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constructivism</title> <meta name="description" content="Search results for: social constructivism"> <meta name="keywords" content="social constructivism"> <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 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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="social constructivism"> <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> 9539</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: social constructivism</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9509</span> ILearn, a Pathway to Progress</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Reni%20Francis">Reni Francis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning has transcended the classroom boundaries to create a learner centric, interactive, and integrative teaching learning environment. This study analysed the impact of iLearn on the teaching, learning, and evaluation among 100 teacher trainees. The objectives were to cater to the different learning styles of the teacher trainees, to incorporate innovative teaching learning activities, to assist in peer tutoring, to implement different evaluation processes. i: Identifying the learning styles among the teacher trainees through VARK Learning style checklist was followed by planning the teaching-learning process to meet the learning styles of the teacher trainees. L: Leveraging innovations in teaching- learning by planning and creating modules incorporating innovative teaching learning and hence the concept based year plan was prepared. E: Engage learning through constructivism using different teaching methodology to engage the teacher trainees in the learning process through Workshop, Round Robin, Gallery walk, Co-Operative learning, Think-Pair-Share, EDMODO, Course Networking, Concept Map, Brainstorming Sessions, Video Clippings. A: Assessing the learning through an Open Book assignment, Closed book assignment, and Multiple Choice Questions and Seminar presentation. R: Remediation through peer tutoring through Mentor-mentee approach in the tutorial groups, Group work, Library Hours. N: Norming new standards. This was done in the form of extended remediation and tutorials to understand the need of the teacher trainee and support them for further achievements in learning through Face to face interaction, Supervised Study Circle, Mobile (Device) learning. The findings of the study revealed the positive impact of iLearn towards student achievement and enhanced social skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title="academic achievement">academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=innovative%20strategy" title=" innovative strategy"> innovative strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20styles" title=" learning styles"> learning styles</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20skills" title=" social skills"> social skills</a> </p> <a href="https://publications.waset.org/abstracts/25789/ilearn-a-pathway-to-progress" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25789.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">356</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">9508</span> Qualitative Case Studies in Reading Specialist Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carol%20Leroy">Carol Leroy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This presentation focuses on the analysis qualitative case studies in the graduate education of reading specialists. The presentation describes the development and application of an integrated conceptual framework for reading specialist education, drawing on Robert Stake’s work on case study research, Kenneth Zeichner’s work on professional learning, and various tools for reading assessment (e.g. the Qualitative Reading Inventory). Social constructivist theory is used to provide intersecting links between the various influences on the processes used to assess and teaching reading within the case study framework. Illustrative examples are described to show the application of the framework in reading specialist education in a teaching clinic at a large urban university. Central to education of reading specialists in this teaching clinic is the collection, analysis and interpretation of data for the design and implementation of reading and writing programs for struggling readers and writers. The case study process involves the integrated interpretation of data, which is central to qualitative case study inquiry. An emerging theme in this approach to graduate education is the ambiguity and uncertainty that governs work with the adults and children who attend the clinic for assistance. Tensions and contradictions are explored insofar as they reveal overlapping but intersecting frameworks for case study analysis in the area of literacy education. An additional theme is the interplay of multiple layers of data with a resulting depth that goes beyond the practical need of the client and toward the deeper pedagogical growth of the reading specialist. The presentation makes a case for the value of qualitative case studies in reading specialist education. Further, the use of social constructivism as a unifying paradigm provides a robustness to the conceptual framework as a tool for understanding the pedagogy that is involved. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=case%20study" title=" case study"> case study</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20education" title=" professional education"> professional education</a>, <a href="https://publications.waset.org/abstracts/search?q=reading" title=" reading"> reading</a> </p> <a href="https://publications.waset.org/abstracts/27668/qualitative-case-studies-in-reading-specialist-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27668.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">458</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">9507</span> A Theoretical Framework for Design Theories in Mobile Learning: A Higher Education Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Paduri%20Veerabhadram">Paduri Veerabhadram</a>, <a href="https://publications.waset.org/abstracts/search?q=Antoinette%20Lombard"> Antoinette Lombard</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper a framework for hypothesizing about mobile learning to complement theories of formal and informal learning is presented. As such, activity theory will form the main theoretical lens through which the elements involved in formal and informal learning for mobile learning will be explored, specifically related to context-aware mobile learning application. The author believes that the complexity of the relationships involved can best be analysed using activity theory. Activity theory, as a social, cultural and activity theory can be used as a mobile learning framework in an academic environment, but to develop an optimal artifact, through investigation of inherent system's contradictions. As such, it serves as a powerful modelling tool to explore and understand the design of a mobile learning environment in the study’s environment. The Academic Tool Kit Framework (ATKF) as also employed for designing of a constructivism learning environment, effective in assisting universities to facilitate lecturers to effectively implement learning through utilizing mobile devices. Results indicate a positive perspective of students in the use of mobile devices for formal and informal learning, based on the context-aware learning environment developed through the use of activity theory and ATKF. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20learning" title="collaborative learning">collaborative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=cooperative%20learning" title=" cooperative learning"> cooperative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=context-aware%20learning%20environment" title=" context-aware learning environment"> context-aware learning environment</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20learning" title=" mobile learning"> mobile learning</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/32401/a-theoretical-framework-for-design-theories-in-mobile-learning-a-higher-education-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32401.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">568</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">9506</span> Anti-Social Media: Implications of Social Media in the Form of Stressors on Our Daily Lives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aimen%20Batool%20Bint-E-Rashid">Aimen Batool Bint-E-Rashid</a>, <a href="https://publications.waset.org/abstracts/search?q=Huma%20Irfan"> Huma Irfan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims to investigate the role of social media (Snapchat, Facebook, Twitter, etc.) in our daily lives and its implication on our everyday routine in the form of stressors. The study has been validated by a social media survey with 150 social media users belonging to various age groups. The study explores how social media can make an individual anti-social in his or her life offline. To explain the phenomenon, we have proposed and evaluated a model based on social media usage and stressors including burnout and social overload. Results, through correlation and regression tests, have revealed that with increase in social media usage, social overload and burnout also increases. Evidence for the fact that excessive social media usage causes social overload and burnout has been provided in the study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=burnout" title="burnout">burnout</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20exhaustion" title=" emotional exhaustion"> emotional exhaustion</a>, <a href="https://publications.waset.org/abstracts/search?q=fatigue" title=" fatigue"> fatigue</a>, <a href="https://publications.waset.org/abstracts/search?q=stressors" title=" stressors"> stressors</a>, <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=social%20media" title=" social media"> social media</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20overload" title=" social overload"> social overload</a> </p> <a href="https://publications.waset.org/abstracts/96607/anti-social-media-implications-of-social-media-in-the-form-of-stressors-on-our-daily-lives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96607.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">207</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">9505</span> Relationships between Social Entrepreneurship, CSR and Social Innovation: In Theory and Practice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Krisztina%20Szegedi">Krisztina Szegedi</a>, <a href="https://publications.waset.org/abstracts/search?q=Gyula%20F%C3%BCl%C3%B6p"> Gyula Fülöp</a>, <a href="https://publications.waset.org/abstracts/search?q=%C3%81d%C3%A1m%20Bereczk"> Ádám Bereczk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The shared goal of social entrepreneurship, corporate social responsibility and social innovation is the advancement of society. The business model of social enterprises is characterized by unique strategies based on the competencies of the entrepreneurs, and is not aimed primarily at the maximization of profits, but rather at carrying out goals for the benefit of society. Corporate social responsibility refers to the active behavior of a company, by which it can create new solutions to meet the needs of society, either on its own or in cooperation with other social stakeholders. The objectives of this article are to define concepts, describe and integrate relevant theoretical models, develop a model and introduce some examples of international practice that can inspire initiatives for social development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corporate%20social%20responsibility" title="corporate social responsibility">corporate social responsibility</a>, <a href="https://publications.waset.org/abstracts/search?q=CSR" title=" CSR"> CSR</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20innovation" title=" social innovation"> social innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20entrepreneurship" title=" social entrepreneurship"> social entrepreneurship</a> </p> <a href="https://publications.waset.org/abstracts/48498/relationships-between-social-entrepreneurship-csr-and-social-innovation-in-theory-and-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48498.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">323</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">9504</span> The Role of Trust in International Relations– Examining India’s Gujaral Doctrine and South Asian Politics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bhavana%20Mahajan">Bhavana Mahajan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> International Relations is a discipline of paradoxes. The State is the dominant political institution, yet little attention has been accorded to why individual countries behave the way they do with the theoretical analysis dismissing the State as a reactionary monolith – thus States either play to “quest for power” or to “systemic” forces. However, States do behave as and are influenced by agents when interacting with international structures as well as with other states. While questions on “competitive power politics” and “trust” have been examined and developed to a fair extent by International Relations theorists in the post 1990s period, their application to the domain of South Asian politics is limited and little research, if any, examines the conduct of foreign policy beyond rational choice. This paper is an initial attempt to marry these theoretical insights with the foreign policy exercised by India especially the case of the “Gujral Doctrine, as one of “non-reciprocal accommodation”. Ignoring the view that such a policy move can be viewed as political “feinting” or deception, it is noteworthy that India even made the first move in terms of defining its role as one who “trusts” rather than one who “seeks” to trust, given the country’s geo-strategic context and threat perceptions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=India%E2%80%99s%20foreign%20policy" title="India’s foreign policy">India’s foreign policy</a>, <a href="https://publications.waset.org/abstracts/search?q=South%20Asia" title=" South Asia"> South Asia</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20constructivism" title=" social constructivism"> social constructivism</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20school" title=" English school"> English school</a>, <a href="https://publications.waset.org/abstracts/search?q=trusting%20relationships" title=" trusting relationships"> trusting relationships</a>, <a href="https://publications.waset.org/abstracts/search?q=Gujral%20Doctrine" title=" Gujral Doctrine"> Gujral Doctrine</a>, <a href="https://publications.waset.org/abstracts/search?q=rationality" title=" rationality"> rationality</a> </p> <a href="https://publications.waset.org/abstracts/24348/the-role-of-trust-in-international-relations-examining-indias-gujaral-doctrine-and-south-asian-politics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24348.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">341</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">9503</span> The Impact of Science Teachers' Epistemological Beliefs and Metacognition on Their Use of Inquiry Based Teaching Approaches</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Irfan%20Ahmed%20Rind">Irfan Ahmed Rind</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Science education has recently become the top priority of government of Pakistan. Number of schemes has been initiated for the improvement of science teaching and learning at primary and secondary levels of education, most importantly training in-service science teachers on inquiry based teaching and learning to empower students and encourage creativity, critical thinking, and innovation among them. Therefore, this approach has been promoted in the recent continuous professional development trainings for the in-service teachers. However, the follow ups on trained science teachers and educators suggest that these teachers fail to implement the inquiry based teaching and learning in their classes. In addition, these trainings also fail to bring any significant change in students’ science content knowledge and understanding as per the annual national level surveys conducted by government and independent agencies. Research suggests that science has been taught using scientific positivism, which supports objectivity based on experiments and mathematics. In contrary, the inquiry based teaching and learning are based on constructivism, which conflicts with the positivist epistemology of science teachers. It was, therefore, assumed that science teachers struggle to implement the inquiry based teaching approach as it conflicts with their basic epistemological beliefs. With this assumption, this research aimed to (i) understand how science teachers conceptualize the nature of science, and how this influence their understanding of learning, learners, their own roles as teachers and their teaching strategies, (ii) identify the conflict of science teachers’ epistemological beliefs with the inquiry based teaching approach, and (iii) find the ways in which science teachers epistemological beliefs may be developed from positivism to constructivism, so that they may effectively use the inquiry based teaching approach in teaching science. Using qualitative case study approach, thirty six secondary and higher secondary science teachers (21 male and 15 female) were selected. Data was collected using interviewed, participatory observations (sixty lessons were observed), and twenty interviews from students for verifications of teachers’ responses. The findings suggest that most of the science teacher were positivist in defining the nature of science. Most of them limit themselves to one fix answer that is provided in the books and that there is only one 'right' way to teach science. There is no room for students’ or teachers’ own opinion or bias when it comes to scientific concepts. Inquiry based teaching seems 'no right' to them. They find it difficult to allow students to think out of the box. However, some interesting exercises were found to be very effective in bringing the change in teachers’ epistemological beliefs. These will be discussed in detail in the paper. The findings have major implications for the teachers, educators, and policymakers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=science%20teachers" title="science teachers">science teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=epistemology" title=" epistemology"> epistemology</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognition" title=" metacognition"> metacognition</a>, <a href="https://publications.waset.org/abstracts/search?q=inquiry%20based%20teaching" title=" inquiry based teaching"> inquiry based teaching</a> </p> <a href="https://publications.waset.org/abstracts/88820/the-impact-of-science-teachers-epistemological-beliefs-and-metacognition-on-their-use-of-inquiry-based-teaching-approaches" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88820.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">150</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">9502</span> Orientation towards Social Entrepreneurship-Prioritary: Givens for Overcoming Social Inequality</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Revaz%20Gvelesiani">Revaz Gvelesiani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, social inequality increasingly strengthens the trend from business entrepreneurship to social entrepreneurship. It can be said that business entrepreneurs, according to their interests, move towards social entrepreneurship. Effectively operating markets create mechanisms, which lead to 'good' behavior. This is the most important feature of the rationally functioning society. As for the prospects of social entrepreneurship, expansion of entrepreneurship concept at the social arena may lead to such an outcome, when people who are skeptical about business, become more open towards entrepreneurship as a type of activity. This is the way which by means of increased participation in entrepreneurship promotes fair distribution of wealth. Today 'entrepreneurship for all' is still a dream, although the one, which may come true. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20entrepreneurship" title="social entrepreneurship">social entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=business%20entrepreneurship" title=" business entrepreneurship"> business entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=functions%20of%20entrepreneurship" title=" functions of entrepreneurship"> functions of entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20inequality" title=" social inequality"> social inequality</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20interests" title=" social interests"> social interests</a>, <a href="https://publications.waset.org/abstracts/search?q=interest%20groups" title=" interest groups"> interest groups</a>, <a href="https://publications.waset.org/abstracts/search?q=interest%20conflicts" title=" interest conflicts"> interest conflicts</a> </p> <a href="https://publications.waset.org/abstracts/46175/orientation-towards-social-entrepreneurship-prioritary-givens-for-overcoming-social-inequality" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46175.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">362</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9501</span> Social Business: Opportunities and Challenges</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Mustafizur%20Rahaman">Muhammad Mustafizur Rahaman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social business is a new concept in the field of Business Economics and Capitalist Economy. It has increased the importance in economic and social development in emerging economies. Professor Muhammad Yunus is the founding father of the notion. While conventional business underscores profit maximization as a core business principle, social business calls for addressing social problems at the expense of profit. This underlying principle gives social business advantageous position over conventional businesses to serve those who live at the bottom of the pyramid. It also poses grave challenges to the social business because social business sacrifices profit at one hand and seeks financial sustainability on the other. For the sake of its financial sustainability, the social business might increase the price of its product or service which might lower its social impact, thus, makes the business self-defeating. Therefore, social business should be more innovative in every business process including production, marketing, and management. Otherwise, the business is unlikely to be driven out from the society. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=innovativeness" title="innovativeness">innovativeness</a>, <a href="https://publications.waset.org/abstracts/search?q=self-defeat" title=" self-defeat"> self-defeat</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20business" title=" social business"> social business</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20problem" title=" social problem "> social problem </a> </p> <a href="https://publications.waset.org/abstracts/19929/social-business-opportunities-and-challenges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19929.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">619</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">9500</span> Determinants of Internationalization of Social Enterprises: A 20-Year Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xiaoqing%20Li">Xiaoqing Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social entrepreneurship drives the global movement as social enterprises create best ways to satisfy social needs through connecting international resources. However, what determines social enterprises to internationalize is underexplored. This study aims to answer this question by conducting a systematic review of studies of past 20 years on social enterprises' internationalization. Findings reveal that factors at the individual (entrepreneur), firm, and environment (home and host country) levels determine the degree of social enterprises' internationalization. Future research is challenged by: a. adopting an integrated approach examining the three levels to explain social enterprises' internationalization; b. the different nature of social enterprises from commercial businesses demands scholars to refine and develop appropriate theoretical models to capture the dynamism of social enterprises' internationalization behavior. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=determinants" title="determinants">determinants</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship" title=" entrepreneurship"> entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=internationalization" title=" internationalization"> internationalization</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20enterprises" title=" social enterprises"> social enterprises</a> </p> <a href="https://publications.waset.org/abstracts/85160/determinants-of-internationalization-of-social-enterprises-a-20-year-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85160.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">216</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9499</span> Social Business Models: When Profits and Impacts Are Not at Odds</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elisa%20Pautasso">Elisa Pautasso</a>, <a href="https://publications.waset.org/abstracts/search?q=Matteo%20Castagno"> Matteo Castagno</a>, <a href="https://publications.waset.org/abstracts/search?q=Michele%20Osella"> Michele Osella</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the last decade, the emergence of new social needs as an effect of the economic crisis has stimulated the flourishing of business endeavours characterised by explicit social goals. Social start-ups, social enterprises or Corporate Social Responsibility operations carried out by traditional companies are quintessential examples in this regard. This paper analyses these kinds of initiatives in order to discover the main characteristics of social business models and to provide insights to social entrepreneurs for developing or improving their strategies. The research is conducted through the integration of literature review and case study analysis and, thanks to the recognition of the importance of both profits and social impacts as the key success factors for a social business model, proposes a framework for identifying indicators suitable for measuring the social impacts generated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=business%20model" title="business model">business model</a>, <a href="https://publications.waset.org/abstracts/search?q=case%20study" title=" case study"> case study</a>, <a href="https://publications.waset.org/abstracts/search?q=impacts" title=" impacts"> impacts</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20business" title=" social business"> social business</a> </p> <a href="https://publications.waset.org/abstracts/39516/social-business-models-when-profits-and-impacts-are-not-at-odds" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39516.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">349</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">9498</span> Social Entrepreneurship as an Innovative Women Empowerment Model against the Poverty in Türkiye</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rumeysa%20Terzioglu">Rumeysa Terzioglu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social entrepreneurship is not only a new concept but also an engaging factor of development that utilizes opportunities in economic and social areas for women. Social entrepreneurs have experience in determining and solving social problems with community participation. Social entrepreneurship is a consequence of individual social and economic initiatives contributing to women’s social and economic development against poverty. Women’s empowerment is an essential point for development. Türkiye has been developing an alternative empowerment model for women affected by the national development plan. Social entrepreneurship is an alternative model of social and economic empowerment of women’s status in Türkiye. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20entrepreneurship" title="social entrepreneurship">social entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=women" title=" women"> women</a>, <a href="https://publications.waset.org/abstracts/search?q=women%20empowerment" title=" women empowerment"> women empowerment</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a> </p> <a href="https://publications.waset.org/abstracts/157456/social-entrepreneurship-as-an-innovative-women-empowerment-model-against-the-poverty-in-turkiye" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157456.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">95</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">9497</span> The Effectiveness of Social Story with the Help Smart Board use to Teach Social Skills for Preschool Children with ASD</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dilay%20Akgun%20Giray">Dilay Akgun Giray</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Basic insuffiency spaces of ASD diagnosed individuals can be grouped as cognitive and academic characteristics, communicational characteristics, social characteristics and emotional characteristics. Referring to the features that children with ASD exhibit on social events, it is clear they have limitations for several social skills. One of the evidence based practices which has been developed and used for the limitations of definite social skills for individuals with autism is “Social Story Method”. Social stories was designed and applied for the first time in 1991, a special education teacher, in order to acquire social skills and improve the existing social skills for children with ASD. Many studies have revealed the effectiveness of social stories for teaching the social skills to individuals with ASD. In this study, three social skills that the child ,who was diagnosed ASD, is going to need primarily will be studied with smart board. This study is multiple probe across-behavior design which is one of the single subject research models. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=authism%20spectrum%20disorders" title="authism spectrum disorders">authism spectrum disorders</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20skills" title=" social skills"> social skills</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20story" title=" social story"> social story</a>, <a href="https://publications.waset.org/abstracts/search?q=smart%20board" title=" smart board"> smart board</a> </p> <a href="https://publications.waset.org/abstracts/31066/the-effectiveness-of-social-story-with-the-help-smart-board-use-to-teach-social-skills-for-preschool-children-with-asd" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31066.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">486</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">9496</span> Slave Museums and a Site of Democratic Pedagogy: Engagement, Healing and Tolerance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elaine%20Stavro">Elaine Stavro</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In our present world where acts of incivility, intolerance and anger towards minority communities is on the rise, the ways museum practices cultivate ethical generosity is of interest. Democratic theorists differ as to how they believe respect can be generated through active participation. Allowing minority communities a role in determining what artifacts will be displayed and how they will be displayed has been an important step in generating respect. In addition, the rise of indigenous museums, slave museums and curators who represent these communities, contribute to the communication of their history of oppression. These institutional practices have been supplemented by the handling of objects, recognition stories and multisensory exhibitions. Psychoanalysis, object relations theorists believe that the handling of objects: amenable objects and responsive listeners will trigger the expression of anomie, alienation and traumatizing experiences. Not only memorializing but engaging with one’s lose in a very personal way can facilitate the process of mourning. Manchester Museum (UK) gathered together Somalian refugees, who in the process of handling their own objects and those offered at the museum, began to tell their stories. Democratic theorists (especially affect theorists or vital materialists or Actor Network theorists) believe that things can be social actants- material objects have agentic capacities that humans should align with. In doing so, they challenge social constructivism that attributes power to interpreted things, but like them they assume an openness or responsiveness to Otherness can be cultivated. Rich sensory experiences, corporeal engagement (devices that involve bodily movement or objects that involve handling) auditory experiences (songs) all contribute to improve one’s responsiveness and openness to Others. This paper will focus specifically on slave museums/ and exhibits in the U.K, the USA., South Africa to explore and evaluate their democratic strategies in cultivating tolerant practices via the various democratic avenues outlined above. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=democratic%20pedagogy" title="democratic pedagogy">democratic pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=slave%20exhibitions" title=" slave exhibitions"> slave exhibitions</a>, <a href="https://publications.waset.org/abstracts/search?q=affect%2Femotion" title=" affect/emotion"> affect/emotion</a>, <a href="https://publications.waset.org/abstracts/search?q=object%20handling" title=" object handling"> object handling</a> </p> <a href="https://publications.waset.org/abstracts/64087/slave-museums-and-a-site-of-democratic-pedagogy-engagement-healing-and-tolerance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64087.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">460</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">9495</span> Social Structure, Involuntary Relations and Urban Poverty</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mahmood%20Niroobakhsh">Mahmood Niroobakhsh </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article deals with special structuralism approaches to explain a certain kind of social problem. Widespread presence of poverty is a reminder of deep-rooted unresolved problems of social relations. The expected role from an individual for the social system recognizes poverty derived from an interrelated social structure. By the time, enabled to act on his role in the course of social interaction, reintegration of the poor in society may take place. Poverty and housing type are reflections of the underlying social structure, primarily structure’s elements, systemic interrelations, and the overall strength or weakness of that structure. Poverty varies based on social structure in that the stronger structures are less likely to produce poverty. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=absolute%20poverty" title="absolute poverty">absolute poverty</a>, <a href="https://publications.waset.org/abstracts/search?q=relative%20poverty" title=" relative poverty"> relative poverty</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20structure" title=" social structure"> social structure</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20poverty" title=" urban poverty"> urban poverty</a> </p> <a href="https://publications.waset.org/abstracts/22096/social-structure-involuntary-relations-and-urban-poverty" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22096.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">679</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">9494</span> The Journey to Social Entrepreneurship: Profile Analysis of Social Enterprises in Morocco</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zeinab%20Hmama">Zeinab Hmama</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Much recent discourse has highlighted the supporting role of social entrepreneurs in solving social problems. However, the identification of social enterprise’s characteristics in emerging countries has not yet been thoroughly examined. This research seeks to explores the profile of social enterprises in Morocco. In this perspective, we conduct a quantitative study on a sample of 87 social enterprises. This study was undertaken in Morocco based on a quantitative study lead among sample consists of 82 organizations qualified as social enterprises. Therefore, the response rate was 45.12% (37/82). Participants in the study were described on the basis of the following demographic characteristics: Gender, Age, Education Level and field, Entrepreneurial activity age, Legal forms, Line of business. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20entrepreneurship" title="social entrepreneurship">social entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20enterprise" title=" social enterprise"> social enterprise</a>, <a href="https://publications.waset.org/abstracts/search?q=problem%20resolution" title=" problem resolution"> problem resolution</a>, <a href="https://publications.waset.org/abstracts/search?q=value%20creation" title=" value creation"> value creation</a> </p> <a href="https://publications.waset.org/abstracts/148086/the-journey-to-social-entrepreneurship-profile-analysis-of-social-enterprises-in-morocco" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148086.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">153</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9493</span> Autonomy in Healthcare Organisations: A Comparative Case Study of Middle Managers in England and Iran</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maryam%20Zahmatkesh">Maryam Zahmatkesh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Middle managers form a significant occupational category in organisations. They undertake a vital role, as they sit between the operational and strategic roles. Traditionally they were acting as diplomat administrators, and were only in power to meet the demands of professionals. Following the introduction of internal market, in line with the principles of New Public Management, middle managers have been considered as change agents. More recently, in the debates of middle managers, there is emphasis on entrepreneurialism and enacting strategic role. It was assumed that granting autonomy to the local organisations and the inception of semi-autonomous hospitals (Foundation Trusts in England and Board of Trustees in Iran) would give managers more autonomy to act proactively and innovatively. This thesis explores the hospital middle managers’ perception of and responses to public management reforms (in particular, hospital autonomy) in England and Iran. In order to meet the aims of the thesis, research was undertaken within the interpretative paradigm, in line with social constructivism. Data were collected from interviews with forty-five middle managers, observational fieldwork and documentary analysis across four teaching university hospitals in England and Iran. The findings show the different ways middle managers’ autonomy is constrained in the two countries. In England, middle managers have financial and human recourses, but their autonomy is constrained by government policy and targets. In Iran, middle managers are less constrained by government policy and targets, but they do not have financial and human resources to exercise autonomy. Unbalanced autonomy causes tension and frustration for middle managers. According to neo-institutional theory, organisations are deeply embedded within social, political, economic and normative settings that exert isomorphic and internal population-level pressures to conform to existing and established modes of operation. Health systems which are seeking to devolve autonomy to middle managers must appreciate the multidimensional nature of the autonomy, as well as the wider environment that organisations are embedded, if they are about to improve the performance of managers and their organisations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autonomy" title="autonomy">autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=healthcare%20organisations" title=" healthcare organisations"> healthcare organisations</a>, <a href="https://publications.waset.org/abstracts/search?q=middle%20managers" title=" middle managers"> middle managers</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20public%20management" title=" new public management"> new public management</a> </p> <a href="https://publications.waset.org/abstracts/53964/autonomy-in-healthcare-organisations-a-comparative-case-study-of-middle-managers-in-england-and-iran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53964.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">9492</span> Corporate Social Media: Understanding the Impact of Service Quality and Social Value on Customer Behavior</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Regina%20Connolly">Regina Connolly</a>, <a href="https://publications.waset.org/abstracts/search?q=Murray%20Scott"> Murray Scott</a>, <a href="https://publications.waset.org/abstracts/search?q=William%20DeLone"> William DeLone</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social media are revolutionary technologies that are transforming the way we communicate, the way we collaborate and the way we influence. Companies are making major investments in platforms such as Facebook and Twitter because they realize that social media are an influential force on customer perceptions and behavior. However, to date there is little guidance on what constitutes an effective deployment of social media and there is no empirical evidence that social medial investments are yielding positive returns. This research develops and validates the components of an effective corporate social media platform in order to examine the impact of effective social media on customer intentions and behavior. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=service%20quality" title="service quality">service quality</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20value" title=" social value"> social value</a>, <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=IS%20success" title=" IS success"> IS success</a>, <a href="https://publications.waset.org/abstracts/search?q=Web%202.0" title=" Web 2.0"> Web 2.0</a>, <a href="https://publications.waset.org/abstracts/search?q=customer%20behaviour" title=" customer behaviour"> customer behaviour</a> </p> <a href="https://publications.waset.org/abstracts/20593/corporate-social-media-understanding-the-impact-of-service-quality-and-social-value-on-customer-behavior" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20593.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">559</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">9491</span> Social Media Marketing in Russia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20A.%20Ageeva">J. A. Ageeva</a>, <a href="https://publications.waset.org/abstracts/search?q=Z.%20S.%20Zavyalova"> Z. S. Zavyalova </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The article considers social media as a tool for business promotion. We analyze and compare the SMM experience in the western countries and Russia. A short review of Russian social networks are given including their peculiar features, and the main problems and perspectives of Russian SMM are described. <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=social%20networks" title=" social networks"> social networks</a>, <a href="https://publications.waset.org/abstracts/search?q=marketing" title=" marketing"> marketing</a>, <a href="https://publications.waset.org/abstracts/search?q=SMM" title=" SMM"> SMM</a> </p> <a href="https://publications.waset.org/abstracts/22248/social-media-marketing-in-russia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22248.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">556</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">9490</span> Impact of Social Media on the Functioning of the Indian Government: A Critical Analysis </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Priya%20Sepaha">Priya Sepaha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social media has loomed as the most effective tool in recent times to flag the causes, contents, opinions and direction of any social movement and has demonstrated that it will have a far-reaching effect on government as well. This study focuses on India which has emerged as the fastest growing community on social media. Social movement activists, in particular, have extensively utilized the power of digital social media to streamline the effectiveness of social protest on a particular issue through extensive successful mass mobilizations. This research analyses the role and impact of social media as a power to catalyze the social movements in India and further seeks to describe how certain social movements are resisted, subverted, co-opted and/or deployed by social media. The impact assessment study has been made with the help of cases, policies and some social movement which India has witnessed the assertion of numerous social issues perturbing the public which eventually paved the way for remarkable judicial decisions. The paper concludes with the observations that despite its pros and cons, the impacts of social media on the functioning of the Indian Government have demonstrated that it has already become an indispensable tool in the hands of social media-suave Indians who are committed to bring about a desired change. <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=social%20movements" title=" social movements"> social movements</a>, <a href="https://publications.waset.org/abstracts/search?q=impact" title=" impact"> impact</a>, <a href="https://publications.waset.org/abstracts/search?q=law" title=" law"> law</a>, <a href="https://publications.waset.org/abstracts/search?q=government" title=" government"> government</a> </p> <a href="https://publications.waset.org/abstracts/109255/impact-of-social-media-on-the-functioning-of-the-indian-government-a-critical-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/109255.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">161</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">9489</span> Designing a Legal Framework for Social Innovation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Prapin%20Nuchpiam">Prapin Nuchpiam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The importance of social innovation has become increasingly significant as the process of developing effective solutions to social problems and being a force of change for people’s better quality of life. In order to promote social innovation, active collaboration between government, business organizations, and the civil society sector is needed. A proper legal framework also plays an important role in building the social innovation ecosystem. Currently, there is no specific law designed for social innovation or a so-called “social innovation law”. One of the legal frameworks for social innovation is the development of hybrid legal forms for social enterprises such as the UK’s Community Interest Company (CIC), the US’s Low-Profit Limited Liability Company (L3C) and the US’s Benefit Corporation (B-Corp), among others. This is because social enterprise is recognized as an organizational form of social innovation with its aim for social benefit goals and the achievement of financial sustainability. Nonetheless, there has been a debate over the differences and similarities between social innovation and social enterprise. Thus, social enterprise law might not fit well with social innovation, resulting in a search for a legal framework specially designed for social innovation. This paper aims to study the interrelationship between social innovation, social enterprise, and the role of law to see whether we need a specific law for social innovation. If so, what should such a legal framework look like? The paper will provide a critical analysis of innovative legal forms for social enterprise as a type of social innovation law. A proper legal framework for social innovation could help promote the sector, which could result in finding new solutions to social problems. It will also bring about a greater common understanding of the exciting development of legal scholarship in this way, which will, in turn, serve as a productive basis or direction for further research on this increasingly important topic. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20innovation" title="social innovation">social innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20enterprise" title=" social enterprise"> social enterprise</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=regulation" title=" regulation"> regulation</a> </p> <a href="https://publications.waset.org/abstracts/174610/designing-a-legal-framework-for-social-innovation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174610.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">95</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">9488</span> Cakrawala Baca Transformation Model into Social Enterprise: A Benchmark Approach from Socentra Agro Mandiri (SAM) and Agritektur</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Syafinatul%20Fitri">Syafinatul Fitri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cakrawala Baca is one of social organization in Indonesia that realize to transform its organization into social enterprise to create more sustainable organization that result more sustainable social impact. Cakrawala Baca implements voluntary system for its organization and it has passive social target. It funds its program by several fund rising activities that depend on donors or sponsor. Therefore social activity that held does not create sustainable social impact. It is different with social enterprise that usually more independent in funding its activity through social business and implement active social target and professional work for organization member. Therefore social enterprise can sustain its organization and then able to create sustainable social impact. Developing transformation model from social movement into social enterprise is the focus of this study. To achieve the aim of study, benchmark approach from successful social enterprise in Indonesia that has previously formed as social movement is employed. The benchmark is conducted through internal and external scanning that result the understanding of how they transformed into social enterprise. After understanding SAM and Agritektur transformation, transformation pattern is formulated based on their transformation similarities. This transformation pattern will be implemented to formulate the transformation plan for Cakrawala Baca to be a social enterprise. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20movement%2Fsocial%20organization" title="social movement/social organization">social movement/social organization</a>, <a href="https://publications.waset.org/abstracts/search?q=non-profit%20organization%20%28NPO%29" title=" non-profit organization (NPO)"> non-profit organization (NPO)</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20enterprise" title=" social enterprise"> social enterprise</a>, <a href="https://publications.waset.org/abstracts/search?q=transformation" title=" transformation"> transformation</a>, <a href="https://publications.waset.org/abstracts/search?q=Benchmarks%20approach" title=" Benchmarks approach"> Benchmarks approach</a> </p> <a href="https://publications.waset.org/abstracts/24991/cakrawala-baca-transformation-model-into-social-enterprise-a-benchmark-approach-from-socentra-agro-mandiri-sam-and-agritektur" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24991.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">509</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">9487</span> Organizational Performance and Impact of Social Innovation </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alfonso%20Unceta">Alfonso Unceta</a>, <a href="https://publications.waset.org/abstracts/search?q=Javier%20Castro-Spila"> Javier Castro-Spila </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper offers a conceptual and empirical exploration between the organizational performance and the impact of social innovation. The paper contributes on the social innovation field in three domains: a) It provides analytical and empirical evidence linking organizational performance to the impact of social innovation; b) it provides a first outline of impact assessment of social innovation when it is developed by a diversity of heterogeneous actors (systemic social innovation); c) it provides a first outline for the development of innovation policies to support social innovations according to a typology of organizations and a typology of impact. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=absorptive%20capacity" title="absorptive capacity">absorptive capacity</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20innovation%20impact" title=" social innovation impact"> social innovation impact</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=RESINDEX" title=" RESINDEX"> RESINDEX</a>, <a href="https://publications.waset.org/abstracts/search?q=Basque%20Country" title=" Basque Country"> Basque Country</a> </p> <a href="https://publications.waset.org/abstracts/31783/organizational-performance-and-impact-of-social-innovation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31783.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">486</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">9486</span> Exploring the Dynamics in the EU-Association of Southeast Asia Nations Interregional Relationship, 2012-2017</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xuechen%20Chen">Xuechen Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The EU-ASEAN relations which can be dated back to 1972 represents one of the oldest group-to-group relationship in international politics. Despite a longstanding dialogue partnership, the EU and ASEAN have long been reluctant to forge deeper and substantial cooperation in political and security domains. However, the year of 2012 witnessed a salient shift in EU-ASEAN relations, with the EU significantly elevating ASEAN's profile in its external relations. Given the limited scholarly attention that has been devoted to this change in ASEAN-EU relations, this article explores why there has been a greater level of engagement and approximation between the EU and ASEAN. In particular, it asks why the EU, which had long been reluctant to recognize ASEAN as a strategic partner, has changed its policy towards ASEAN. Drawing on social constructivism, this article argues that the EU’s and ASEAN’s evolving identity-formation processes have played a significant role in reshaping their mutual perceptions, which subsequently leads to the modification of the interregional policies of both actors. The methodology of this study is based on content analysis of a wide range of official documents and policy papers from the EU and ASEAN, as well as more than 20 in-depth elite interviews with diplomats and experts working on the EU-ASEAN relationship from both organisations. Departing from the existing works which mainly adopt a Eurocentric perspective when analysing the EU-ASEAN interregionalism, this study suggests that the approximation of the EU-ASEAN relationship between 2012 and 2017 is driven by both actors’ adjustment of international identities, together with the internal dynamics and systematic changes within both regions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Association%20of%20Southeast%20Asia%20Nations" title="Association of Southeast Asia Nations">Association of Southeast Asia Nations</a>, <a href="https://publications.waset.org/abstracts/search?q=European%20Union" title=" European Union"> European Union</a>, <a href="https://publications.waset.org/abstracts/search?q=EU%20foreign%20policy" title=" EU foreign policy"> EU foreign policy</a>, <a href="https://publications.waset.org/abstracts/search?q=interregionalism" title=" interregionalism"> interregionalism</a> </p> <a href="https://publications.waset.org/abstracts/97091/exploring-the-dynamics-in-the-eu-association-of-southeast-asia-nations-interregional-relationship-2012-2017" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97091.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">147</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">9485</span> Social Enterprises in Rural Canada</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Prescott%20C.%20Ensign">Prescott C. Ensign</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social enterprises play a vital role in Canada’s rural and northern communities. Most operate as non-profit organizations, use market approaches, and generate revenue from services or goods to support goals that address social, cultural, and environmental issues. As provincial and federal governments make reductions to programs providing social services to local communities, rural and northern residents who already have fewer resources from which to draw will be especially affected. Social enterprises will be called on to take up the slack. The aim of this paper is to provide a more comprehensive picture of the social enterprise as an organization and to understand the impact that context/ecosystem has on a social enterprise as it develops. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20enterprises" title="social enterprises">social enterprises</a>, <a href="https://publications.waset.org/abstracts/search?q=structuration" title=" structuration"> structuration</a>, <a href="https://publications.waset.org/abstracts/search?q=embeddedness" title=" embeddedness"> embeddedness</a>, <a href="https://publications.waset.org/abstracts/search?q=ecosystem" title=" ecosystem"> ecosystem</a> </p> <a href="https://publications.waset.org/abstracts/121642/social-enterprises-in-rural-canada" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/121642.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">132</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">9484</span> Teachers’ Perceptions of the Efficacy of Social Stories in the Development of Social Skills for Students with Autism in Saudi Arabia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Faihan%20Alotaibi">Faihan Alotaibi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores Saudi teachers’ perceptions of the efficacy of social stories in the development of social skills in students with autism in Riyadh, Saudi Arabia in two phases. Data were collected in sequential quantitative and qualitative phases. Participants in this study were 100 teachers in the quantitative phase and 15 teachers were interviewed. In this poster, the researcher will present the data result in the qualitative second phase in which an understanding of teachers’ experiences was deepened by conducting semi-structured interviews with a purposeful sample of fifteen teachers of diverse experience, covering six initial themes: the social story concept, sources of social stories, the effectiveness of social stories in improving social skills in students with autism, barriers to using social stories for students with autism, cultural consideration and context of social stories, and factors which contribute to the best use of social stories to developing of social skills for students with autism. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20storyteachers%E2%80%99%20perceptions" title=" social storyteachers’ perceptions"> social storyteachers’ perceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=intervention" title=" intervention"> intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20skills" title=" social skills "> social skills </a> </p> <a href="https://publications.waset.org/abstracts/35948/teachers-perceptions-of-the-efficacy-of-social-stories-in-the-development-of-social-skills-for-students-with-autism-in-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35948.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">382</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9483</span> The Social Origin Pay Gap in the UK Household Longitudinal Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michael%20Vallely">Michael Vallely</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper uses data from waves 1 to 10 (2009-2019) of the UK Household Longitudinal Study to examine the social origin pay gap in the UK labour market. We find that regardless of how we proxy social origin, whether it be using the dominance approach, total parental occupation, parental education, total parental education, or the higher parental occupation and higher parental education, the results have one thing in common; in all cases, we observe a significant social origin pay gap for those from the lower social origins with the largest pay gap observed for those from the ‘lowest’ social origin. The results may indicate that when we consider the occupational status and education of both parents, previous estimates of social origin pay gaps and the number of individuals affected may have been underestimated. We also observe social origin pay gaps within educational attainment groups, such as degree holders, and within professional and managerial occupations. Therefore, this paper makes a valuable contribution to the social origin pay gap literature as it provides empirical evidence of a social origin pay gap using a large-scale UK dataset and challenges the argument that education is the great ‘social leveller’. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20class" title="social class">social class</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20origin" title=" social origin"> social origin</a>, <a href="https://publications.waset.org/abstracts/search?q=pay%20gaps" title=" pay gaps"> pay gaps</a>, <a href="https://publications.waset.org/abstracts/search?q=wage%20inequality" title=" wage inequality"> wage inequality</a> </p> <a href="https://publications.waset.org/abstracts/149789/the-social-origin-pay-gap-in-the-uk-household-longitudinal-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149789.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">144</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">9482</span> Initial Concept of Islamic Social Entrepreneurship: Identification of Research Gap from Existing Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Adib%20Abd%20Muin">Mohd Adib Abd Muin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social entrepreneurship has become a new phenomenon in a country in order to reduce social problems and eradicate poverty communities. However, the study based on Islamic social entrepreneurship from the social entrepreneurial activity is still new especially in the Islamic perspective. In addition, this research found that is lacking of model on social entrepreneurship that focus on Islamic perspective. Therefore, the objective of this paper is to identify the issues and research gap based on Islamic perspective from existing models and to develop a concept of Islamic social entrepreneurship according to Islamic perspective and Maqasid Shari’ah. The research method used in this study is literature review and comparative analysis from 11 existing models of social entrepreneurship. The research finding shows that 11 existing models on social entrepreneurship has been analyzed and it shows that the existing models on social entrepreneurship do not emphasize on Islamic perspective. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=component" title="component">component</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20entrepreneurship" title=" social entrepreneurship"> social entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=Islamic%20perspective" title=" Islamic perspective"> Islamic perspective</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20gap" title=" research gap"> research gap</a> </p> <a href="https://publications.waset.org/abstracts/18072/initial-concept-of-islamic-social-entrepreneurship-identification-of-research-gap-from-existing-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18072.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">449</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">9481</span> An Examination of the Relationship between Adolescents' Social Media Use and Social Appearance Anxiety</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aynur%20B%C3%BCt%C3%BCn%20Ayhan">Aynur Bütün Ayhan</a>, <a href="https://publications.waset.org/abstracts/search?q=Utku%20Beyaz%C4%B1t"> Utku Beyazıt</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Adolescents can be heavily influenced by social media content as they develop their identities and body images. Therefore, the intensive use of social media platforms may have important effects on their body image beliefs. In this context, the objective of the present study was to assess the relationship between adolescents' social media use and their body image concerns. The study included 265 adolescents (133 girls and 132 boys) between the ages of 15 and 17 who were attending a high school in Ankara, Türkiye. In the study, the adolescents were administered the Social Media Addiction Scale to assess their level of social media use and the Social Appearance Anxiety Scale to assess their social appearance anxiety. Prior to analysis, a normality test was applied, and it was determined that the data displayed a non-parametric distribution. As a result, a significant positive relationship (r=.322, p<.01) was found between adolescents' level of social use and social appearance anxiety. It was also determined that social media addiction and social appearance anxiety significantly differed (p<.05) according to adolescents' opinions about their own bodies, being influenced by body images they see on social media and weight perceptions. The findings suggest that social media use should be managed carefully for adolescents to develop a healthy body image. <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=adolescent" title=" adolescent"> adolescent</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20appearence" title=" social appearence"> social appearence</a>, <a href="https://publications.waset.org/abstracts/search?q=anxiety" title=" anxiety"> anxiety</a> </p> <a href="https://publications.waset.org/abstracts/193004/an-examination-of-the-relationship-between-adolescents-social-media-use-and-social-appearance-anxiety" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193004.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">23</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9480</span> Variables for Measuring the Impact of the Social Enterprises in the Field of Community Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Irudaya%20Veni%20Mary">A. Irudaya Veni Mary</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Victor%20Louis%20Anthuvan"> M. Victor Louis Anthuvan</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Christie"> P. Christie</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Indira"> A. Indira</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In India, social enterprises are working to create social value in various fields including education; health; women and child development; environment protection and community development. Although social enterprises have brought about tremendous changes in the lives of beneficiaries, the importance of their works is not understood thoroughly. One of the ways to prove themselves is to measure the impact, which in recent times has received much attention. This paper focuses on the study of social value created by the social enterprises in the field of community development. It also aims to put forth a research tool for measuring the social value created by the social enterprises in the field of community development. A close-ended interview schedule was prepared to measure the social value creation and it was administered among 60 beneficiaries of two social enterprises who work in the field of community development. The study results show that the social enterprises have brought four types of impact in the life of their beneficiaries; economic impact, social impact, political impact and cultural impact. This study is limited to the social enterprises those who work towards community development. This empirical finding will enable the reader to understand various types of social value created by the social enterprises working in the field of community development. This study will also serve as guide for social enterprises in community development activities to measure their impact and thereby improve their operation towards the betterment of the society. This paper is derived from an empirical research carried out to describe the different types of social value created by the social enterprises in India. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20enterprise" title="social enterprise">social enterprise</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20entrepreneurs" title=" social entrepreneurs"> social entrepreneurs</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20impact" title=" social impact"> social impact</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20value" title=" social value"> social value</a>, <a href="https://publications.waset.org/abstracts/search?q=tool%20for%20social%20impact%20measurement" title=" tool for social impact measurement"> tool for social impact measurement</a> </p> <a href="https://publications.waset.org/abstracts/82762/variables-for-measuring-the-impact-of-the-social-enterprises-in-the-field-of-community-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82762.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">273</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=social%20constructivism&page=1" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=social%20constructivism&page=1">1</a></li> <li class="page-item active"><span class="page-link">2</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=social%20constructivism&page=3">3</a></li> <li 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