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integro-differential inclusion</title> <meta name="description" content="Search results for: integro-differential inclusion"> <meta name="keywords" content="integro-differential inclusion"> <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" 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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="integro-differential inclusion"> <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> 1559</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: integro-differential inclusion</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1559</span> Existence Result of Third Order Functional Random Integro-Differential Inclusion</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=D.%20S.%20Palimkar">D. S. Palimkar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The FRIGDI (functional random integrodifferential inclusion) seems to be new and includes several known random differential inclusions already studied in the literature as special cases have been discussed in the literature for various aspects of the solutions. In this paper, we prove the existence result for FIGDI under the non-convex case of multi-valued function involved in it.Using random fixed point theorem of B. C. Dhage and caratheodory condition. This result is new to the theory of differential inclusion. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=caratheodory%20condition" title="caratheodory condition">caratheodory condition</a>, <a href="https://publications.waset.org/abstracts/search?q=random%20differential%20inclusion" title=" random differential inclusion"> random differential inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=random%20solution" title=" random solution"> random solution</a>, <a href="https://publications.waset.org/abstracts/search?q=integro-differential%20inclusion" title=" integro-differential inclusion"> integro-differential inclusion</a> </p> <a href="https://publications.waset.org/abstracts/34570/existence-result-of-third-order-functional-random-integro-differential-inclusion" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34570.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">466</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">1558</span> A Study on Approximate Controllability of Impulsive Integrodifferential Systems with Non Local Conditions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anandhi%20Santhosh">Anandhi Santhosh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In order to describe various real-world problems in physical and engineering sciences subject to abrupt changes at certain instants during the evolution process, impulsive differential equations has been used to describe the system model. In this article, the problem of approximate controllability for nonlinear impulsive integrodifferential equations with state-dependent delay is investigated. We study the approximate controllability for nonlinear impulsive integrodifferential system under the assumption that the corresponding linear control system is approximately controllable. Using methods of functional analysis and semigroup theory, sufficient conditions are formulated and proved. Finally, an example is provided to illustrate the proposed theory. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=approximate%20controllability" title="approximate controllability">approximate controllability</a>, <a href="https://publications.waset.org/abstracts/search?q=impulsive%20differential%20system" title=" impulsive differential system"> impulsive differential system</a>, <a href="https://publications.waset.org/abstracts/search?q=fixed%20point%20theorem" title=" fixed point theorem"> fixed point theorem</a>, <a href="https://publications.waset.org/abstracts/search?q=state-dependent%20delay" title=" state-dependent delay"> state-dependent delay</a> </p> <a href="https://publications.waset.org/abstracts/34723/a-study-on-approximate-controllability-of-impulsive-integrodifferential-systems-with-non-local-conditions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34723.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">383</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">1557</span> Teacher Candidates' Beliefs About Inclusive Teaching Practices</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Charlotte%20Brenner">Charlotte Brenner</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teachers’ beleifs about inclusion are foundational to their implementation of inclusive teaching practices. Utilizing a longitudinal design and multiple case study methodology, this study investigates how teacher candidates’ instructional and practicum experiences shape their beliefs about inclusion in one teacher education program located in western Canada (N=20). Interview questions were developed through the lens of self-determinaiton theory and theory about teachers’ beleifs and inclusion. Preliminary thematic ananysis indicates that a 36-hour course focused on diversity and inclusion supports teacher candiates to deepen their understandings of: the need for inclusion in classrooms and strategies to promote inclusion. Furthermore, teacher candiates identified course components that fostered their developing understandings of inclusion. Future data will examine the stability of teacher candidates’ beliefs about inclusion and their implementation of inclusive teaching strategies throughout their practicum experiences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20candidates" title="teacher candidates">teacher candidates</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education%20programs" title=" teacher education programs"> teacher education programs</a>, <a href="https://publications.waset.org/abstracts/search?q=beliefs" title=" beliefs"> beliefs</a> </p> <a href="https://publications.waset.org/abstracts/168107/teacher-candidates-beliefs-about-inclusive-teaching-practices" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168107.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">88</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">1556</span> Financial Inclusion for Inclusive Growth in an Emerging Economy </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Godwin%20Chigozie%20Okpara">Godwin Chigozie Okpara</a>, <a href="https://publications.waset.org/abstracts/search?q=William%20Chimee%20Nwaoha"> William Chimee Nwaoha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper set out to stress on how financial inclusion index could be calculated and also investigated the impact of inclusive finance on inclusive growth in an emerging economy. In the light of these objectives, chi-wins method was used to calculate indexes of financial inclusion while co-integration and error correction model were used for evaluation of the impact of financial inclusion on inclusive growth. The result of the analysis revealed that financial inclusion while having a long-run relationship with GDP growth is an insignificant function of the growth of the economy. The speed of adjustment is correctly signed and significant. On the basis of these results, the researchers called for tireless efforts of government and banking sector in promoting financial inclusion in developing countries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chi-wins%20index" title="chi-wins index">chi-wins index</a>, <a href="https://publications.waset.org/abstracts/search?q=co-integration" title=" co-integration"> co-integration</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20correction%20model" title=" error correction model"> error correction model</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20inclusion" title=" financial inclusion"> financial inclusion</a> </p> <a href="https://publications.waset.org/abstracts/5995/financial-inclusion-for-inclusive-growth-in-an-emerging-economy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5995.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">653</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">1555</span> Impact of Financial Inclusion on Gender Inequality: An Empirical Examination</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sumanta%20Kumar%20Saha">Sumanta Kumar Saha</a>, <a href="https://publications.waset.org/abstracts/search?q=Jie%20Qin"> Jie Qin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study analyzes the impact of financial inclusion on gender inequality in 126 countries belonging to different income groups during the 2005–2019 period. Due to its positive influence on poverty alleviation, economic growth, women empowerment, and income inequality reduction, financial inclusion may help reduce gender equality. This study constructs a novel composite financial inclusion index and applies both fixed-effect panel estimation and instrumental variable approach to examine the impact of financial inclusion on gender inequality. The results indicate that financial inclusion can reduce gender inequality in developing and low- and lower-middle-income countries, but not in higher-income countries. The impact is not always immediate. Past financial inclusion initiatives have a significant influence on future gender inequality. Financial inclusion is also significant if the poverty level is high and women's access to financial services is low compared to men. When the poverty level is low, or women have equal access to financial services, financial inclusion does not significantly affect gender inequality. The study finds that compulsory education and improvement in institutional quality promote gender equality in developing countries apart from financial inclusion. The study proposes that lower-income countries use financial inclusion initiatives to improve gender equality. Other countries need to focus on other aspects such as promoting educational support and institutional quality improvements to achieve gender equality. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=financial%20inclusion" title="financial inclusion">financial inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20inequality" title=" gender inequality"> gender inequality</a>, <a href="https://publications.waset.org/abstracts/search?q=institutional%20quality" title=" institutional quality"> institutional quality</a>, <a href="https://publications.waset.org/abstracts/search?q=women%20empowerment" title=" women empowerment"> women empowerment</a> </p> <a href="https://publications.waset.org/abstracts/148324/impact-of-financial-inclusion-on-gender-inequality-an-empirical-examination" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148324.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">129</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">1554</span> Inclusive Education in Higher Education: Looking from the Lenses of Prospective Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kiran">Kiran</a>, <a href="https://publications.waset.org/abstracts/search?q=Pooja%20Bhagat"> Pooja Bhagat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Inclusion of diversities is much talked and discussed for school education, mainly at the elementary level. However, not enough discourse has taken place as far as the promulgation of diversities from school education to higher education in terms of guarantee of access, retention and success of students belonging to the diverse groups is concerned. In view of this, the present paper attempts to look at the phenomenon of inclusion of diversities in higher education from the perspective of the people, who themselves are the part of the present system of higher education and aspiring to take up teaching at higher education level as profession. The paper focuses on exploring the awareness of the group under study about the inclusion of diversities at higher education, their perception of diversities, and the mechanism which they consider effective to facilitate inclusion. <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=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=belief" title=" belief"> belief</a>, <a href="https://publications.waset.org/abstracts/search?q=attitude" title=" attitude"> attitude</a> </p> <a href="https://publications.waset.org/abstracts/16304/inclusive-education-in-higher-education-looking-from-the-lenses-of-prospective-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16304.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">719</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">1553</span> Simulation of Binary Nitride Inclusions Effect on Tensile Properties of Steel </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20Dalirbod">Ali Dalirbod</a>, <a href="https://publications.waset.org/abstracts/search?q=Peyman%20Ahmadian"> Peyman Ahmadian </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Inclusions are unavoidable part of all steels. Non-metallic inclusions have significant effects on mechanical properties of steel. The effects of inclusion on stress concentration around the matrix/inclusion have been extensively studied. The results relating to single inclusion behavior, describe properly the behavior of stress but not the elongation drop. The raised stress in inclusion/matrix results in crack initiation. The influence of binary inclusions on stress concentration around matrix is a major aim of this work which is representative of the simple pattern distribution of non-metallic inclusions. Stress concentration around inclusions in this case depends on parameters like distance between two inclusions (d), angle between centrally linking line of two inclusions, load axis (φ), and rotational angle of inclusion (θ). FEM analysis was applied to investigate the highest and lowest ductility versus varying parameters above. The simulation results show that there is a critical distance between two cubic inclusions in which bigger than the threshold, the stress, and strain field in matrix/inclusions interface converts into individual fields around each inclusion. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nitride%20inclusion" title="nitride inclusion">nitride inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=simulation" title=" simulation"> simulation</a>, <a href="https://publications.waset.org/abstracts/search?q=tensile%20properties" title=" tensile properties"> tensile properties</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion-matrix%20interface" title=" inclusion-matrix interface"> inclusion-matrix interface</a> </p> <a href="https://publications.waset.org/abstracts/33985/simulation-of-binary-nitride-inclusions-effect-on-tensile-properties-of-steel" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33985.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">317</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">1552</span> Financial Inclusion and Modernization: Secure Energy Performance in Shanghai Cooperation Organization</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shama%20Urooj">Shama Urooj</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present work investigates the relationship among financial inclusion, modernization, and energy performance in SCO member countries during the years 2011–2021. PCA is used to create composite indexes of financial inclusion, modernization, and energy performance. We used panel regression models that are both reliable and heteroscedasticity-consistent to look at the relationship among variables. The findings indicate that financial inclusion (FI) and modernization, along with the increased FDI, all appear to contribute to the energy performance in the SCO member countries. However, per capita GDP has a negative impact on energy performance. These results are unbiased and consistent with the robust results obtained by applying different econometric models. Feasible Generalized Least Square (FGLS) estimation is also used for checking the uniformity of the main model results. This research work concludes that there has been no policy coherence in SCO member countries regarding the coordination of growing financial inclusion and modernization for energy sustainability in recent years. In order to improve energy performance with modern development, policies regarding financial inclusion and modernization need be integrated both at national as well as international levels. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=financial%20inclusion" title="financial inclusion">financial inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=energy%20performance" title=" energy performance"> energy performance</a>, <a href="https://publications.waset.org/abstracts/search?q=modernization" title=" modernization"> modernization</a>, <a href="https://publications.waset.org/abstracts/search?q=technological%20development" title=" technological development"> technological development</a>, <a href="https://publications.waset.org/abstracts/search?q=SCO." title=" SCO."> SCO.</a> </p> <a href="https://publications.waset.org/abstracts/169848/financial-inclusion-and-modernization-secure-energy-performance-in-shanghai-cooperation-organization" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169848.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">75</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1551</span> Financial Inclusion in Indonesia and Its Challenges</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yen%20Sun">Yen Sun</a>, <a href="https://publications.waset.org/abstracts/search?q=Pariang%20Siagian"> Pariang Siagian</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this paper is to examine the progress of financial inclusion in Indonesia. The object of this paper is Micro Enterprises (MEs) and methodology used will be qualitative method by using surveys and questionnaires. The results show that there are still 20% MEs have no banking facilities at all and about 78% MEs still use their own capital to run their business. Furthermore, personal characteristics such as gender and education are factors that can explain financial inclusion. It is also said that in general MEs need banking product and services. However, there are still barriers that hinder them to be financially included. The most barriers they have to face are marketing exclusion. It shows that they have lack information about banking product and services since marketing strategy from bank is not disseminated clearly through various media. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=financial%20inclusion" title="financial inclusion">financial inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20exclusion" title=" financial exclusion"> financial exclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=micro%20enterprises" title=" micro enterprises"> micro enterprises</a>, <a href="https://publications.waset.org/abstracts/search?q=Indonesia" title=" Indonesia"> Indonesia</a> </p> <a href="https://publications.waset.org/abstracts/19301/financial-inclusion-in-indonesia-and-its-challenges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19301.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">394</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">1550</span> Financial Inclusion from the Perspective of Social Innovation: The Case of Colombia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Luisa%20Jaramillo">Maria Luisa Jaramillo</a>, <a href="https://publications.waset.org/abstracts/search?q=Alvaro%20Turriago%20Hoyos"> Alvaro Turriago Hoyos</a>, <a href="https://publications.waset.org/abstracts/search?q=Ulf%20Thoene"> Ulf Thoene</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Financial inclusion has become a crucially important factor in debates on economic inequality posing challenges to the financial systems of countries around the world. Nowadays, governments and banks are concerned about creating products that allow access to wide sectors of the population. The creation of banking products by the financial sector for people with low incomes tends to lead to improvements in the quality of life of vulnerable parts of the population. In countries with notable social and economic inequalities financial inclusion is a key aspect for equitable economic growth. This study is based on the case of Colombia, which is a country with a strong record of economic growth over the past decade. Nevertheless, corruption, unemployment, and poverty contribute to uncertainty regarding the country’s future growth prospects. This study wants to explain the situation of financial exclusion and financial inclusion with respect to the Colombian case. Financial inclusion is going to be studied from the perspective of social innovation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Colombia" title="Colombia">Colombia</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20exclusion" title=" financial exclusion"> financial exclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20inclusion" title=" financial inclusion"> financial inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20innovation" title=" social innovation"> social innovation</a> </p> <a href="https://publications.waset.org/abstracts/32076/financial-inclusion-from-the-perspective-of-social-innovation-the-case-of-colombia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32076.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">1549</span> Training as Barrier for Implementing Inclusion for Students with Learning Difficulties in Mainstream Primary Schools in Saudi Arabia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20Alhammad">Mohammed Alhammad </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The movement towards the inclusion of students with special educational needs (SEN) in mainstream schools has become widely accepted practice in many countries. However in Saudi Arabia, this is not happening. Instead the practice for students with learning difficulties (LD) is to study in special classrooms in mainstream schools and they are not included with their peers, except at break times and morning assembly, and on school trips. There are a number of barriers that face implementing inclusion for students with LD in mainstream classrooms: one such barrier is the training of teachers. The training, either pre- or in-service, that teachers receive is seen as playing an important role in leading to the successful implementation of inclusion. The aim of this presentation is to explore how pre-service training and in-service training are acting as barriers for implementing inclusion of students with LD in mainstream primary schools in Saudi Arabia from the perspective of teachers. The qualitative research approach was used to explore this barrier. Twenty-four teachers (general education teachers, special education teachers) were interviewed using semi-structured interview and a number of documents were used as method of data collection. The result showed teachers felt that not much attention was paid to inclusion in pre-services training for general education teachers and special education teachers in Saudi Arabia. In addition, pre-service training for general education teachers does not normally including modules on special education. Regarding the in-service training, no courses at all about inclusion are provided for teachers. Furthermore, training courses in special education are few. As result, the knowledge and skills required to implemented inclusion successfully. <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=learning%20difficulties" title=" learning difficulties"> learning difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=Saudi%20Arabia" title=" Saudi Arabia"> Saudi Arabia</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a> </p> <a href="https://publications.waset.org/abstracts/33050/training-as-barrier-for-implementing-inclusion-for-students-with-learning-difficulties-in-mainstream-primary-schools-in-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33050.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">1548</span> Investigations of Inclusion Complexes of Imazapyr with 2-Hydroxypropyl(β/γ) Cyclodextrin Experimental and Molecular Modeling Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdalla%20A.%20Elbashir">Abdalla A. Elbashir</a>, <a href="https://publications.waset.org/abstracts/search?q=Maali%20Saad%20Mokhtar"> Maali Saad Mokhtar</a>, <a href="https://publications.waset.org/abstracts/search?q=FakhrEldin%20O.%20Suliman"> FakhrEldin O. Suliman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The inclusion complexes of imazapyr (IMA) with 2-hydroxypropyl(β/γ) cyclodextrins (HP β/γ-CD), have been studied in aqueous media and in the solid state. In this work, fluorescence spectroscopy, electrospray-ionization mass spectrometry (ESI-MS), and HNMR were used to investigate and characterize the inclusion complexes of IMA with the cyclodextrins in solutions. The solid-state complexes were obtained by freeze-drying and were characterized by Fourier transform infrared spectroscopy (FTIR), and powder X-ray diffraction (PXRD). The most predominant complexes of IMA with both hosts are the 1:1 guest: host complexes. The association constants of IMA-HP β-CD and IMA-HP γ -CD were 115 and 215 L mol⁻¹, respectively. Molecular dynamic (MD) simulations were used to monitor the mode of inclusion and also to investigate the stability of these complexes in aqueous media at atomistic levels. The results obtained have indicated that these inclusion complexes are highly stable in aqueous media, thereby corroborating the experimental results. Additionally, it has been demonstrated that in addition to hydrophobic interactions and van der Waals interactions the presence of hydrogen bonding interactions of the type H---O and CH---O between the guest and the host have enhanced the stability of these complexes remarkably. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=imazapyr" title="imazapyr">imazapyr</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion%20complex" title=" inclusion complex"> inclusion complex</a>, <a href="https://publications.waset.org/abstracts/search?q=herbicides" title=" herbicides"> herbicides</a>, <a href="https://publications.waset.org/abstracts/search?q=2-hydroxypropyl-%CE%B2%2F%CE%B3-cyclodextrin" title=" 2-hydroxypropyl-β/γ-cyclodextrin"> 2-hydroxypropyl-β/γ-cyclodextrin</a> </p> <a href="https://publications.waset.org/abstracts/86839/investigations-of-inclusion-complexes-of-imazapyr-with-2-hydroxypropylvgh-cyclodextrin-experimental-and-molecular-modeling-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86839.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">171</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">1547</span> Islamic Banking: An Ultimate Source of Financial Inclusion</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tasawar%20Nawaz">Tasawar Nawaz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Promotion of socioeconomic justice through redistribution of wealth is one of the most salient features of Islamic economic system. Islamic financial institutions known as Islamic banks are used to implement this in practice under the guidelines of Islamic <em>Shariah</em> law. Islamic banking systems strive to promote and achieve financial inclusion among the society by offering interest-free banking and risk-sharing financing solutions. <em>Shariah</em>-compliant micro finance is one of the most popular financial instruments used by Islamic banks to enhance access to finance. Benevolent loan (or <em>Qard-al-Hassanah</em>) is one of the popular financial tools used by the Islamic banks to promote financial inclusion. This aspect of Islamic banking is empirically examined in this paper with specific reference to firm’s resources, largely defined here as intellectual capital. The paper finds that Islamic banks promote financial inclusion by exploiting available resources especially, the human intellectual capital. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=financial%20inclusion" title="financial inclusion">financial inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20capital" title=" intellectual capital"> intellectual capital</a>, <a href="https://publications.waset.org/abstracts/search?q=Qard-al-Hassanah" title=" Qard-al-Hassanah"> Qard-al-Hassanah</a>, <a href="https://publications.waset.org/abstracts/search?q=Islamic%20banking" title=" Islamic banking"> Islamic banking</a> </p> <a href="https://publications.waset.org/abstracts/76052/islamic-banking-an-ultimate-source-of-financial-inclusion" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76052.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">321</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">1546</span> Umbilical Epidermal Inclusion Cysts, a Rare Cause of Umbilical Mass: A Case Report and Review of Literature</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Christine%20Li">Christine Li</a>, <a href="https://publications.waset.org/abstracts/search?q=Amanda%20Robertson"> Amanda Robertson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Epidermal inclusion cysts occur when epidermal cells are implanted in the dermis following trauma, or surgery. They are a rare cause of an umbilical mass, with very few cases previously reported following abdominal surgery. These lesions can present with a range of symptoms, including palpable mass, pain, redness, or discharge. This paper reports a case of an umbilical epidermal inclusion cyst in a 52-year-old female presenting with a six-week history of a painful, red umbilical lump on a background of two previous diagnostic laparoscopies. Abdominal computed tomography (CT) scans revealed non-specific soft tissue thickening in the umbilical region. This was successfully treated with complete excision of the lesion. Umbilical lumps are a common presentation but can represent a diagnostic challenge. The differential diagnosis should include an epidermal inclusion cyst, particularly in a patient who has had previous abdominal surgery, including laparoscopic surgery. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=epidermal%20inclusion%20cyst" title="epidermal inclusion cyst">epidermal inclusion cyst</a>, <a href="https://publications.waset.org/abstracts/search?q=laparoscopy" title=" laparoscopy"> laparoscopy</a>, <a href="https://publications.waset.org/abstracts/search?q=umbilical%20mass" title=" umbilical mass"> umbilical mass</a>, <a href="https://publications.waset.org/abstracts/search?q=umbilicus" title=" umbilicus"> umbilicus</a> </p> <a href="https://publications.waset.org/abstracts/138636/umbilical-epidermal-inclusion-cysts-a-rare-cause-of-umbilical-mass-a-case-report-and-review-of-literature" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138636.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">84</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">1545</span> Inclusion of Transgender in Mainstream Secondary Schools of Bangladesh: Perceptions and Issues</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shanaj%20Parvin%20Jonaki">Shanaj Parvin Jonaki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> After the first wave of the feminist movement, gender has become one of the most important issues to be researched in social science. Many gender theories have been invented and opened a new window to look at. These works showed how gender is a social construct, how gender has been used to oppress, how to rule. While it's the education system’s duty to guide students to understand the concept of gender, it sometimes shows gender-based discrimination. Transgenders exclusion from educational institutes of Bangladesh justifies this very statement. This study aims to figure out how people perceive transgenders’ identity, their inclusion in secondary schools, as well as the underlying barriers in the pathway of inclusion in the context of Bangladesh. A qualitative approach was taken to explore different perspectives towards transgender inclusion from several stakeholders such as students, parents, and teachers of secondary schools and transgenders as well. Data were collected through focus group discussion and interview by convenient sampling. 15 students, 10 parents, and 5 teachers were selected from Bangla Medium school as well as from Madrasha. Collected data were analyzed thematically and were run by experts of gender, education, and psychology to identify the core barriers of inclusion. The study revealed that most of the students, teachers, and parents lacked the knowledge of non-binary gender identities, and they showed unwillingness towards the inclusion of transgender in schools because of the cultural context of Bangladesh. Moreover, this study suggests future initiatives to be taken to ensure the inclusion of transgenders in a secondary school in our country and analyzes it through the lens of feminist theories. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=transgender" title=" transgender"> transgender</a> </p> <a href="https://publications.waset.org/abstracts/134349/inclusion-of-transgender-in-mainstream-secondary-schools-of-bangladesh-perceptions-and-issues" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/134349.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">191</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">1544</span> Green Function and Eshelby Tensor Based on Mindlin’s 2nd Gradient Model: An Explicit Study of Spherical Inclusion Case</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Selmi">A. Selmi</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Bisharat"> A. Bisharat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Using Fourier transform and based on the Mindlin's 2<sup>nd</sup> gradient model that involves two length scale parameters, the Green's function, the Eshelby tensor, and the Eshelby-like tensor for a spherical inclusion are derived. It is proved that the Eshelby tensor consists of two parts; the classical Eshelby tensor and a gradient part including the length scale parameters which enable the interpretation of the size effect. When the strain gradient is not taken into account, the obtained Green's function and Eshelby tensor reduce to its analogue based on the classical elasticity. The Eshelby tensor in and outside the inclusion, the volume average of the gradient part and the Eshelby-like tensor are explicitly obtained. Unlike the classical Eshelby tensor, the results show that the components of the new Eshelby tensor vary with the position and the inclusion dimensions. It is demonstrated that the contribution of the gradient part should not be neglected. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eshelby%20tensor" title="Eshelby tensor">Eshelby tensor</a>, <a href="https://publications.waset.org/abstracts/search?q=Eshelby-like%20tensor" title=" Eshelby-like tensor"> Eshelby-like tensor</a>, <a href="https://publications.waset.org/abstracts/search?q=Green%E2%80%99s%20function" title=" Green’s function"> Green’s function</a>, <a href="https://publications.waset.org/abstracts/search?q=Mindlin%E2%80%99s%202nd%20gradient%20model" title=" Mindlin’s 2nd gradient model"> Mindlin’s 2nd gradient model</a>, <a href="https://publications.waset.org/abstracts/search?q=spherical%20inclusion" title=" spherical inclusion"> spherical inclusion</a> </p> <a href="https://publications.waset.org/abstracts/95413/green-function-and-eshelby-tensor-based-on-mindlins-2nd-gradient-model-an-explicit-study-of-spherical-inclusion-case" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95413.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">270</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">1543</span> Inclusion of Students with Disabilities (SWD) in Higher Education Institutions (HEIs): Self-Advocacy and Engagement as Central</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tadesse%20Abera">Tadesse Abera</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to investigate the contribution of self-advocacy and engagement in the inclusion of SWDs in HEIs. A convergent parallel mixed methods design was employed. This article reports the quantitative strand. A total of 246 SWDs were selected through stratified proportionate random sampling technique from five public HEIs in Ethiopia. Data were collected through Self-advocacy questionnaire, student engagement scale, and college student experience questionnaire and analyzed through frequency, percentage, mean, standard deviation, correlation, one sample t-test and multiple regression. Both self-advocacy and engagement were found to have a predictive power on inclusion of respondents in the HEIs, where engagement was found to be more predictor. From the components of self-advocacy, knowledge of self and leadership and from engagement dimensions sense of belonging, cognitive, and valuing in their respective orders were found to have a stronger predictive power on the inclusion of respondents in the institutions. Based on the findings it was concluded that, if students with disabilities work hard to be self-determined, strive for realizing social justice, exert quality effort and seek active involvement, their inclusion in the institutions would be ensured. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self-advocacy" title="self-advocacy">self-advocacy</a>, <a href="https://publications.waset.org/abstracts/search?q=engagement" title=" engagement"> engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20with%20disabilities" title=" students with disabilities"> students with disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education%20institution" title=" higher education institution"> higher education institution</a> </p> <a href="https://publications.waset.org/abstracts/179656/inclusion-of-students-with-disabilities-swd-in-higher-education-institutions-heis-self-advocacy-and-engagement-as-central" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179656.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">75</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1542</span> Attitudes towards Inclusion of Students with Disabilities in Sultanate Oman Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ibrahim%20Azem">Ibrahim Azem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the present study was to investigate the attitudes of regular classroom teachers, special education teachers, principals, social workers, parents of students without disabilities and parents of students with disabilities, in Sultanate Oman towards inclusion of students with disabilities in the general school setting. Participants’ Four hundred fifty schools were selected randomly from all public schools in Sultanate Oman. From these schools 2,025 individuals volunteered to participate in this study. The Attitude Scale toward inclusion was used to measure adults’ attitudes toward teaching students with disabilities with their peers in an inclusive classroom. The scale was developed based on the conceptualization of attitude as a tri component evaluation consisting of cognitive, affective, and behavioral intention. To investigate the validity and the reliability of the scale, it shows that it has valid appropriate connotations and reliability. The results of the study showed that the adult’s role had significant effect (p < .05) on the participants’ attitudes toward inclusion. Moreover, the results indicated significant (p < .05) gender differences in the attitudes toward inclusion, males scored significantly (p < .05) higher than females. The result of the study also showed that the special education teachers had positives attitudes more than the other type of stakeholders. <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=students%20with%20disabilities" title=" students with disabilities"> students with disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=Oman" title=" Oman"> Oman</a>, <a href="https://publications.waset.org/abstracts/search?q=stakeholders" title=" stakeholders"> stakeholders</a> </p> <a href="https://publications.waset.org/abstracts/18119/attitudes-towards-inclusion-of-students-with-disabilities-in-sultanate-oman-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18119.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">308</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">1541</span> Social Inclusion of Rural Elderly Left Behind by Internal Labor Migration: A Case Study in a Chinese Rural Village in Anhui Province</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lei%20Liu">Lei Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Since the famous opening up and reform strategy of China, lots of migrants have flowed from rural areas to urban areas. In this paper, the author investigates the rural elderly left behind, which are defined aged people left alone at home while their adult children have to migrant outside. This phenomenon is a quite general and serious social problem that cannot be ignored, accompanied by the process of urbanization and regional transferring of rural labor. The Chinese internal migration not only exerts great influence to China’s economy and urbanization but also obviously reduces the labor and care to rural aged people. Contrary to assumptions in some migration and aging studies, which show the inevitable negative effects of migration upon the old age care, the author highlights unique features in their daily strategies of house holding to integrate into society with the analysis of the conception of social inclusion. Through life history interviews with elderly left behind in one rural village, this article sheds light on three different factors of social inclusion, namely, economic inclusion, social identity and political inclusion and shows its necessaries to fully understand the status of the social wellbeing of rural elderly left behind. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=labor%20migration" title="labor migration">labor migration</a>, <a href="https://publications.waset.org/abstracts/search?q=elderly%20left%20behind" title=" elderly left behind"> elderly left behind</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20inclusion" title=" social inclusion"> social inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=rural%20China" title=" rural China"> rural China</a> </p> <a href="https://publications.waset.org/abstracts/57782/social-inclusion-of-rural-elderly-left-behind-by-internal-labor-migration-a-case-study-in-a-chinese-rural-village-in-anhui-province" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57782.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">303</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">1540</span> The Role of Teacher Candidates' Beliefs in Their Development of Inclusive Teaching Practices</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Charlotte%20Brenner">Charlotte Brenner</a>, <a href="https://publications.waset.org/abstracts/search?q=Fisayo%20Latilo"> Fisayo Latilo</a>, <a href="https://publications.waset.org/abstracts/search?q=McKenna%20Causey"> McKenna Causey</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the transformation of teacher candidates' beliefs regarding inclusion and inclusive teaching practices during their instructional and practicum experiences in the Canadian context. With the increasing diversity of schools, the study investigates how teacher candidates' beliefs impact their implementation of inclusive teaching practices, which are essential for meeting diverse student needs. The research examines the influence of teacher education programs, transformative learning experiences, and inclusive practicum placements on teacher candidates' beliefs about inclusion. Using a multiple case study approach, the study assesses teacher candidates' initial beliefs, documents changes in these beliefs after coursework on inclusion, and explores the supports and constraints affecting belief development in both university and practicum settings. Preliminary findings suggest that teacher candidates generally hold positive beliefs about inclusion at the outset of their teacher education programs. However, coursework and practicum experiences significantly shape their understanding of diversity, strategies for inclusion, and awareness of broader social issues related to inclusive classrooms. The research underscores the critical role of teacher education programs in shaping teacher candidates' beliefs about inclusion and highlights the value of transformative learning experiences and inclusive practicum placements in enhancing their understanding of equity and inclusion. Continued research is necessary to identify specific elements within courses and practicum experiences that promote positive beliefs about inclusive teaching practices, ultimately contributing to the creation of more equitable classrooms and improved student outcomes. <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=beliefs" title=" beliefs"> beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20candidates" title=" teacher candidates"> teacher candidates</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20teaching%20practices" title=" inclusive teaching practices"> inclusive teaching practices</a> </p> <a href="https://publications.waset.org/abstracts/174184/the-role-of-teacher-candidates-beliefs-in-their-development-of-inclusive-teaching-practices" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174184.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">71</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">1539</span> Role of Vocational Education and Training in Economic Excellence and Social Inclusion</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Ali%20Asadullah">Muhammad Ali Asadullah</a>, <a href="https://publications.waset.org/abstracts/search?q=Zafarullah%20Amir"> Zafarullah Amir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, Vocational Education and Training (VET) has been under discussion by the academic researchers and remained in focus in the political grounds. Due to potential contribution of VET, the World Bank and United Nations Educational, Scientific and Cultural Organization (UNESCO) support vocational education to reduce poverty, enhance economic growth and increase competitiveness. This paper examines the impact of Vocational Education and Training on the Economic Growth and Social Inclusion with direct and mediation effect of Social Inclusion. The basic purpose of this study is to assess economic pay-offs as a result of long term investments in VET. Based on the review of Anderson Nilsson, initially we explored the increasing or decreasing trend in investment on VET. Further, the study explores that the countries which invest more on VET, tend to get more economic growth and are socially more ‘inclusive’. It is a longitudinal / panel data study with 12 years of registered data which involves 24 OECD countries. The results of the study indicate the VET has positive association with Social Inclusion and Economic Growth. Further, there is also a positive association of VET and Economic Growth through mediation of Social Inclusion. The current study considers not only issue and challenges in developing VET systems but also contributes to develop the theoretical framework for considering how VET can directly and indirectly improve economic growth and social inclusion. A wider appreciation of how VET’s benefits operate may influence a country’s decisions to invest in it. If policy makers increase investment on VET, the result would be positive in Economic Growth and Social Inclusion. It is also recommended that the same OECD model may be implemented in developing countries like Pakistan. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vocational%20Education%20and%20Training%20%28VET%29" title="Vocational Education and Training (VET)">Vocational Education and Training (VET)</a>, <a href="https://publications.waset.org/abstracts/search?q=Social%20Inclusion" title=" Social Inclusion"> Social Inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=Economic%20Growth" title=" Economic Growth"> Economic Growth</a>, <a href="https://publications.waset.org/abstracts/search?q=OECD%20countries" title=" OECD countries"> OECD countries</a> </p> <a href="https://publications.waset.org/abstracts/45479/role-of-vocational-education-and-training-in-economic-excellence-and-social-inclusion" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45479.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">1538</span> Public Participation as a Social Inclusion Tool in the Urban Planning Process: A Case Study of Abuja, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nwachi%20Prosper%20Louis">Nwachi Prosper Louis</a>, <a href="https://publications.waset.org/abstracts/search?q=Cynthia%20Ogonna%20Ikesee"> Cynthia Ogonna Ikesee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The urban planning system of cities varies by country, but in general, it is an instrument for establishing long-term sustainable frameworks and plans for social, institutional and economic development. There is limited knowledge, development, and implementation of effective and sustainable urban planning structures and plans that encourage social inclusion in most communities. This has led to social, economic and environmental deficiencies resulting in community isolation and segregation in class, ethnicity, and race. Encouraging public participation in the urban planning process is one of the instruments that cities can utilise to achieve better social inclusion outcomes. This paper explores how public participation can be used as a social inclusion tool in the urban planning process to achieve better outcomes in Abuja urban planning system. The purpose of this study is to investigate the effectiveness of this approach. Also, a conceptual model was developed which evaluates the relationship between public participation and social inclusion outcomes in the urban planning process. It was seen that every community has its peculiar way of life and challenges, and an understanding of these social societal needs is paramount in the urban planning process. Therefore, the involvement of the public in identifying their needs, selecting priorities and identifying strategies offer better chances for developing solutions that are sustainable, feasible and implementable. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=public%20participation" title="public participation">public participation</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20inclusion" title=" social inclusion"> social inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20planning" title=" urban planning"> urban planning</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20planning%20process" title=" urban planning process"> urban planning process</a> </p> <a href="https://publications.waset.org/abstracts/101255/public-participation-as-a-social-inclusion-tool-in-the-urban-planning-process-a-case-study-of-abuja-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101255.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">201</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">1537</span> The Six 'P' Model: Principles of Inclusive Practice for Inclusion Coaches</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tiffany%20Gallagher">Tiffany Gallagher</a>, <a href="https://publications.waset.org/abstracts/search?q=Sheila%20Bennett"> Sheila Bennett</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Based on data from a larger study, this research is based in a small school district in Ontario, Canada, that has made a transition from self-contained classes for students with exceptionalities to inclusive classroom placements for all students with their age-appropriate peers. The school board aided this transition by hiring Inclusion Coaches with a background in special education to work alongside teachers as partners and inform their inclusive practice. Based on qualitative data from four focus groups conducted with Inclusion Coaches, as well as four blog-style reflections collected at various points over two years, six principles of inclusive practice were identified for coaches. The six principles form a model during transition: pre-requisite, process, precipice, promotion, proof, and promise. These principles are encapsulated in a visual model of a spiraling staircase displaying the conditions that exist prior to coaching, during coaching interactions and considerations for the sustainability of coaching. These six principles are re-iterative and should be re-visited each time a coaching interaction is initiated. Exploring inclusion coaching as a model emulates coaching in other contexts and allows us to examine an established process through a new lens. This research becomes increasingly important as more school boards transition toward inclusive classrooms, The Six ‘P’ Model: Principles of Inclusive Practice for Inclusion Coaches allows for a unique look into a scaffolding model of building educator capacity in an inclusive setting. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=capacity%20building" title="capacity building">capacity building</a>, <a href="https://publications.waset.org/abstracts/search?q=coaching" title=" coaching"> coaching</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20education" title=" special education"> special education</a> </p> <a href="https://publications.waset.org/abstracts/75158/the-six-p-model-principles-of-inclusive-practice-for-inclusion-coaches" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75158.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">1536</span> A Closer Look at Inclusion-For-All Approaches to Diversity Initiative Implementation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Payton%20Small">Payton Small</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In response to increasing demographic diversity, many U.S. organizations have implemented diversity initiatives to increase the representation of women and ethnic minorities. While these initiatives aim to promote more fair and positive outcomes for underrepresented minorities (URMs) widespread backlash against these policies can negatively impact the groups of individuals that are supposed to be supported by them. A recent theory-based analysis of best practices for instituting diversity policies proposes an "inclusion for all" approach that negotiates the oft-divergent goals and motivations of both marginalized and dominant group members in these contexts. Empirical work finds that "inclusion for all" strategies decrease White's tendency to implicitly associate diversity with exclusion and increased their personal endorsement of diversity initiatives. Similarly, Whites report higher belongingness when considering an inclusion for all approach to diversity versus a colorblind approach. While inclusion-for-all approaches may effectively increase Whites' responsiveness to diversity efforts, the downstream consequences of implementing these policies on URM's have yet to be explored. The current research investigated how inclusion-for-all diversity framing influences Whites' sensitivity to detecting discrimination against URM's as well as perceptions of reverse discrimination against Whites. Lastly, the current research looked at how URM's respond to inclusion-for-all diversity approaches. Three studies investigated the impact of inclusion-for-all diversity framing on perceptions of discrimination against Whites and URM's in a company setting. Two separate mechanisms by which exposure to an inclusion-for-all diversity statement might differentially influence perceptions of discrimination for URMs and Whites were also tested. In Studies 1 and 2, exposure to an inclusion-for-all diversity approach reduced Whites' concerns about reverse discrimination and heightened sensitivity to detecting discrimination against URM's. These effects were mediated by decreased concerns about zero-sum outcomes at the company. Study 3 found that racial minorities are concerned about increased discrimination at a company with an inclusion-for-all diversity statement and that this effect is mediated by decreased feelings of belonging at the company. In sum, companies that adopt an inclusion-for-all approach to diversity implementation reduce Whites' backlash and the negative downstream consequences associated with such backlash; however, racial minorities feel excluded and expect heightened experiences of discrimination at these same companies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diversity" title="diversity">diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=intergroup%20relations" title=" intergroup relations"> intergroup relations</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20social%20psychology" title=" organizational social psychology"> organizational social psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=zero-sum" title=" zero-sum"> zero-sum</a> </p> <a href="https://publications.waset.org/abstracts/116158/a-closer-look-at-inclusion-for-all-approaches-to-diversity-initiative-implementation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/116158.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">133</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">1535</span> Individual Differences and Elements of Inclusion: From the Perspective of Children with Special Needs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aleksandra%20Ristic">Aleksandra Ristic</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The world changes and becomes a global village. Globalization of the last decade has caused changes and developments in the economy and technology, which also affected communication resources and brought diversities of cultural differences, values, relationships, religions, sexual identities, economic backgrounds, mindsets, perspectives, talents, and much more. Diversity without inclusion is marginalization and exclusion. Diversity gives a competitive advantage, enriches, and gives choice and power for decision-making and solutions. On a daily basis, in the role of special educators, we facilitate children’s observations of the world by improving diversity and inclusion in the school system. The subject of the research is children with special needs, expressing and noticing the differences and similarities in the world, while this is the key to their development. The subject of the research is also six pictures, which are similar and unique and represent scenes from everyone’s life. In the methodology, we conducted a theoretical review of the importance of difference, values, equality, inclusion, and exclusion and the quantitative research approach to analyze various factors by children with special needs. We used tools such as self /peer–reflection for them to think and to speak up through their own experiences of the words: difference, values, equality, inclusion, and exclusion. After that, children with special needs observed the photos and attributed those terms to them. By interpreting the results, we deepened our understanding of the power of the child's understanding of individual differences and elements of inclusion, which is based on the experiences at home, in the school environment, and in life. The children, as individuals or establishing networking groups, define those terms and, with the solutions, contribute to making the world more included and accepted. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diversity" title="diversity">diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=equality" title=" equality"> equality</a>, <a href="https://publications.waset.org/abstracts/search?q=exclusion" title=" exclusion"> exclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20needs" title=" special needs"> special needs</a>, <a href="https://publications.waset.org/abstracts/search?q=values" title=" values"> values</a> </p> <a href="https://publications.waset.org/abstracts/158797/individual-differences-and-elements-of-inclusion-from-the-perspective-of-children-with-special-needs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158797.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">94</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">1534</span> Orphan Node Inclusion Protocol for Wireless Sensor Network</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sandeep%20Singh%20Waraich">Sandeep Singh Waraich</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Wireless sensor network (WSN ) consists of a large number of sensor nodes. The disparity in their energy consumption usually lead to the loss of equilibrium in wireless sensor network which may further results in an energy hole problem in wireless network. In this paper, we have considered the inclusion of orphan nodes which usually remain unutilized as intermediate nodes in multi-hop routing. The Orphan Node Inclusion (ONI) Protocol lets the cluster member to bring the orphan nodes into their clusters, thereby saving important resources and increasing network lifetime in critical applications of WSN. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=wireless%20sensor%20network" title="wireless sensor network">wireless sensor network</a>, <a href="https://publications.waset.org/abstracts/search?q=orphan%20node" title=" orphan node"> orphan node</a>, <a href="https://publications.waset.org/abstracts/search?q=clustering" title=" clustering"> clustering</a>, <a href="https://publications.waset.org/abstracts/search?q=ONI%20protocol" title=" ONI protocol"> ONI protocol</a> </p> <a href="https://publications.waset.org/abstracts/52358/orphan-node-inclusion-protocol-for-wireless-sensor-network" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52358.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">420</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">1533</span> Examining K-12 In-Service Teachers’ Comfort Level with the Social Model of Disability and Its Impact on Inclusive Measures in the Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Frederic%20Fovet">Frederic Fovet</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Inclusive provisions have been statutorily mandated in North America for now over two decades. Despite a growing body of literature around inclusive practices, many in-service teachers continue to express difficulties when it comes to tangible implementation of inclusion in the everyday classroom. While there is debate around the various forms inclusion can take (UDL, differentiation, personalization, etc.), there appears to be a more significant hurdle in getting in-service teachers to fully embrace inclusion both as a goal and a practice. This paper investigates teachers’ degree of awareness around the Social Model of Disability. It argues that teachers often lack basic awareness of disability studies, more particularly of the Social Model of Disability, and that this has a direct impact on their capacity to conceptualize and embrace inclusion. The paper draws from the researcher’s experience as a graduate instructor with in-service teachers, as well as from his experience as a consultant working with schools and school boards. The methodology chosen here is phenomenology, and it draws on tools such as auto-ethnography. The paper opens a discussion around the reform and transformation of pre-service teacher training. It argues that disability studies should be integrated into teacher training as it plays a key role in having teachers develop a theoretical understanding of disability as a social construct. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disability" title="disability">disability</a>, <a href="https://publications.waset.org/abstracts/search?q=K-12" title=" K-12"> K-12</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20model" title=" social model"> social model</a>, <a href="https://publications.waset.org/abstracts/search?q=in-service%20teachers" title=" in-service teachers"> in-service teachers</a> </p> <a href="https://publications.waset.org/abstracts/106047/examining-k-12-in-service-teachers-comfort-level-with-the-social-model-of-disability-and-its-impact-on-inclusive-measures-in-the-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/106047.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">189</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">1532</span> The Impact of the Inclusive Center on Social and Psychological State of Beneficiaries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Parvina%20Ismayilova">Parvina Ismayilova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Inclusion is like cultural diversity because, in the modern world, it is understood as everything that allows you to immerse yourself in the environment with the opportunity to expand your experience. In a narrow sense, inclusion is more associated with "inclusive education" and "inclusive technologies" - that is, it is a principle that allows people with disabilities to interact with the outside world. Technological progress allows people to unite, ensuring that they are seen and heard. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diversity" title="diversity">diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=disability" title=" disability"> disability</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusivity" title=" inclusivity"> inclusivity</a>, <a href="https://publications.waset.org/abstracts/search?q=equality" title=" equality"> equality</a> </p> <a href="https://publications.waset.org/abstracts/149981/the-impact-of-the-inclusive-center-on-social-and-psychological-state-of-beneficiaries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149981.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">126</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1531</span> A Series Solution of Fuzzy Integro-Differential Equation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maryam%20Mosleh">Maryam Mosleh</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahmood%20Otadi"> Mahmood Otadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The hybrid differential equations have a wide range of applications in science and engineering. In this paper, the homotopy analysis method (HAM) is applied to obtain the series solution of the hybrid differential equations. Using the homotopy analysis method, it is possible to find the exact solution or an approximate solution of the problem. Comparisons are made between improved predictor-corrector method, homotopy analysis method and the exact solution. Finally, we illustrate our approach by some numerical example. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fuzzy%20number" title="Fuzzy number">Fuzzy number</a>, <a href="https://publications.waset.org/abstracts/search?q=parametric%20form%20of%20a%20fuzzy%20number" title=" parametric form of a fuzzy number"> parametric form of a fuzzy number</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20integrodifferential%20equation" title=" fuzzy integrodifferential equation"> fuzzy integrodifferential equation</a>, <a href="https://publications.waset.org/abstracts/search?q=homotopy%20analysis%20method" title=" homotopy analysis method"> homotopy analysis method</a> </p> <a href="https://publications.waset.org/abstracts/31775/a-series-solution-of-fuzzy-integro-differential-equation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31775.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">557</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">1530</span> Financial Products Held by University Students: An Empirical Study from the Czech Republic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Barbora%20Chmelikova">Barbora Chmelikova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Current financial markets offer a wide range of financial products to the consumers. However, access to the financial products is not always provided or guaranteed, particularly in less developed countries. For this reason, financial inclusion is an important component in the modern society. This paper investigates financial inclusion and what financial products are held by university students majoring in finance fields. The OECD methodology was used to examine the awareness and use of financial products. The study was conducted via online questionnaire at Masaryk University in the Czech Republic among finance students. The results show that the students use current and savings accounts more than any other financial products. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=financial%20inclusion" title="financial inclusion">financial inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20products" title=" financial products"> financial products</a>, <a href="https://publications.waset.org/abstracts/search?q=personal%20finance" title=" personal finance"> personal finance</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20students" title=" university students"> university students</a> </p> <a href="https://publications.waset.org/abstracts/58766/financial-products-held-by-university-students-an-empirical-study-from-the-czech-republic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58766.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> 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