" title=" therapy"> therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=pop%20culture" title=" pop culture"> pop culture</a> </p> <a href="https://publications.waset.org/abstracts/179199/game-on-unlocking-the-educational-potential-of-games-and-entertainment-in-online-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179199.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">50</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">91</span> Decolonizing Print Culture and Bibliography Through Digital Visualizations of Artists’ Books at the University of Miami</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alejandra%20G.%20Barb%C3%B3n">Alejandra G. Barbón</a>, <a href="https://publications.waset.org/abstracts/search?q=Jos%C3%A9%20Vila"> José Vila</a>, <a href="https://publications.waset.org/abstracts/search?q=Dania%20Vazquez"> Dania Vazquez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study seeks to contribute to the advancement of library and archival sciences in the areas of records management, knowledge organization, and information architecture, particularly focusing on the enhancement of bibliographical description through the incorporation of visual interactive designs aimed to enrich the library users’ experience. In an era of heightened awareness about the legacy of hiddenness across special and rare collections in libraries and archives, along with the need for inclusivity in academia, the University of Miami Libraries has embarked on an innovative project that intersects the realms of print culture, decolonization, and digital technology. This proposal presents an exciting initiative to revitalize the study of Artists’ Books collections by employing digital visual representations to decolonize bibliographic records of some of the most unique materials and foster a more holistic understanding of cultural heritage. Artists' Books, a dynamic and interdisciplinary art form, challenge conventional bibliographic classification systems, making them ripe for the exploration of alternative approaches. This project involves the creation of a digital platform that combines multimedia elements for digital representations, interactive information retrieval systems, innovative information architecture, trending bibliographic cataloging and metadata initiatives, and collaborative curation to transform how we engage with and understand these collections. By embracing the potential of technology, we aim to transcend traditional constraints and address the historical biases that have influenced bibliographic practices. In essence, this study showcases a groundbreaking endeavor at the University of Miami Libraries that seeks to not only enhance bibliographic practices but also confront the legacy of hiddenness across special and rare collections in libraries and archives while strengthening conventional bibliographic description. By embracing digital visualizations, we aim to provide new pathways for understanding Artists' Books collections in a manner that is more inclusive, dynamic, and forward-looking. This project exemplifies the University’s dedication to fostering critical engagement, embracing technological innovation, and promoting diverse and equitable classifications and representations of cultural heritage. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=decolonizing%20bibliographic%20cataloging%20frameworks" title="decolonizing bibliographic cataloging frameworks">decolonizing bibliographic cataloging frameworks</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20visualizations%20information%20architecture%20platforms" title=" digital visualizations information architecture platforms"> digital visualizations information architecture platforms</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20curation%20and%20inclusivity%20for%20records%20management" title=" collaborative curation and inclusivity for records management"> collaborative curation and inclusivity for records management</a>, <a href="https://publications.waset.org/abstracts/search?q=engagement%20and%20accessibility%20increasing%20interaction%20design%20and%20user%20experience" title=" engagement and accessibility increasing interaction design and user experience"> engagement and accessibility increasing interaction design and user experience</a> </p> <a href="https://publications.waset.org/abstracts/171818/decolonizing-print-culture-and-bibliography-through-digital-visualizations-of-artists-books-at-the-university-of-miami" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171818.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">73</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">90</span> Policy for Implementing Decolonial Practices, Equity, Inclusivity, and Diversity into Radical Democratic Informal Art Gallery Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kaida%20Kobylka">Kaida Kobylka</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Museum education policy can be developed through the lens of radical democracy and radically democratic relational aesthetics to provoke a more wholistic, agonistic, and utopian educational experiences that expand a viewer’s experiences and knowledge of artwork in a museum’s permanent collection to encourage a deeper understanding of art and the community of a museum’s connections to equity, diversity, inclusion, and decolonization. Practices used by the museum will create cohesive and engaging informal education that utilizes community-based, alternative knowledge and create dignity-safe spaces for viewers to engage critically with the visual objects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=museum%20education" title="museum education">museum education</a>, <a href="https://publications.waset.org/abstracts/search?q=radical%20democracy" title=" radical democracy"> radical democracy</a>, <a href="https://publications.waset.org/abstracts/search?q=Canadian%20policy" title=" Canadian policy"> Canadian policy</a>, <a href="https://publications.waset.org/abstracts/search?q=community-based%20knowledge" title=" community-based knowledge"> community-based knowledge</a> </p> <a href="https://publications.waset.org/abstracts/167538/policy-for-implementing-decolonial-practices-equity-inclusivity-and-diversity-into-radical-democratic-informal-art-gallery-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167538.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">70</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">89</span> Legal Considerations in Fashion Modeling: Protecting Models' Rights and Ensuring Ethical Practices</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fatemeh%20Noori">Fatemeh Noori</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The fashion industry is a dynamic and ever-evolving realm that continuously shapes societal perceptions of beauty and style. Within this industry, fashion modeling plays a crucial role, acting as the visual representation of brands and designers. However, behind the glamorous façade lies a complex web of legal considerations that govern the rights, responsibilities, and ethical practices within the field. This paper aims to explore the legal landscape surrounding fashion modeling, shedding light on key issues such as contract law, intellectual property, labor rights, and the increasing importance of ethical considerations in the industry. Fashion modeling involves the collaboration of various stakeholders, including models, designers, agencies, and photographers. To ensure a fair and transparent working environment, it is imperative to establish a comprehensive legal framework that addresses the rights and obligations of each party involved. One of the primary legal considerations in fashion modeling is the contractual relationship between models and agencies. Contracts define the terms of engagement, including payment, working conditions, and the scope of services. This section will delve into the essential elements of modeling contracts, the negotiation process, and the importance of clarity to avoid disputes. Models are not just individuals showcasing clothing; they are integral to the creation and dissemination of artistic and commercial content. Intellectual property rights, including image rights and the use of a model's likeness, are critical aspects of the legal landscape. This section will explore the protection of models' image rights, the use of their likeness in advertising, and the potential for unauthorized use. Models, like any other professionals, are entitled to fair and ethical treatment. This section will address issues such as working conditions, hours, and the responsibility of agencies and designers to prioritize the well-being of models. Additionally, it will explore the global movement toward inclusivity, diversity, and the promotion of positive body image within the industry. The fashion industry has faced scrutiny for perpetuating harmful standards of beauty and fostering a culture of exploitation. This section will discuss the ethical responsibilities of all stakeholders, including the promotion of diversity, the prevention of exploitation, and the role of models as influencers for positive change. In conclusion, the legal considerations in fashion modeling are multifaceted, requiring a comprehensive approach to protect the rights of models and ensure ethical practices within the industry. By understanding and addressing these legal aspects, the fashion industry can create a more transparent, fair, and inclusive environment for all stakeholders involved in the art of modeling. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fashion%20modeling%20contracts" title="fashion modeling contracts">fashion modeling contracts</a>, <a href="https://publications.waset.org/abstracts/search?q=image%20rights%20in%20modeling" title=" image rights in modeling"> image rights in modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=labor%20rights%20for%20models" title=" labor rights for models"> labor rights for models</a>, <a href="https://publications.waset.org/abstracts/search?q=ethical%20practices%20in%20fashion" title=" ethical practices in fashion"> ethical practices in fashion</a>, <a href="https://publications.waset.org/abstracts/search?q=diversity%20and%20inclusivity%20in%20modeling" title=" diversity and inclusivity in modeling"> diversity and inclusivity in modeling</a> </p> <a href="https://publications.waset.org/abstracts/179069/legal-considerations-in-fashion-modeling-protecting-models-rights-and-ensuring-ethical-practices" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179069.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">77</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">88</span> The Role of Law in the Transformation of Collective Identities in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Henry%20Okechukwu%20Onyeiwu">Henry Okechukwu Onyeiwu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nigeria, with its rich tapestry of ethnicities, cultures, and religions, serves as a critical case study in understanding how law influences and shapes collective identities. This abstract delves into the historical context of legal systems in Nigeria, examining the colonial legacies that have influenced contemporary laws and how these laws interact with traditional practices and beliefs. This study examines the critical role of law in shaping and transforming collective identities in Nigeria, a nation characterized by its rich tapestry of ethnicities, cultures, and religions. The legal framework in Nigeria has evolved in response to historical, social, and political dynamics, influencing the way communities perceive themselves and interact with one another. This research highlights the interplay between law and collective identity, exploring how legal instruments, such as constitutions, statutes, and judicial rulings, have contributed to the formation, negotiation, and reformation of group identities over time. Moreover, contemporary legal debates surrounding issues such as citizenship, resource allocation, and communal conflicts further illustrate the law's role in identity formation. The legal recognition of different ethnic groups fosters a sense of belonging and collective identity among these groups, yet it simultaneously raises questions about inclusivity and equality. Laws concerning indigenous rights and affirmative action are essential in this discourse, as they reflect the necessity of balancing majority rule with minority rights—a challenge that Nigeria continues to navigate. By employing a multidisciplinary approach that integrates legal studies, sociology, and anthropology, the study analyses key historical milestones, such as colonial legal legacies, post-independence constitutional developments, and ongoing debates surrounding federalism and ethnic rights. It also investigates how laws affect social cohesion and conflict among Nigeria's diverse ethnic groups, as well as the role of law in promoting inclusivity and recognizing minority rights. Case studies are utilized to illustrate practical examples of legal transformations and their impact on collective identities in various Nigerian contexts, including land rights, religious freedoms, and ethnic representation in government. The findings reveal that while the law has the potential to unify disparate groups under a national identity, it can also exacerbate divisions when applied inequitably or favouring particular groups over others. Ultimately, this study aims to shed light on the dual nature of law as both a tool for transformation and a potential source of conflict in the evolution of collective identities in Nigeria. By understanding these dynamics, policymakers and legal practitioners can develop strategies to foster unity and respect for diversity in a complex societal landscape. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=law" title="law">law</a>, <a href="https://publications.waset.org/abstracts/search?q=collective%20identity" title=" collective identity"> collective identity</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a>, <a href="https://publications.waset.org/abstracts/search?q=ethnicity" title=" ethnicity"> ethnicity</a>, <a href="https://publications.waset.org/abstracts/search?q=conflict" title=" conflict"> conflict</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=legal%20framework" title=" legal framework"> legal framework</a>, <a href="https://publications.waset.org/abstracts/search?q=transformation" title=" transformation"> transformation</a> </p> <a href="https://publications.waset.org/abstracts/190174/the-role-of-law-in-the-transformation-of-collective-identities-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/190174.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">26</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">87</span> TechWhiz: Empowering Deaf Students through Inclusive Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Paula%20Escudeiro">Paula Escudeiro</a>, <a href="https://publications.waset.org/abstracts/search?q=Nuno%20Escudeiro"> Nuno Escudeiro</a>, <a href="https://publications.waset.org/abstracts/search?q=M%C3%A1rcia%20Campos"> Márcia Campos</a>, <a href="https://publications.waset.org/abstracts/search?q=Francisca%20Escudeiro"> Francisca Escudeiro</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In today's world, technical and scientific knowledge plays a vital role in education, research, and employment. Deaf students face unique challenges in educational settings, particularly when it comes to understanding technical and scientific terminology. The reliance on written and spoken languages can create barriers for deaf individuals who primarily communicate using sign language. This lack of accessibility can hinder their learning experience and compromise equity in education. To address this issue, the TechWhiz project has been developed as a comprehensive glossary of scientific and technical concepts explained in sign language. By providing deaf students with access to education in their first language, TechWhiz aims to enhance their learning achievements and promote inclusivity while also fostering equity in education for all students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=deaf%20students" title="deaf students">deaf students</a>, <a href="https://publications.waset.org/abstracts/search?q=technical%20and%20scientific%20knowledge" title=" technical and scientific knowledge"> technical and scientific knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=automatic%20sign%20language" title=" automatic sign language"> automatic sign language</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title=" inclusive education"> inclusive education</a> </p> <a href="https://publications.waset.org/abstracts/175618/techwhiz-empowering-deaf-students-through-inclusive-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175618.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">68</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">86</span> Social Awareness and Praxical Knowledge</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=F.%20Saptouw">F. Saptouw</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20Reddy"> L. Reddy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Tertiary institutions are often faced with a challenge when incorporating social awareness into course content. The information campaigns in the media often alienate the viewers and the knowledge is not readily assimilated into the students’ consciousness. This paper will present a discussion of the results of collaborative teaching projects run by the Michaelis School of fine art and the HIV/AIDS, Inclusivity and Change Unit (HAICU) at the University of Cape Town. In these projects the artistic process is employed to generate ‘praxical knowledge’ in the student body about socially relevant issues like HIV-AIDS, Gender-Based Violence (GBV) and sexual identity, specifically LGBTQI. The combination of lectures, group discussions and the creative process has been a very successful way to disseminate information amongst the student population. Evidence of the project’s success will be provided by referencing interviews, focus groups as well as surveys done with the participants. This paper will conclude by arguing for the positive role of practice-led research in developing a socially conscious public. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=art" title="art">art</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=HIV-AIDS" title=" HIV-AIDS"> HIV-AIDS</a>, <a href="https://publications.waset.org/abstracts/search?q=practice-led%20research" title=" practice-led research "> practice-led research </a> </p> <a href="https://publications.waset.org/abstracts/25656/social-awareness-and-praxical-knowledge" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25656.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">319</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">85</span> The Impact of Artificial Intelligence on the Behavior of Children and Autism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sara%20Fayez%20Fawzy%20Mikhael">Sara Fayez Fawzy Mikhael</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Inclusive education services for students with Autism remains in its early developmental stages in Thailand. Despite many more children with autism are attending schools since the Thai government introduced the Education Provision for People with Disabilities Act in 2008, the services students with autism and their families receive are generally lacking. This quantitative study used Attitude and Preparedness to Teach Students with Autism Scale (APTSAS) to investigate 110 primary school teachers’ attitude and preparedness to teach students with autism in the general education classroom. Descriptive statistical analysis of the data found that student behavior was the most significant factor in building teachers’ negative attitudes students with autism. The majority of teachers also indicated that their pre-service education did not prepare them to meet the learning needs of children with autism in particular, those who are non-verbal. The study is significant and provides direction for enhancing teacher education for inclusivity in Thailand. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitude" title="attitude">attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=autism" title=" autism"> autism</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=thailandsports%20activates" title=" thailandsports activates"> thailandsports activates</a>, <a href="https://publications.waset.org/abstracts/search?q=movement%20skills" title=" movement skills"> movement skills</a>, <a href="https://publications.waset.org/abstracts/search?q=motor%20skills" title=" motor skills"> motor skills</a> </p> <a href="https://publications.waset.org/abstracts/183201/the-impact-of-artificial-intelligence-on-the-behavior-of-children-and-autism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183201.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">100</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">84</span> The Impact of Artificial Intelligence on Autism Attitude and Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samwail%20Fahmi%20Francis%20Yacoub">Samwail Fahmi Francis Yacoub</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Inclusive education services for students with Autism remains in its early developmental stages in Thailand. Despite many more children with autism are attending schools since the Thai government introduced the Education Provision for People with Disabilities Act in 2008, the services students with autism and their families receive are generally lacking. This quantitative study used Attitude and Preparedness to Teach Students with Autism Scale (APTSAS) to investigate 110 primary school teachers’ attitude and preparedness to teach students with autism in the general education classroom. Descriptive statistical analysis of the data found that student behavior was the most significant factor in building teachers’ negative attitudes students with autism. The majority of teachers also indicated that their pre-service education did not prepare them to meet the learning needs of children with autism in particular, those who are non-verbal. The study is significant and provides direction for enhancing teacher education for inclusivity in Thailand. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitude" title="attitude">attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=autism" title=" autism"> autism</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=movement%20skills" title=" movement skills"> movement skills</a>, <a href="https://publications.waset.org/abstracts/search?q=motor%20skills" title=" motor skills"> motor skills</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=behavior." title=" behavior."> behavior.</a> </p> <a href="https://publications.waset.org/abstracts/185151/the-impact-of-artificial-intelligence-on-autism-attitude-and-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185151.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">52</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">83</span> Autism Awareness Among School Students and the Violent Reaction of the Autist Toward Society in Egypt</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Naglaa%20Baskhroun%20Thabet%20Wasef">Naglaa Baskhroun Thabet Wasef</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Specific education services for students with Autism remains in its early developmental stages in Egypt. In spite of many more children with autism are attending schools since The Egyptian government introduced the Education Provision for Students with Disabilities Act in 2010, the services students with autism and their families receive are generally not enough. This pointed study used Attitude and Reaction to Teach Students with Autism Scale to investigate 50 primary school teachers’ attitude and reaction to teach students with autism in the general education classroom. Statistical analysis of the data found that student behavior was the most noticeable factor in building teachers’ wrong attitudes students with autism. The minority of teachers also indicated that their service education did not prepare them to meet the learning needs of children with autism in special, those who are non-vocal. The study is descriptive and provides direction for increasing teacher awareness for inclusivity in Egypt. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitude" title="attitude">attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=autism" title=" autism"> autism</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=sports%20activates" title=" sports activates"> sports activates</a>, <a href="https://publications.waset.org/abstracts/search?q=movement%20skills" title=" movement skills"> movement skills</a>, <a href="https://publications.waset.org/abstracts/search?q=motor%20skills" title=" motor skills"> motor skills</a>, <a href="https://publications.waset.org/abstracts/search?q=autism%20attitude" title=" autism attitude"> autism attitude</a> </p> <a href="https://publications.waset.org/abstracts/183731/autism-awareness-among-school-students-and-the-violent-reaction-of-the-autist-toward-society-in-egypt" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183731.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">64</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">82</span> Thai Primary School Teachers’ Attitude and Preparedness to Teach Students with Autism in the General Education Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sunanta%20Klibthong">Sunanta Klibthong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Inclusive education services for students with Autism remains in its early developmental stages in Thailand. Despite many more children with autism are attending schools since the Thai government introduced the Education Provision for People with Disabilities Act in 2008, the services students with autism and their families receive are generally lacking. This quantitative study used Attitude and Preparedness to Teach Students with Autism Scale (APTSAS) to investigate 110 primary school teachers’ attitude and preparedness to teach students with autism in the general education classroom. Descriptive statistical analysis of the data found that student behaviour was the most significant factor in building teachers’ negative attitudes students with autism. The majority of teachers also indicated that their pre-service education did not prepare them to meet the learning needs of children with autism in particular, those who are non-verbal. The study is significant and provides direction for enhancing teacher education for inclusivity in Thailand. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitude" title="attitude">attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=autism" title=" autism"> autism</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=Thailand" title=" Thailand"> Thailand</a> </p> <a href="https://publications.waset.org/abstracts/58893/thai-primary-school-teachers-attitude-and-preparedness-to-teach-students-with-autism-in-the-general-education-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58893.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">81</span> Connecting the Vulnerable in South Africa Through Urban Form and the Creation of Urban Moral Clusters - A Conceptual Analysis of Orphanages, Old Age Homes and Animal Cruelty Centres</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Clive%20Greenstone">Clive Greenstone</a>, <a href="https://publications.waset.org/abstracts/search?q=Kiara%20Lawrence"> Kiara Lawrence</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This conceptual paper explains certain influences of urban planning and urban form on the design layout of housing specific vulnerable members of society. It reimagines how to use vulnerable groups and spaces that are designed for them as interventions instead of using outside intervention within these vulnerable groups. Questions of what are needed to ensure that collective values, ethics and certain moral principles are taken into consideration when creating spaces for individuals and communities are challenging. This conceptual paper offers a more appropriate approach to both offer better urban settlements as well as help solve several challenges facing the most vulnerable groups in society, namely, the elderly, vulnerable children and vulnerable domestic animals into new housing settlements that create better social connections and physical and emotional well-being, labeled urban moral clusters. This conceptual paper offers two potential case studies where these new moral clusters can be implemented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vulnerability" title="vulnerability">vulnerability</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusivity" title=" inclusivity"> inclusivity</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20planning" title=" urban planning"> urban planning</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20capital" title=" social capital"> social capital</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20clusters" title=" moral clusters"> moral clusters</a> </p> <a href="https://publications.waset.org/abstracts/193116/connecting-the-vulnerable-in-south-africa-through-urban-form-and-the-creation-of-urban-moral-clusters-a-conceptual-analysis-of-orphanages-old-age-homes-and-animal-cruelty-centres" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193116.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">16</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">80</span> Gender-Based Violence Public Art Projects: An Analysis of the Value of Including Social Justice Topics in Tertiary Courses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=F.%20Saptouw">F. Saptouw</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper will examine the value of introducing social justice issues into the tertiary fine art curriculum at a first-year level. The paper will present detail of the conceptual impetus and the logistics related to the execution of a collaborative teaching project. The cohort of students was registered for the Fine Art Foundation course at the Michaelis School of Fine Art at the University of Cape Town. The course is dedicated to the development of critical thinking, communication skills, and varied approaches to knowledge construction within the first-year cohort. A core component of the course is the examination of the representation of gender, identity, politics, and power. These issues are examined within a range of public and private representations like art galleries, museum spaces, and contemporary popular culture. This particular project was a collaborative project with the Office of Inclusivity and Change, and the project leaders were Fabian Saptouw and Gabriel Khan. The paper will conclude by presenting an argument for the importance of such projects within the tertiary environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=art" title="art">art</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=gender-based%20violence" title=" gender-based violence"> gender-based violence</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20responsiveness" title=" social responsiveness"> social responsiveness</a> </p> <a href="https://publications.waset.org/abstracts/111630/gender-based-violence-public-art-projects-an-analysis-of-the-value-of-including-social-justice-topics-in-tertiary-courses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/111630.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">137</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">79</span> Rethinking Sustainability: Towards an Open System Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fatemeh%20Yazdandoust">Fatemeh Yazdandoust</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sustainability is a growing concern in architecture and urban planning due to the environmental impact of the built environment. Ecological challenges persist despite the proliferation of sustainable design strategies, prompting a critical reevaluation of existing approaches. This study examines sustainable design practices, focusing on the origins and processes of production, environmental impact, and socioeconomic dimensions. It also discusses ‘cleantech’ initiatives, which often prioritize profitability over ecological stewardship. The study advocates for a paradigm shift in urban design towards greater adaptability, complexity, and inclusivity, embracing porosity, incompleteness, and seed planning. This holistic approach emphasizes citizen participation and bottom-up interventions, reimagining urban spaces as evolving ecosystems. The study calls for a reimagining of sustainability that transcends conventional green design concepts, promoting a more resilient and inclusive built environment through an open system approach grounded in adaptability, diversity, and equity principles. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sustainability" title="sustainability">sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=clean-tech" title=" clean-tech"> clean-tech</a>, <a href="https://publications.waset.org/abstracts/search?q=open%20system%20design" title=" open system design"> open system design</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20design" title=" sustainable design"> sustainable design</a> </p> <a href="https://publications.waset.org/abstracts/184551/rethinking-sustainability-towards-an-open-system-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/184551.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">63</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">78</span> The Effect of Artificial Intelligence on Autism Attitudes and Laws</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nermin%20Noshi%20Esraeil%20Abdalla">Nermin Noshi Esraeil Abdalla</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Inclusive schooling offerings for college kids with Autism stays in its early developmental levels in Thailand. despite many greater youngsters with autism are attending schools since the Thai authorities brought the training Provision for human beings with Disabilities Act in 2008, the services students with autism and their families obtain are typically missing. This quantitative examine used attitude and Preparedness to educate college students with Autism Scale (APTSAS) to investigate 110 number one faculty teachers’ attitude and preparedness to educate college students with autism inside the widespread training school room. Descriptive statistical evaluation of the records discovered that scholar behavior changed into the most good sized factor in constructing teachers’ terrible attitudes students with autism. the majority of teachers additionally indicated that their pre-service schooling did not put together them to fulfill the mastering needs of children with autism especially, folks who are non-verbal. The take a look at is substantial and offers path for enhancing trainer education for inclusivity in Thailand. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitude" title="attitude">attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=autism" title=" autism"> autism</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=sports%20activities" title=" sports activities"> sports activities</a>, <a href="https://publications.waset.org/abstracts/search?q=movement%20skills" title=" movement skills"> movement skills</a>, <a href="https://publications.waset.org/abstracts/search?q=motor%20skills" title=" motor skills"> motor skills</a> </p> <a href="https://publications.waset.org/abstracts/191688/the-effect-of-artificial-intelligence-on-autism-attitudes-and-laws" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/191688.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">21</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">77</span> Challenges and Opportunities for University Management Brought by 2016 Presidential Campaign Immigration Policies and Politics within the United States</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Autumn%20Tooms%20Cypres">Autumn Tooms Cypres</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Throughout the 2016 presidential campaign, Republican nominee Donald Trump, capitalizing on his reputation for blunt and brash comments, created a political brand based on unedited statements and sweeping promises. While he vowed to 'Make America Great Again,' for many, the candidate’s discourse invoked legacies of marginalization and exclusion. As a result, this discussion focuses on Trump’s anti-immigration discourse (one of the primary foci of his campaign platform) and its influence across educational settings. The purpose of this effort is to demonstrate the power of political discourses relative to educational settings and to discuss the resulting everyday leadership challenges and opportunities. Discourse analysis frameworks are used to unpack the socio-political implications of the presidential campaign. In particular, they examine a serious of emails that a university administrator received post-election. The discussion concludes that leaders in education have a critical role to maintaining democratic institutions and ensuring inclusivity and belonging for all educational stakeholders. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20managment" title="educational managment">educational managment</a>, <a href="https://publications.waset.org/abstracts/search?q=politics" title=" politics"> politics</a>, <a href="https://publications.waset.org/abstracts/search?q=immigration" title=" immigration"> immigration</a>, <a href="https://publications.waset.org/abstracts/search?q=discourse" title=" discourse"> discourse</a> </p> <a href="https://publications.waset.org/abstracts/69664/challenges-and-opportunities-for-university-management-brought-by-2016-presidential-campaign-immigration-policies-and-politics-within-the-united-states" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69664.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">289</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">76</span> Socio-Economic Sustainability for Artists with Cognitive Disability in Creative Space: Case Studies of Supported Studios in Australia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jung%20Hyoung%20Yoon">Jung Hyoung Yoon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines ways of building socio-economic sustainability for artists with cognitive disabilities who pursue professional artistic careers in Australia. It investigates two case studies of supported studios in terms of management, inclusivity and accessibility to facilitate professional development and create socio-economic values for artists with cognitive disabilities. This study uses semi-structured interviews with key art directors and staff of supported studios to unfold their experiences on the professional development of artists with cognitive disability at the individual, organizational and societal levels. It also analyses secondary data collection related to management, business strategic plans and marketing. This paper discusses the potentials of socio-economic sustainability for artists with cognitive disabilities through their art practice and careers, as well as the central role of the supported studio in order to achieve such goals for individual artists. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artists%20with%20cognitive%20disability" title="artists with cognitive disability">artists with cognitive disability</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20management" title=" inclusive management"> inclusive management</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=socio-economic%20sustainability" title=" socio-economic sustainability"> socio-economic sustainability</a> </p> <a href="https://publications.waset.org/abstracts/131287/socio-economic-sustainability-for-artists-with-cognitive-disability-in-creative-space-case-studies-of-supported-studios-in-australia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131287.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">179</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">75</span> Assessing the Current State of Wheelchair Accessibility in Shopping Centers and Stores in Saudi Arabia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Majed%20M.%20Mustafa">Majed M. Mustafa</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdulrahman%20A.%20Altassan"> Abdulrahman A. Altassan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, ensuring accessibility for all individuals, particularly those with mobility impairments, has gained significant attention in Saudi Arabia. This research aims to evaluate wheelchair accessibility in shopping centers, malls, and stores across the kingdom, highlighting its critical role in promoting inclusivity and equal access. The study will focus on the availability and quality of ramps, automatic doors, lifts, accessible restrooms, and overall ease of navigation for wheelchair users. Utilizing a mixed-methods approach, the research will employ site assessments, user surveys, and interviews with facility managers to gather comprehensive data. Preliminary findings indicate that while some facilities have made strides in accessibility, there are still numerous areas requiring improvement. The study will provide targeted recommendations to enhance accessibility, ensuring that all users can navigate shopping environments with ease and dignity. Conclusively, this research underscores the need for continuous efforts and policy enhancements to achieve universal design standards in public spaces within Saudi Arabia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=automatic%20doors" title="automatic doors">automatic doors</a>, <a href="https://publications.waset.org/abstracts/search?q=equal%20access" title=" equal access"> equal access</a>, <a href="https://publications.waset.org/abstracts/search?q=ramp%20quality" title=" ramp quality"> ramp quality</a>, <a href="https://publications.waset.org/abstracts/search?q=wheelchair%20accessibility" title=" wheelchair accessibility"> wheelchair accessibility</a> </p> <a href="https://publications.waset.org/abstracts/186916/assessing-the-current-state-of-wheelchair-accessibility-in-shopping-centers-and-stores-in-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186916.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">36</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=inclusivity&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=inclusivity&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=inclusivity&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=inclusivity&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div 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