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networking language</title> <meta name="description" content="Search results for: universal networking language"> <meta name="keywords" content="universal networking language"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="universal networking language"> <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> 4789</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: universal networking language</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4789</span> Morphological Rules of Bangla Repetition Words for UNL Based Machine Translation </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nawab%20Yousuf%20Ali">Nawab Yousuf Ali</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Golam"> S. Golam</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Ameer"> A. Ameer</a>, <a href="https://publications.waset.org/abstracts/search?q=Ashok%20Toru%20Roy"> Ashok Toru Roy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper develops new morphological rules suitable for Bangla repetition words to be incorporated into an inter lingua representation called Universal Networking Language (UNL). The proposed rules are to be used to combine verb roots and their inflexions to produce words which are then combined with other similar types of words to generate repetition words. This paper outlines the format of morphological rules for different types of repetition words that come from verb roots based on the framework of UNL provided by the UNL centre of the Universal Networking Digital Language (UNDL) foundation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Universal%20Networking%20Language%20%28UNL%29" title="Universal Networking Language (UNL)">Universal Networking Language (UNL)</a>, <a href="https://publications.waset.org/abstracts/search?q=universal%20word%20%28UW%29" title=" universal word (UW)"> universal word (UW)</a>, <a href="https://publications.waset.org/abstracts/search?q=head%20word%20%28HW%29" title=" head word (HW)"> head word (HW)</a>, <a href="https://publications.waset.org/abstracts/search?q=Bangla-UNL%20Dictionary" title=" Bangla-UNL Dictionary"> Bangla-UNL Dictionary</a>, <a href="https://publications.waset.org/abstracts/search?q=morphological%20rule" title=" morphological rule"> morphological rule</a>, <a href="https://publications.waset.org/abstracts/search?q=enconverter%20%28EnCo%29" title=" enconverter (EnCo)"> enconverter (EnCo)</a> </p> <a href="https://publications.waset.org/abstracts/18524/morphological-rules-of-bangla-repetition-words-for-unl-based-machine-translation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18524.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">310</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">4788</span> Towards a Large Scale Deep Semantically Analyzed Corpus for Arabic: Annotation and Evaluation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Alansary">S. Alansary</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Nagi"> M. Nagi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents an approach of conducting semantic annotation of Arabic corpus using the Universal Networking Language (UNL) framework. UNL is intended to be a promising strategy for providing a large collection of semantically annotated texts with formal, deep semantics rather than shallow. The result would constitute a semantic resource (semantic graphs) that is editable and that integrates various phenomena, including predicate-argument structure, scope, tense, thematic roles and rhetorical relations, into a single semantic formalism for knowledge representation. The paper will also present the Interactive Analysis tool for automatic semantic annotation (IAN). In addition, the cornerstone of the proposed methodology which are the disambiguation and transformation rules, will be presented. Semantic annotation using UNL has been applied to a corpus of 20,000 Arabic sentences representing the most frequent structures in the Arabic Wikipedia. The representation, at different linguistic levels was illustrated starting from the morphological level passing through the syntactic level till the semantic representation is reached. The output has been evaluated using the F-measure. It is 90% accurate. This demonstrates how powerful the formal environment is, as it enables intelligent text processing and search. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=semantic%20analysis" title="semantic analysis">semantic analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20annotation" title=" semantic annotation"> semantic annotation</a>, <a href="https://publications.waset.org/abstracts/search?q=Arabic" title=" Arabic"> Arabic</a>, <a href="https://publications.waset.org/abstracts/search?q=universal%20networking%20language" title=" universal networking language"> universal networking language</a> </p> <a href="https://publications.waset.org/abstracts/17455/towards-a-large-scale-deep-semantically-analyzed-corpus-for-arabic-annotation-and-evaluation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17455.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">582</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">4787</span> Exploring a Teaching Model in Cultural Education Using Video-Focused Social Networking Apps: An Example of Chinese Language Teaching for African Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhao%20Hong">Zhao Hong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> When international students study Chinese as a foreign or second language, it is important for them to form constructive viewpoints and possess an open mindset on Chinese culture. This helps them to make faster progress in their language acquisition. Observations from African students at Liaoning Institute of Science and Technology show that by integrating video-focused social networking apps such as Tiktok (“Douyin”) on a controlled basis, students raise their interest not only in making an effort in learning the Chinese language, but also in the understanding of the Chinese culture. During the last twelve months, our research group explored a teaching model using selected contents in certain classroom settings, including virtual classrooms during lockdown periods due to the COVID-19 pandemic. Using interviews, a survey was conducted on international students from African countries at the Liaoning Institute of Science and Technology in Chinese language courses. Based on the results, a teaching model was built for Chinese language acquisition by entering the "mobile Chinese culture". <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20as%20a%20foreign%20language" title="Chinese as a foreign language">Chinese as a foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20education" title=" cultural education"> cultural education</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20networking%20apps" title=" social networking apps"> social networking apps</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20model" title=" teaching model"> teaching model</a> </p> <a href="https://publications.waset.org/abstracts/144534/exploring-a-teaching-model-in-cultural-education-using-video-focused-social-networking-apps-an-example-of-chinese-language-teaching-for-african-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144534.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">74</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4786</span> Extracting Actions with Improved Part of Speech Tagging for Social Networking Texts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yassine%20Jamoussi">Yassine Jamoussi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ameni%20Youssfi"> Ameni Youssfi</a>, <a href="https://publications.waset.org/abstracts/search?q=Henda%20Ben%20Ghezala"> Henda Ben Ghezala</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the growing interest in social networking, the interaction of social actors evolved to a source of knowledge in which it becomes possible to perform context aware-reasoning. The information extraction from social networking especially Twitter and Facebook is one of the problems in this area. To extract text from social networking, we need several lexical features and large scale word clustering. We attempt to expand existing tokenizer and to develop our own tagger in order to support the incorrect words currently in existence in Facebook and Twitter. Our goal in this work is to benefit from the lexical features developed for Twitter and online conversational text in previous works, and to develop an extraction model for constructing a huge knowledge based on actions <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20networking" title="social networking">social networking</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20extraction" title=" information extraction"> information extraction</a>, <a href="https://publications.waset.org/abstracts/search?q=part-of-speech%20tagging" title=" part-of-speech tagging"> part-of-speech tagging</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20language%20processing" title=" natural language processing"> natural language processing</a> </p> <a href="https://publications.waset.org/abstracts/51464/extracting-actions-with-improved-part-of-speech-tagging-for-social-networking-texts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51464.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">305</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4785</span> Investigating Universals of Rhetoric</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nasreddin%20Ahmed">Nasreddin Ahmed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite the ostensible extant differences amongst world languages’ structures that have culminated in the divergence in orthographic, phonological, morphological, and syntactic systems that each language has, research in cognitive linguistic strives to establish the claim that such differences are merely prima facie of a totalized universal system of signification.Linguists , since Chomsky, have never given up on the attempt to establish linguistic descriptive model that espouses a perspective in which every human language has a slot . Concurring with claim that the so-called rhetorical devices are pervasive phenomena and not literary-specific , the present paper aspires to voice the claim that rhetorical devices not only ubiquitous in all levels of a particular language but also a universal linguistic phenomena. Using illustrations from Arabic and Englishthe paper intend to provide data-supported evidence that human beings are universally using similar rhetorical, albeit given different appellations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language" title="language">language</a>, <a href="https://publications.waset.org/abstracts/search?q=rhetoric" title=" rhetoric"> rhetoric</a>, <a href="https://publications.waset.org/abstracts/search?q=syntax" title=" syntax"> syntax</a>, <a href="https://publications.waset.org/abstracts/search?q=stylistics" title=" stylistics"> stylistics</a> </p> <a href="https://publications.waset.org/abstracts/148242/investigating-universals-of-rhetoric" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148242.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">96</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4784</span> Leading People in a Digital Era: A Theoretical Study of Challenges and Opportunities of Online Networking Platforms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pawel%20Korzynski">Pawel Korzynski</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Times where leaders communicate mainly while walking along the hallways have passed away. Currently, millennials, people that were born between the early 1980s and the early 2000s, extensively use applications based on Web 2.0 model that assumes content creation and edition by all Internet users in a collaborative fashion. Leaders who are willing to engage their subordinates in a digital era, increasingly often use above-mentioned applications. This paper discusses challenges and opportunities that are related to leaders’ online networking. First, online networking-related terms that appeared in literature are analyzed. Then, types of online networking platforms for leaders and ways how these platforms can be used are discussed. Finally, several trends in online networking studies and extrapolation of some findings to leadership are explained. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20media" title="social media">social media</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20era" title=" digital era"> digital era</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20networking" title=" online networking"> online networking</a> </p> <a href="https://publications.waset.org/abstracts/52541/leading-people-in-a-digital-era-a-theoretical-study-of-challenges-and-opportunities-of-online-networking-platforms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52541.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">294</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4783</span> Literacy in First and Second Language: Implication for Language Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Inuwa%20Danladi%20Bawa">Inuwa Danladi Bawa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the challenges of African states in the development of education in the past and the present is the problem of literacy. Literacy in the first language is seen as a strong base for the development of second language; they are mostly the language of education. Language development is an offshoot of language planning; so the need to develop literacy in both first and second language affects language education and predicts the extent of achievement of the entire education sector. The need to balance literacy acquisition in first language for good conditioning the acquisition of second language is paramount. Likely constraints that includes; non-standardization, underdeveloped and undeveloped first languages are among many. Solutions to some of these include the development of materials and use of the stages and levels of literacy acquisition. This is with believed that a child writes well in second language if he has literacy in the first language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=first%20language" title="first language">first language</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language" title=" second language"> second language</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy" title=" literacy"> literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=english%20language" title=" english language"> english language</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistics" title=" linguistics"> linguistics</a> </p> <a href="https://publications.waset.org/abstracts/3745/literacy-in-first-and-second-language-implication-for-language-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3745.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">452</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4782</span> Consumer Trust in User-Generated Brand Recommendations on Social Networking Sites</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Minimol%20M.%20C.">Minimol M. C.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study provides insights into the consumer’s trust on user generated brand recommendations on social networking sites and also investigates the role of ad scepticism in generating consumer trust in user generated brand recommendations. The work contributes to a better understanding of trust development in the context of social networking sites. Specifically, the study reveals that not all dimensions of trustworthiness are equal. The individual user characteristics vary according to the person. The major finding of this study is that high degrees of trust toward user generated brand recommendations can be generated on the basis of high trust toward social networking sites and ad scepticism. Consumers trust the user generated brand recommendations based on the individual’s trust in the particular social networking platform and the level of their individual ad-scepticism. The study pinpoints that as consumers’ trust in user generated brand recommendations is affected by their trust in social networking sites, it is influenced by benevolence, integrity, the propensity to trust, and individual user characteristics to a great extent, and hence, it is imperative for brands should attempt to build on these factors so that they can engage consumers to generate user generated content on social media. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Consumer%20trust" title="Consumer trust">Consumer trust</a>, <a href="https://publications.waset.org/abstracts/search?q=user-generated%20brand%20recommendations" title=" user-generated brand recommendations"> user-generated brand recommendations</a>, <a href="https://publications.waset.org/abstracts/search?q=ad%20scepticism" title=" ad scepticism"> ad scepticism</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20networking%20sites" title=" social networking sites"> social networking sites</a> </p> <a href="https://publications.waset.org/abstracts/153453/consumer-trust-in-user-generated-brand-recommendations-on-social-networking-sites" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153453.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">101</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4781</span> Porul: Option Generation and Selection and Scoring Algorithms for a Tamil Flash Card Game</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anitha%20Narasimhan">Anitha Narasimhan</a>, <a href="https://publications.waset.org/abstracts/search?q=Aarthy%20Anandan"> Aarthy Anandan</a>, <a href="https://publications.waset.org/abstracts/search?q=Madhan%20Karky"> Madhan Karky</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20N.%20Subalalitha"> C. N. Subalalitha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Games can be the excellent tools for teaching a language. There are few e-learning games in Indian languages like word scrabble, cross word, quiz games etc., which were developed mainly for educational purposes. This paper proposes a Tamil word game called, “Porul”, which focuses on education as well as on players’ thinking and decision-making skills. Porul is a multiple choice based quiz game, in which the players attempt to answer questions correctly from the given multiple options that are generated using a unique algorithm called the Option Selection algorithm which explores the semantics of the question in various dimensions namely, synonym, rhyme and Universal Networking Language semantic category. This kind of semantic exploration of the question not only increases the complexity of the game but also makes it more interesting. The paper also proposes a Scoring Algorithm which allots a score based on the popularity score of the question word. The proposed game has been tested using 20,000 Tamil words. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Porul%20game" title="Porul game">Porul game</a>, <a href="https://publications.waset.org/abstracts/search?q=Tamil%20word%20game" title=" Tamil word game"> Tamil word game</a>, <a href="https://publications.waset.org/abstracts/search?q=option%20selection" title=" option selection"> option selection</a>, <a href="https://publications.waset.org/abstracts/search?q=flash%20card" title=" flash card"> flash card</a>, <a href="https://publications.waset.org/abstracts/search?q=scoring" title=" scoring"> scoring</a>, <a href="https://publications.waset.org/abstracts/search?q=algorithm" title=" algorithm"> algorithm</a> </p> <a href="https://publications.waset.org/abstracts/81359/porul-option-generation-and-selection-and-scoring-algorithms-for-a-tamil-flash-card-game" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81359.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">404</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4780</span> Wh-Movement in Second Language Acquisition: Evidence from Magnitude Estimation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dong-Bo%20Hsu">Dong-Bo Hsu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Universal Grammar (UG) claims that the constraints that are derived from this should operate in language users’ L2 grammars. This study investigated this hypothesis on knowledge of Subjacency and resumptive pronoun usage among Chinese learners of English. Chinese fulfills two requirements to examine the existence of UG, i.e., Subjacency does not operate in Chinese and resumptive pronouns in English are very different from those in Chinese and second L2 input undermines the knowledge of Subjacency. The results indicated that Chinese learners of English demonstrated a nearly identical pattern as English native speakers do but the resumptive pronoun in the embedding clauses. This may be explained in terms of the case that Chinese speakers’ usage of pronouns is not influenced by the number of embedding clauses. Chinese learners of English have full access to knowledge endowed by UG but their processing of English sentences may be different from native speakers as a general slow rate for processing in their L2 English. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=universal%20grammar" title="universal grammar">universal grammar</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese" title=" Chinese"> Chinese</a>, <a href="https://publications.waset.org/abstracts/search?q=English" title=" English"> English</a>, <a href="https://publications.waset.org/abstracts/search?q=wh-questions" title=" wh-questions"> wh-questions</a>, <a href="https://publications.waset.org/abstracts/search?q=resumption" title=" resumption"> resumption</a> </p> <a href="https://publications.waset.org/abstracts/36394/wh-movement-in-second-language-acquisition-evidence-from-magnitude-estimation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36394.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">469</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4779</span> Metaphors Underlying Idiomatic Expressions in Trilingual Perspective: Contributions to the Teaching of Lexicon and to Materials Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marilei%20Amadeu%20Sabino">Marilei Amadeu Sabino</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Idiomatic expressions are linguistic phraseologisms present in natural languages. Known to be metaphorical linguistic combinations, a good majority of them provide elements that reveal important cultural aspects of their linguistic community through their metaphors. With the advent of Cognitive Linguistics (more specifically of Cognitive Semantics), the metaphor ceased to be related to poetic language and rhetorical embellishment and came to be seen as part of simple everyday language, reflecting the way human beings think, act and conceive reality, i. e., a fundamental mechanism of human conceptualizations of the world. In this sense, it came to be conceived as an inevitable mechanism for representing the nature of thought and language. The speakers, in conceptualizing reality, often use metaphorically parts of the body in expressions known as somatic. Several conceptual metaphors appear to be potentially universal or near-universal, because people across the world share certain bodily experiences. In these terms, many linguistic metaphors may be identical or very similar in several languages. These similarities, according to the Theory of Conceptual Metaphor, derive from universal aspects of the human body. Thus, this research aims to investigate the nature of some metaphors underlying somatic idiomatic expressions of Portuguese, Italian and English languages, establishing a pattern of similarities and differences among them from a trilingual perspective. The analysis shows that much of the studied expressions are really structurally, semantically and metaphorically identical or similar in the three languages. These findings incite relevant discussions concerning mother and foreign language learning and aim to contribute to the teaching of phraseological Lexicon as well as to materials development in mono and multilingual perspectives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=idiomatic%20expressions" title="idiomatic expressions">idiomatic expressions</a>, <a href="https://publications.waset.org/abstracts/search?q=materials%20development" title=" materials development"> materials development</a>, <a href="https://publications.waset.org/abstracts/search?q=metaphors" title=" metaphors"> metaphors</a>, <a href="https://publications.waset.org/abstracts/search?q=phraseological%20lexicon" title=" phraseological lexicon"> phraseological lexicon</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning" title=" teaching and learning"> teaching and learning</a> </p> <a href="https://publications.waset.org/abstracts/72456/metaphors-underlying-idiomatic-expressions-in-trilingual-perspective-contributions-to-the-teaching-of-lexicon-and-to-materials-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72456.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">192</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4778</span> A Tactic for a Cosmopolitan City Comparison through a Data-Driven Approach: Case of Climate City Networking</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sombol%20Mokhles">Sombol Mokhles</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Tackling climate change requires expanding networking opportunities between a diverse range of cities to accelerate climate actions. Existing climate city networks have limitations in actively engaging “ordinary” cities in networking processes between cities, as they encourage a few powerful cities to be followed by the many “ordinary” cities. To reimagine the networking opportunities between cities beyond global cities, this paper incorporates “cosmopolitan comparison” to expand our knowledge of a diverse range of cities using a data-driven approach. Through a cosmopolitan perspective, a framework is presented on how to utilise large data to expand knowledge of cities beyond global cities to reimagine the existing hierarchical networking practices. The contribution of this framework is beyond urban climate governance but inclusive of different fields which strive for a more inclusive and cosmopolitan comparison attentive to the differences across cities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cosmopolitan%20city%20comparison" title="cosmopolitan city comparison">cosmopolitan city comparison</a>, <a href="https://publications.waset.org/abstracts/search?q=data-driven%20approach" title=" data-driven approach"> data-driven approach</a>, <a href="https://publications.waset.org/abstracts/search?q=climate%20city%20networking" title=" climate city networking"> climate city networking</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20climate%20governance" title=" urban climate governance"> urban climate governance</a> </p> <a href="https://publications.waset.org/abstracts/155479/a-tactic-for-a-cosmopolitan-city-comparison-through-a-data-driven-approach-case-of-climate-city-networking" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155479.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">111</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4777</span> Transportation Language Register as One of Language Community</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Diyah%20Atiek%20Mustikawati">Diyah Atiek Mustikawati</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Language register refers to a variety of a language used for particular purpose or in a particular social setting. Language register also means as a concept of adapting one’s use of language to conform to standards or tradition in a given professional or social situation. This descriptive study tends to discuss about the form of language register in transportation aspect, factors, also the function of use it. Mostly, language register in transportation aspect uses short sentences in form of informal register. The factor caused language register used are speaker, word choice, background of language. The functions of language register in transportations aspect are to make communication between crew easily, also to keep safety when they were in bad condition. Transportation language register developed naturally as one of variety of language used. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20register" title="language register">language register</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20variety" title=" language variety"> language variety</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a>, <a href="https://publications.waset.org/abstracts/search?q=transportation" title=" transportation"> transportation</a> </p> <a href="https://publications.waset.org/abstracts/37039/transportation-language-register-as-one-of-language-community" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37039.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">487</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4776</span> An Analysis of Instruction Checklist Based on Universal Design for Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yong%20Wook%20Kim">Yong Wook Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to develop an instruction analysis checklist applicable to inclusive setting based on the Universal Design for Learning Guideline 2.0. To do this, two self-validation reviews, two expert validity reviews, and two usability evaluations were conducted based on the Universal Design for Learning Guideline 2.0. After validation and usability evaluation, a total of 36 items consisting of 4 items for each instruction was developed. In all questions, examples are presented for the purpose of reinforcing concrete. All the items were judged by the 3-point scale. The observation results were provided through a radial chart allowing SWOT analysis of the universal design for learning of teachers. The developed checklist provides a description of the principles and guidelines in the checklist itself as it requires a thorough understanding by the observer of the universal design for learning through prior education. Based on the results of the study, the instruction criteria, the specificity of the criteria, the number of questions, and the method of arrangement were discussed. As a future research, this study proposed the characteristics of application of universal design for learning for each subject, the comparison with the observation results through the self-report teaching tool, and the continual revision and supplementation of the lecture checklist. <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=universal%20design%20for%20learning" title=" universal design for learning"> universal design for learning</a>, <a href="https://publications.waset.org/abstracts/search?q=instruction%20analysis" title=" instruction analysis"> instruction analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=instruction%20checklist" title=" instruction checklist"> instruction checklist</a> </p> <a href="https://publications.waset.org/abstracts/86187/an-analysis-of-instruction-checklist-based-on-universal-design-for-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86187.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">281</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4775</span> Role of Education in the Transference of Global Values</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Baratali%20Monfarediraz">Baratali Monfarediraz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Humans’ identity is not only under the influence of a certain society or social structure but also it is influenced by an international identity. This article is a research on role of education in the manifestation of universally accepted values such as, advancement of science, improvement in the quality of education, preservation of the natural environment, preservation, and spread of peace, exchange of knowledge and technology, equal educational opportunities, benefiting from a universal morality and etc. Therefore, the relation between universal beliefs and values and educational approaches and programs is the first thing to pay attention to. Studies indicate that the first step in achieving the above mentioned goals is offering learning strategies. Therefore the importance of educational approaches and programs as a tool for the transference of ideas, experiences and thoughts becomes quite clear. Proper education gives everyone the opportunity of acquiring knowledge while creating tendency toward social activities paves the way for achieving the universal values. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=globalization" title="globalization">globalization</a>, <a href="https://publications.waset.org/abstracts/search?q=universal%20values" title=" universal values"> universal values</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=universal%20goal" title=" universal goal"> universal goal</a>, <a href="https://publications.waset.org/abstracts/search?q=values" title=" values"> values</a>, <a href="https://publications.waset.org/abstracts/search?q=society" title=" society "> society </a> </p> <a href="https://publications.waset.org/abstracts/24723/role-of-education-in-the-transference-of-global-values" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24723.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">379</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4774</span> The Public Relations Activities on Social Networking Sites for Communication to the Customer: Case Study the Company in Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Phakit%20Treesukol">Phakit Treesukol</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this investigation is to ascertain Internet users’ behaviours towards companies’ public relations activities on social networking sites. In order to conduct a study of Internet users’ behaviour, data was collected using the quota sampling method from a total of 100 Internet users who are members of SNS and used the Internet during the period 10 December 2009 to 9 January 2010. An online self-administrated questionnaire was distributed through Facebook, Hi5 and Twitter to Internet users by using snowball sampling technique. Results of the study showed that the majority of the respondents were using social networking sites with the main purpose to contact their friends. Presently, most of the respondents were not regularly receiving companies’ public relations activities on social networking sites. The highest frequency of survey responses by the respondents was for hiding or deleting information introducing new products or services from companies on SNS also as well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=media%20uses%20and%20gratification" title="media uses and gratification">media uses and gratification</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20activities" title=" online activities"> online activities</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20relations%20activities" title=" public relations activities"> public relations activities</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20networking%20sites" title=" social networking sites"> social networking sites</a> </p> <a href="https://publications.waset.org/abstracts/55240/the-public-relations-activities-on-social-networking-sites-for-communication-to-the-customer-case-study-the-company-in-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55240.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">254</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4773</span> Explicitation as a Non-Professional Translation Universal: Evidence from the Translation of Promotional Material</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Julieta%20Alos">Julieta Alos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Following the explicitation hypothesis, it has been proposed that explicitation is a translation universal, i.e., one of those features that characterize translated texts, and cannot be traced back to interference from a particular language. The explicitation hypothesis has been enthusiastically endorsed by some scholars, and firmly rejected by others. Focusing on the translation of promotional material from English into Arabic, specifically in the luxury goods market, the aims of this study are twofold: First, to contribute to the debate regarding the notion of explicitation in order to advance our understanding of what has become a contentious concept. Second, to add to the growing body of literature on non-professional translation by shedding light on this particular aspect of it. To this end, our study uses a combination of qualitative and quantitative methods to explore a corpus of brochures pertaining to the luxury industry, translated into Arabic at the local marketing agencies promoting the brands in question, by bilingual employees who have no translation training. Our data reveals a preference to avoid creative language choices in favor of more direct advertising messages, suggestive of a general tendency towards explicitation in non-professional translation, beyond what is dictated by the grammatical and stylistic constraints of Arabic. We argue, further, that this translation approach is at odds with the principles of luxury advertising, which emphasize implicitness and ambiguity, and view language as an extension of the creative process involved in the production of the luxury item. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English-Arabic%20translation" title="English-Arabic translation">English-Arabic translation</a>, <a href="https://publications.waset.org/abstracts/search?q=explicitation" title=" explicitation"> explicitation</a>, <a href="https://publications.waset.org/abstracts/search?q=non-professional%20translation" title=" non-professional translation"> non-professional translation</a>, <a href="https://publications.waset.org/abstracts/search?q=promotional%20texts" title=" promotional texts"> promotional texts</a> </p> <a href="https://publications.waset.org/abstracts/60023/explicitation-as-a-non-professional-translation-universal-evidence-from-the-translation-of-promotional-material" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60023.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">375</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4772</span> Social Networking Sites and Employee Engagement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sultan%20Ali%20Suleiman%20AlMazrouei">Sultan Ali Suleiman AlMazrouei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: The purpose of this paper is to examine the effect of communication through social networking sites (Facebook, Twitter) on employee engagement. Methodology: A quantitative survey was used to collect data from 440 employees from the Ministry of Education in Oman. SPSS software was used to analyze the data. Findings: The results revealed a positive significant relationship between communication via Facebook and employee engagement. However, communication via Twitter does not influence employee engagement significantly. Practical implications: Managers can benefit from the study by understanding the importance of communication via Facebook with employees in order to increase their engagement. They should post their views and thoughts on Facebook and encourage their employees to be members which would be reflected on their psychological side positively. That gives them a feeling of belonging to a network. Originality/value: The study enriches the human resources management literature by examining a theoretical framework about the influence of social networking sites usage on employee engagement. This is one of the few studies that focus on the relationship of social networking sites usage with employees' engagement. It is the first study in an Omani context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employee%20engagement" title="employee engagement">employee engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20networking%20sites" title=" social networking sites"> social networking sites</a>, <a href="https://publications.waset.org/abstracts/search?q=Facebook" title=" Facebook"> Facebook</a>, <a href="https://publications.waset.org/abstracts/search?q=Twitter" title=" Twitter"> Twitter</a> </p> <a href="https://publications.waset.org/abstracts/34226/social-networking-sites-and-employee-engagement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34226.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">333</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4771</span> Fuzzy Set Approach to Study Appositives and Its Impact Due to Positional Alterations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=E.%20Mike%20Dison">E. Mike Dison</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Pathinathan"> T. Pathinathan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Computing with Words (CWW) and Possibilistic Relational Universal Fuzzy (PRUF) are the two concepts which widely represent and measure the vaguely defined natural phenomenon. In this paper, we study the positional alteration of the phrases by which the impact of a natural language proposition gets affected and/or modified. We observe the gradations due to sensitivity/feeling of a statement towards the positional alterations. We derive the classification and modification of the meaning of words due to the positional alteration. We present the results with reference to set theoretic interpretations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=appositive" title="appositive">appositive</a>, <a href="https://publications.waset.org/abstracts/search?q=computing%20with%20words" title=" computing with words"> computing with words</a>, <a href="https://publications.waset.org/abstracts/search?q=possibilistic%20relational%20universal%20fuzzy%20%28PRUF%29" title=" possibilistic relational universal fuzzy (PRUF)"> possibilistic relational universal fuzzy (PRUF)</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20sentiment%20analysis" title=" semantic sentiment analysis"> semantic sentiment analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=set-theoretic%20interpretations" title=" set-theoretic interpretations"> set-theoretic interpretations</a> </p> <a href="https://publications.waset.org/abstracts/80568/fuzzy-set-approach-to-study-appositives-and-its-impact-due-to-positional-alterations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80568.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">163</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4770</span> Social Networking Sites and Narcissism among Generation Z</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Christine%20Mappala">Christine Mappala</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social Networking Sites has an undeniable contribution but also a downgrading effect in our society when used inappropriately. It has effects on an individual’s physical, academic, social, emotional, and behavioral aspects in life, a reason to take account to the possible risks it can have with the future generations, specifically the Generation Z. Determining if SNS Usage has an effect on an individual’s Narcissistic Tendencies, how common narcissism is among these individuals and to provide additional information about the Generation Z in the Philippines is the purpose of this study. A total of 342 participants were gathered. Results indicated that there is a low significance of SNS as a predictor to Narcissism. Also, results showed that there is a low level of narcissism among Generation Z. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=narcissism" title="narcissism">narcissism</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20networking%20sites" title=" social networking sites"> social networking sites</a>, <a href="https://publications.waset.org/abstracts/search?q=Generation%20Z" title=" Generation Z"> Generation Z</a>, <a href="https://publications.waset.org/abstracts/search?q=normal%20narcissism" title=" normal narcissism"> normal narcissism</a> </p> <a href="https://publications.waset.org/abstracts/80601/social-networking-sites-and-narcissism-among-generation-z" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80601.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">501</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4769</span> Development of an Attitude Scale Towards Social Networking Sites</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M%C3%BCnevver%20Ba%C5%9Fman">Münevver Başman</a>, <a href="https://publications.waset.org/abstracts/search?q=Deniz%20G%C3%BCllero%C4%9Flu"> Deniz Gülleroğlu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to develop a scale to determine the attitudes towards social networking sites. 45 tryout items, prepared for this aim, were applied to 342 students studying at Marmara University, Faculty of Education. The reliability and the validity of the scale were conducted with the help of these students. As a result of exploratory factor analysis with Varimax rotation, 41 items grouped according to the structure with three factors (interest, reality and negative effects) is obtained. While alpha reliability of the scale is obtained as .899; the reliability of factors is obtained as .899, .799, .775, respectively. <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=reliability" title=" reliability"> reliability</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20networking%20sites" title=" social networking sites"> social networking sites</a>, <a href="https://publications.waset.org/abstracts/search?q=validity." title=" validity."> validity.</a> </p> <a href="https://publications.waset.org/abstracts/43374/development-of-an-attitude-scale-towards-social-networking-sites" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43374.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">386</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4768</span> L2 Acquisition of Tense and Aspect by Cantonese and Mandarin ESL Learners of Different Proficiency Levels</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mable%20Chan">Mable Chan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study about the acquisition of tense and aspect by Cantonese and Mandarin ESL learners aims to investigate the relationship between knowledge, the role that classroom input plays in the development of that knowledge, and learners' use of the L2 knowledge they acquire (i.e. their performance). Chinese has been argued as a tenseless language and Chinese ESL learners have to acquire the property from scratch. The study of acquisition of tense and aspect is a very fruitful research area in second language acquisition for a number of reasons. First, tense and aspect are notorious for being difficult for Chinese ESL learners. Second, to our knowledge, no studies have been done to compare Cantonese and Mandarin ESL learners and age effects in one single study. Data are now being collected and the findings from this comparison study of tense-aspect acquisition will shed light on both theoretical and pedagogical issues in second language acquisition, and contribute to a better understanding of both theoretical aspect concerning L2 acquisition of tense and aspect, and pedagogy of tense for L2 Chinese ESL learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aspect" title="aspect">aspect</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title=" second language acquisition"> second language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=tense" title=" tense"> tense</a>, <a href="https://publications.waset.org/abstracts/search?q=universal%20grammar" title=" universal grammar"> universal grammar</a> </p> <a href="https://publications.waset.org/abstracts/46891/l2-acquisition-of-tense-and-aspect-by-cantonese-and-mandarin-esl-learners-of-different-proficiency-levels" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46891.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">350</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4767</span> Rational Bureaucracy and E-Government: A Philosophical Study of Universality of E-Government</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Akbar%20Jamali">Akbar Jamali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Hegel is the first great political philosopher who specifically contemplates on bureaucracy. For Hegel bureaucracy is the function of the state. Since state, essentially is a rational organization, its function; namely, bureaucracy must be rational. Since, what is rational is universal; Hegel had to explain how the bureaucracy could be understood as universal. Hegel discusses bureaucracy in his treatment of ‘executive power’. He analyses modern bureaucracy as a form of political organization, its constituent members, and its relation to the social environment. Therefore, the essence of bureaucracy in Hegel’s philosophy is the implementation of law and rules. Hegel argues that unlike the other social classes that are particular because they look for their own private interest, bureaucracy as a class is a ‘universal’ because their orientation is the interest of the state. State for Hegel is essentially rational and universal. It is the actualization of ‘objective Spirit’. Marx criticizes Hegel’s argument on the universality of state and bureaucracy. For Marx state is equal to bureaucracy, it constitutes a social class that based on the interest of bourgeois class that dominates the society and exploits proletarian class. Therefore, the main disagreement between these political philosophers is: whether the state (bureaucracy) is universal or particular. Growing e-government in modern state as an important aspect of development leads us to contemplate on the particularity and universality of e-government. In this article, we will argue that e-government essentially is universal. E-government, in itself, is impartial; therefore, it cannot be particular. The development of e-government eliminates many side effects of the private, personal or particular interest of the individuals who work as bureaucracy. Finally, we will argue that more a state is developed more it is universal. Therefore, development of e-government makes the state a more universal and affects the modern philosophical debate on the particularity or universality of bureaucracy and state. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=particularity" title="particularity">particularity</a>, <a href="https://publications.waset.org/abstracts/search?q=universality" title=" universality"> universality</a>, <a href="https://publications.waset.org/abstracts/search?q=rational%20bureaucracy" title=" rational bureaucracy"> rational bureaucracy</a>, <a href="https://publications.waset.org/abstracts/search?q=impartiality" title=" impartiality"> impartiality</a> </p> <a href="https://publications.waset.org/abstracts/45591/rational-bureaucracy-and-e-government-a-philosophical-study-of-universality-of-e-government" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45591.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">249</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4766</span> Universal Design Implementation in a Private University; Investment, Decision Making, Perceptions and the Value of Social Capital</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sridara%20Tipian">Sridara Tipian</a>, <a href="https://publications.waset.org/abstracts/search?q=Henry%20Skates%20Jr."> Henry Skates Jr.</a>, <a href="https://publications.waset.org/abstracts/search?q=Antika%20Sawadsri"> Antika Sawadsri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is widely recognized that universal design should be implemented as broadly as possible to benefit as many groups and sub groups of people within a society. In Thailand, public buildings such as public universities are obvious places where the benefits of universal design principles are easily appreciated and applied, but there are other building types such as private universities where the benefits may not be just as obvious. In these buildings, the implementation of universal design is not always achieved. There are many reasons given for this among which is the perceived additional cost of implementation. This paper argues that social capital should be taken into consideration when such decisions are being made. The paper investigates the background, principles and theories pertaining to universal design and using a case study of a private university, investigates the implementation of universal design against the background of current legislation and the perceptions of the private university administrators. The study examines the physical facilities of the case study university in the context of current theories and principles of universal design alongside the legal requirements for same. A survey of building users evaluates knowledge of and attitudes to universal design. The research shows that although administrators perceive the initial cost of investment to be prohibitive in the short term, in the long term, changes in societal values in relation to social inclusiveness are changing and that the social capital of investing in universal design should not be underestimated. The results of this study should provide greater incentive for the enforcement of the legal requirements for universal design in Thailand. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=public%20buildings" title="public buildings">public buildings</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20facilities" title=" physical facilities"> physical facilities</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20capital%20private%20university" title=" social capital private university"> social capital private university</a>, <a href="https://publications.waset.org/abstracts/search?q=investment" title=" investment"> investment</a>, <a href="https://publications.waset.org/abstracts/search?q=decision%20making" title=" decision making"> decision making</a>, <a href="https://publications.waset.org/abstracts/search?q=value" title=" value"> value</a>, <a href="https://publications.waset.org/abstracts/search?q=enforcement" title=" enforcement"> enforcement</a>, <a href="https://publications.waset.org/abstracts/search?q=legal%20requirements" title=" legal requirements"> legal requirements</a> </p> <a href="https://publications.waset.org/abstracts/41923/universal-design-implementation-in-a-private-university-investment-decision-making-perceptions-and-the-value-of-social-capital" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41923.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">275</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4765</span> External Networking for Innovation in Construction Industry in Malaysia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Megat%20Zuhairy">Megat Zuhairy</a>, <a href="https://publications.waset.org/abstracts/search?q=Megat%20Tajuddin"> Megat Tajuddin</a>, <a href="https://publications.waset.org/abstracts/search?q=Hadijah%20Iberahim"> Hadijah Iberahim</a>, <a href="https://publications.waset.org/abstracts/search?q=Noraini%20Ismail"> Noraini Ismail</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims to discuss the impact of external networking on innovation and organizational performance in the construction industry. In Malaysia, the construction industry is known to be one of the industries that contribute significantly towards her economic growth. The construction industry is described as a fragmented and complex product system as construction projects implementation requires involvement of varying combination of large and small organizations across the supply chain spectrum. The innovation and performance of Malaysian construction industry are reported to be at underachieving and efforts for its improvement have inspired this study initiative. External networking among industry players is capable in bringing them to work together as a team, reducing the adversarial relationships among them for innovation effort and greater performance. The instrument in measuring innovation and organizational performance specific to the construction industry was developed by adapting measures introduced by several scholars in these fields. Contractors and consulting companies were the sampling frames of this study representing the construction industry in Malaysia. The population lists were developed from the lists provided by CIDB, BEM, BOA and BQSM. The samples were selected based on a stratified sampling method to gauge representation of the different groups in the population. Regression analysis was performed in this quantitative study to assess relationships amongst variables. The results revealed that principally, external networking is significant in influencing both innovation and organizational performance. Nevertheless, external networking with different industry players has a different impact on innovation and organizational performance. The study revealed that external networking with project players is significant on project performance but not on innovation. On the other hand, external networking with government agencies, academic institutions and professional bodies is significant in influencing innovation but not on organizational performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=innovation" title="innovation">innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=external%20networking" title=" external networking"> external networking</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20performance" title=" organizational performance"> organizational performance</a>, <a href="https://publications.waset.org/abstracts/search?q=construction%20industry" title=" construction industry"> construction industry</a> </p> <a href="https://publications.waset.org/abstracts/44308/external-networking-for-innovation-in-construction-industry-in-malaysia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44308.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">305</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4764</span> Reclaiming and Reconstructing the History of the Universal Declaration of Human Rights</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hamid%20Vahidkia">Hamid Vahidkia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The origins of the Universal Declaration of Human Rights (UDHR) are not widely understood, leading to misconceptions that need to be examined. Recent research disputes the idea that the UDHR was exclusively backed and endorsed by Western countries and even raised doubts about powerful nations backing the creation of global human rights norms. This article examines four political misconceptions regarding the Universal Declaration, with each one having some truth to it but also being misleading. The significance of small states in promoting human rights norms has been underestimated, just as the importance of large states has been exaggerated in history. The Universal Declaration was created through negotiations with the involvement of numerous states. All states have a stake in small states reclaiming their portion of history due to the legitimacy it gained from the political process that formed it. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=declaration.%20law" title="declaration. law">declaration. law</a>, <a href="https://publications.waset.org/abstracts/search?q=rights" title=" rights"> rights</a>, <a href="https://publications.waset.org/abstracts/search?q=humanity" title=" humanity"> humanity</a>, <a href="https://publications.waset.org/abstracts/search?q=UDHR" title=" UDHR"> UDHR</a> </p> <a href="https://publications.waset.org/abstracts/186157/reclaiming-and-reconstructing-the-history-of-the-universal-declaration-of-human-rights" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186157.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">39</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4763</span> Understanding English Language in Career Development of Academics in Non-English Speaking HEIs: A Systematic Literature Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ricardo%20Pinto%20Mario%20Covele">Ricardo Pinto Mario Covele</a>, <a href="https://publications.waset.org/abstracts/search?q=Patricio%20V.%20Langa"> Patricio V. Langa</a>, <a href="https://publications.waset.org/abstracts/search?q=Patrick%20Swanzy"> Patrick Swanzy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The English language has been recognized as a universal medium of instruction in academia, especially in Higher Education Institutions (HEIs) hence exerting enormous influence within the context of research and publication. By extension, the English Language has been embraced by scholars from non-English speaking countries. The purpose of this review was to synthesize the discussions using four databases. Discussion in the English language in the career development of academics, particularly in non-English speaking universities, is largely less visible. This paper seeks to fill this gap and to improve the visibility of the English language in the career development of academics focusing on non-English language speaking universities by undertaking a systematic literature review. More specifically, the paper addresses the language policy, English language learning model as a second language, sociolinguistic field and career development, methods, as well as its main findings. This review analyzed 75 relevant resources sourced from Western Cape’s Library, Scopus, Google scholar, and web of science databases from November 2020 to July 2021 using the PQRS framework as an analytical lens. The paper’s findings demonstrate that, while higher education continues to be under-challenges of English language usage, literature targeting non-English speaking universities remains less discussed than it is often described. The findings also demonstrate the dominance of English language policy, both for knowledge production and dissemination of literature challenging emerging scholars from non-English speaking HEIs. Hence, the paper argues for the need to reconsider the context of non-English language speakers in the English language in the career development of academics’ research, both as empirical fields and as emerging knowledge producers. More importantly, the study reveals two bodies of literature: (1) the instrumentalist approach to English Language learning and (2) Intercultural approach to the English Language for career opportunities, classified as the appropriate to explain the English language learning process and how is it perceived towards scholars’ academic careers in HEIs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20language" title="English language">English language</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20and%20private%20universities" title=" public and private universities"> public and private universities</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20policy" title=" language policy"> language policy</a>, <a href="https://publications.waset.org/abstracts/search?q=career%20development" title=" career development"> career development</a>, <a href="https://publications.waset.org/abstracts/search?q=non-English%20speaking%20countries" title=" non-English speaking countries"> non-English speaking countries</a> </p> <a href="https://publications.waset.org/abstracts/143434/understanding-english-language-in-career-development-of-academics-in-non-english-speaking-heis-a-systematic-literature-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143434.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">154</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4762</span> Motivations for Using Social Networking Sites by College Students for Educational Purposes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kholoud%20H.%20Al-Zedjali">Kholoud H. Al-Zedjali</a>, <a href="https://publications.waset.org/abstracts/search?q=Abir%20S.%20Al-Harrasi"> Abir S. Al-Harrasi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20H.%20Al-Badi"> Ali H. Al-Badi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recently there has been a dramatic proliferation in the number of social networking sites (SNSs) users; however, little is published about what motivates college students to use SNSs in education. The main goal of this research is to explore the college students’ motives for using SNSs in education. A conceptual framework has therefore been developed to identify the main factors that influence/motivate students to use social networking sites for learning purposes. To achieve the research objectives a quantitative method was used to collect data. A questionnaire has been distributed amongst college students. The results reveal that social influence, perceived enjoyment, institute regulation, perceived usefulness, ranking up-lift, attractiveness, communication tools, free of charge, sharing material and course nature all play an important role in the motivation of college students to use SNSs for learning purposes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Social%20Networking%20Sites%20%28SNSs%29" title="Social Networking Sites (SNSs)">Social Networking Sites (SNSs)</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20students" title=" college students"> college students</a>, <a href="https://publications.waset.org/abstracts/search?q=motivations" title=" motivations"> motivations</a> </p> <a href="https://publications.waset.org/abstracts/12537/motivations-for-using-social-networking-sites-by-college-students-for-educational-purposes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12537.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">263</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4761</span> Self-Disclosure and Privacy Management Behavior in Social Media: Privacy Calculus Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chien-Wen%20Chen">Chien-Wen Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Nguyen%20Duong%20Thuy%20Trang"> Nguyen Duong Thuy Trang</a>, <a href="https://publications.waset.org/abstracts/search?q=Yu-Hsuan%20Chang"> Yu-Hsuan Chang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the development of information technology, social networking sites are inseparable from life and have become an important way for people to communicate. Nonetheless, privacy issues are raised by the presence of personal information on social networking sites. However, users can benefit from using the functions of social networking sites, which also leads to users worrying about the leakage of personal information without corresponding privacy protection behaviors, which is called the privacy paradox. However, previous studies have questioned the viewpoint of the privacy paradox, believing that users are not so naive and that people with privacy concerns will conduct privacy management. Consequently, this study is based on the view of privacy calculation perspective to investigate the privacy behavior of users on social networking sites. Among them, social benefits and privacy concerns are taken as the expected benefits and costs in the viewpoint of privacy calculation. At the same time, this study also explores the antecedents, including positive feedback, self-presentation, privacy policy, and information sensitivity, and the consequence of privacy behavior of weighing benefits and costs, including self-disclosure and three privacy management strategies by interpersonal boundaries (Preventive, Censorship, and Corrective). The survey respondents' characteristics and prior use experience of social networking sites were analyzed. As a consequence, a survey of 596 social network users was conducted online to validate the research framework. The results show that social benefit has the greatest influence on privacy behavior. The most important external factors affecting privacy behavior are positive feedback, followed by the privacy policy and information sensitivity. In addition, the important findings of this study are that social benefits will positively affect privacy management. It shows that users can get satisfaction from interacting with others through social networking sites. They will not only disclose themselves but also manage their privacy on social networking sites after considering social benefits and privacy management on social networking sites, and it expands the adoption of the Privacy Calculus Perspective framework from prior research. Therefore, it is suggested that as the functions of social networking sites increase and the development of social networking sites, users' needs should be understood and updated in order to ensure the sustainable operation of social networking. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=privacy%20calculus%20perspective" title="privacy calculus perspective">privacy calculus perspective</a>, <a href="https://publications.waset.org/abstracts/search?q=self-disclosure" title=" self-disclosure"> self-disclosure</a>, <a href="https://publications.waset.org/abstracts/search?q=privacy%20management" title=" privacy management"> privacy management</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20benefit" title=" social benefit"> social benefit</a>, <a href="https://publications.waset.org/abstracts/search?q=privacy%20concern" title=" privacy concern"> privacy concern</a> </p> <a href="https://publications.waset.org/abstracts/161178/self-disclosure-and-privacy-management-behavior-in-social-media-privacy-calculus-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161178.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">89</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4760</span> Exploring the Use of Universal Design for Learning to Support The Deaf Learners in Lesotho Secondary Schools: English Teachers Voice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ntloyalefu%20Justinah">Ntloyalefu Justinah</a>, <a href="https://publications.waset.org/abstracts/search?q=Fumane%20Khanare"> Fumane Khanare</a> </p> <p class="card-text"><strong>Abstract:</strong></p> English learning has been found as one of the prevalent areas of difficulty for Deaf learners. However, studies conducted indicated that this challenge experienced by Deaf learners is an upsetting concern globally as is blamed and hampered by various reasons such as the way English is taught at schools, lack of teachers ' skills and knowledge, therefore, impact negatively on their academic performance. Despite any difficulty in English learning, this language is considered nowadays as the key tool to an educational and occupational career especially in Lesotho. This paper, therefore, intends to contribute to the existing literature by providing the views of Lesotho English teachers, which focuses on how effectively Universal design for learning can be implemented to enhance the academic performance of Deaf learners in context of the English language classroom. The purpose of this study sought to explore the use of universal design for learning (UDL) to support Deaf learners in Lesotho Secondary schools. The present study is informed by interpretative paradigm and situated within a qualitative research approach. Ten participating English teachers from two inclusive schools were purposefully selected and telephonically interviewed to generate data for this study. The data were thematically analysed. The findings indicated that even though UDL is identified as highly proficient and promotes flexibility in teaching methods teachers reflect limited knowledge of the UDL approach. The findings further showed that UDL ensures education for all learners, including marginalised groups, such as learners with disabilities through different teaching strategies. This means that the findings signify the effective use of UDL for the better performance of the English language by Deaf learners (DLs). This aligns with literature that shows mobilizing English teachers as assets help DLs to be engaged and have control in their communities by defining and solving problems using their resources and connections to other networks for asset and exchange. The study, therefore, concludes that teachers acknowledge that even though they assume to be knowledgeable about the definition of UDL, they have a limited practice of the approach, thus they need to be equipped with some techniques and skills to apply for supporting the performance of DLs by using UDL approach in their English teaching. The researchers recommend the awareness of UDL principles by the ministry of Education and Training and teachers training Universities, as well as teachers training colleges, for them to include it in their curricula so that teachers could be properly trained on how to apply it in their teaching effectively <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=deaf%20learners" title="deaf learners">deaf learners</a>, <a href="https://publications.waset.org/abstracts/search?q=Lesotho" title=" Lesotho"> Lesotho</a>, <a href="https://publications.waset.org/abstracts/search?q=support%20learning" title=" support learning"> support learning</a>, <a href="https://publications.waset.org/abstracts/search?q=universal%20design%20for%20learning" title=" universal design for learning"> universal design for learning</a> </p> <a href="https://publications.waset.org/abstracts/153268/exploring-the-use-of-universal-design-for-learning-to-support-the-deaf-learners-in-lesotho-secondary-schools-english-teachers-voice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153268.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">113</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=universal%20networking%20language&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=universal%20networking%20language&page=3">3</a></li> <li class="page-item"><a class="page-link" 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