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passion</title> <meta name="description" content="Search results for: passion"> <meta name="keywords" content="passion"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" 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class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="passion"> <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> 72</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: passion</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">72</span> The Role of Entrepreneurship Education in Developing the Entrepreneurial Passion: A Gender Comparative Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rabeeya%20Raoof">Rabeeya Raoof</a>, <a href="https://publications.waset.org/abstracts/search?q=Abrar%20Ul-Haq"> Abrar Ul-Haq</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Arshad"> Muhammad Arshad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current study is trying to explain the relationship between entrepreneurial education and entrepreneurial passion. This study introduces multiple mechanisms by which entrepreneurial education may induce entrepreneurial passion in business graduates. With the help of expectancy theory, we proposed that entrepreneurial education develops entrepreneurial passion through the mediation of desirability and feasibility. Furthermore, desirability is also influencing feasibility. Therefore, desirability and feasibility may also play their role as double mediators in the relationship between entrepreneurial education and passion. The role of gender has become very vital in entrepreneurship studies. Therefore, we also incorporated the role of gender as a moderator while studying the indirect effect of entrepreneurial education on entrepreneurial passion via desirability and feasibility. We proposed that entrepreneurial education may influence the passion of male individuals primarily through feasibility. On the other hand, entrepreneurial education may impact on the entrepreneurial passion of female individuals primarily through the mediation of desirability. Learning orientation may increase the direct effect of entrepreneurial education on entrepreneurial passion. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20passion" title="entrepreneurial passion">entrepreneurial passion</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20desirability" title=" perceived desirability"> perceived desirability</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20feasibility" title=" perceived feasibility"> perceived feasibility</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20intention" title=" entrepreneurial intention"> entrepreneurial intention</a> </p> <a href="https://publications.waset.org/abstracts/158581/the-role-of-entrepreneurship-education-in-developing-the-entrepreneurial-passion-a-gender-comparative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158581.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">112</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">71</span> Influence of Entrepreneurial Passion in the Relationship between the Entrepreneurship Education and Entrepreneurial Intention: The Case of Moroccan Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Soukaina%20Boutaky">Soukaina Boutaky</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdelhak%20Sahibeddine"> Abdelhak Sahibeddine</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A study was carried out among students who have especially a scientific and technical educational background and who had opportunities to benefit from a program entrepreneurship course of 50 hours; at Higher School of Technology Khenifra, Morocco. This article has as a goal to explain the relationship between entrepreneurial education, entrepreneurial passion and entrepreneurial intention. The authors chose Bandura’s theory of social cognition as a theoretical framework. The modeling methods equation is adopted to analyze the hypotheses by SMART PLS for 188 students. The results show a strong positive relationship between entrepreneurial education and entrepreneurial passion. They also reveal that entrepreneurship education affects entrepreneurial intention through the effect of entrepreneurial passion, particularly among women than men. In addition, this study contributes in a theoretical way to the level of the relationship between entrepreneurial education and entrepreneurial passion, and these results provide educators and public decision-makers with advice on the importance of entrepreneurship training based on emotional traits such as passion; which constitutes a key and essential element to encourage young graduates to choose an entrepreneurial career as an alternative option or to develop entrepreneurial passion among the business leaders of tomorrow. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship%20education" title="entrepreneurship education">entrepreneurship education</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20passion" title=" entrepreneurial passion"> entrepreneurial passion</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20intention" title=" entrepreneurial intention"> entrepreneurial intention</a>, <a href="https://publications.waset.org/abstracts/search?q=equation%20modeling%20methods" title=" equation modeling methods"> equation modeling methods</a> </p> <a href="https://publications.waset.org/abstracts/142281/influence-of-entrepreneurial-passion-in-the-relationship-between-the-entrepreneurship-education-and-entrepreneurial-intention-the-case-of-moroccan-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142281.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">193</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">70</span> Doing More with Less: Passion for Entrepreneurship in the Research-Constraint Contexts of Developing and Emerging Economies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marcel%20Hechler">Marcel Hechler</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Since passion is considered one of the most important motivating factors for entrepreneurship, we examined the influence of the availability of resources and information on the emergence of a harmonious passion for entrepreneurship (HPE). Drawing on self-determination theory and a cross-cultural sample of 1,085 entrepreneurs from seven developing countries, we argue that the availability of resources and information increases an entrepreneur's autonomy and, thus, promotes the emergence of HPE. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=harmonious%20passion" title="harmonious passion">harmonious passion</a>, <a href="https://publications.waset.org/abstracts/search?q=access%20to%20resources%20and%20information" title=" access to resources and information"> access to resources and information</a>, <a href="https://publications.waset.org/abstracts/search?q=developing%20and%20emerging%20countries" title=" developing and emerging countries"> developing and emerging countries</a>, <a href="https://publications.waset.org/abstracts/search?q=self-determination%20theory" title=" self-determination theory"> self-determination theory</a> </p> <a href="https://publications.waset.org/abstracts/142739/doing-more-with-less-passion-for-entrepreneurship-in-the-research-constraint-contexts-of-developing-and-emerging-economies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142739.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">164</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">69</span> Good Advice Is Hard to Come By: A Cross-Cultural Perspective on Opposing Views and Entrepreneurial Passion</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marcel%20Hechler">Marcel Hechler</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to understand the impact of entrepreneurs' receptiveness to opposing views on their entrepreneurial passion. Following a cross-cultural approach, we surveyed 1,228 entrepreneurs in seven developing and emerging countries. Besides a positive relationship between receptiveness to opposing views and harmonious passion for entrepreneurship, we found first evidence for a significant moderating effect of access to information reinforcing the positive main effect. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=harmonious%20passion" title="harmonious passion">harmonious passion</a>, <a href="https://publications.waset.org/abstracts/search?q=developing%20and%20emerging%20countries" title=" developing and emerging countries"> developing and emerging countries</a>, <a href="https://publications.waset.org/abstracts/search?q=self-determination%20theory" title=" self-determination theory"> self-determination theory</a>, <a href="https://publications.waset.org/abstracts/search?q=receptiveness%20to%20opposing%20views" title=" receptiveness to opposing views"> receptiveness to opposing views</a> </p> <a href="https://publications.waset.org/abstracts/142740/good-advice-is-hard-to-come-by-a-cross-cultural-perspective-on-opposing-views-and-entrepreneurial-passion" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142740.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">210</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">68</span> Passion Songs in Sri Lanka with Special Reference to Village Wahakotte </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Niroshi%20Senevirathne">Niroshi Senevirathne</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The history of Pasan Gee (Passion Songs) relates back to the Portuguese Colonial period (1505-1658) in Sri Lanka. It is about chants on the passion of Christ during the Lent period which is repentance for Christians lasting for 40 days. Among the other villages in Sri Lanka, Wahakotte, which is situated in Matale district, Central Province is famous for their traditional Pasan melodies. It is a village where both Christians and Buddhists live. King Rajasinghe II of Kandy, who fought against the Portuguese, allowed the captives to settle down in Wahakotte. These people fairer in complexion have assimilated themselves with locals. Pasan singing in Wahakotte is a significant event and it is influenced by traditional folk music melodies such as “Nelum Gee” (harvesting songs) sung by farmers of Matale, Welapum Gee (Lamantation songs) sung at funerals in Sri Lanka and Buddhist Pirith chanting melodies. Prose of Pasan verses are included in the book named “Deshana namaye Pasan potha” (Nine Sermon Passion Book), written by Fr. Jacome Gonsalvez. The verses are composed with Sinhala and with some Tamil words. These songs are transmitted from generation to generation in an oral tradition. Today, chanting of Pasan is not heard in many Catholic areas during the lent season. Some of them have been recorded in cassette form. This research should aim to protect these traditional Passion songs unique to village Wahakotte of Sri Lanka without changing its character and original melodies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=influence%20of%20folk%20melodies" title="influence of folk melodies">influence of folk melodies</a>, <a href="https://publications.waset.org/abstracts/search?q=passion%20songs" title=" passion songs"> passion songs</a>, <a href="https://publications.waset.org/abstracts/search?q=preserving%20traditional%20passion%20songs" title=" preserving traditional passion songs"> preserving traditional passion songs</a>, <a href="https://publications.waset.org/abstracts/search?q=traditional%20passion%20melodies" title=" traditional passion melodies "> traditional passion melodies </a> </p> <a href="https://publications.waset.org/abstracts/48800/passion-songs-in-sri-lanka-with-special-reference-to-village-wahakotte" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48800.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">289</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">67</span> Properties Soft Cheese as Diversification of Dangke: A Natural Cheese of South Sulawesi Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ratmawati%20Malaka">Ratmawati Malaka</a>, <a href="https://publications.waset.org/abstracts/search?q=Effendi%20Abustam"> Effendi Abustam</a>, <a href="https://publications.waset.org/abstracts/search?q=Kusumandari%20Indah%20Prahesti"> Kusumandari Indah Prahesti</a>, <a href="https://publications.waset.org/abstracts/search?q=Sudirman%20Baco"> Sudirman Baco</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Dangke is natural cheese from Enrekang South Sulawesi, Indonesia produced through aglutination buffalo milk, cow, goat or sheep using the sap of papaya (Carica papaya). Dangke has been widely known in South Sulawesi but this soft cheese product diversification by using passion fruit juice as milk clotting agents has not been used. Passion fruit juice has a high acidity with a pH of around 4 - 4.5 and has a proteolytic enzyme, so that it can be used to agglutinate milk. The purpose of this study was to investigate the nature Dangke using passion fruit juice as coagulate milk. Dangke made by 10 lt of raw milk by heating at a temperature of 73oC with coagulant passion fruit juice (7.5% and 10%), and added 1% salt. Curd clot and then be formed using a coconut shell, is then pressed until the cheese is compact. The cheese is then observed for 28 days ripening at a temperature of about 5 ° C. Dangke then studied to violence, pH, fat levels and microstructure. Hardness is determined using CD-shear Force, pH is measured using a pH meter Hanna, and fat concentrations were analyzed with methods of proximate. Microstructure viewed using a light microscope with magnification 1000 x. The results showed that the levels of clotting material very significant influence on hardness, pH, and lipid levels. Maturation increase the hardness but lower the pH, the level of fat soft cheese with an average Dangke respectively 21.4% and 30.5% on 7.5% addition of passion fruit juice and 10%. Dangke violence is increasing with the increasing maturation time (1.38 to 3.73 kg / cm), but Dangke pH was decreased by the increase in storage maturation (5.34 to 4.1). Microktrukture cheeses coagulated with 10% of the passion fruit are very firmer and compact with a full globular fat of 7.5%. But the sensory properties of the soft cheese similar in both treatment. The manufacturing process with the addition of coagulant passion fruit juice on making Dangke affect hardness, pH, fat content and microstructure during storage at 5 ° C for 1 d - 28 d. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dangke" title="dangke">dangke</a>, <a href="https://publications.waset.org/abstracts/search?q=passion%20fruits" title=" passion fruits"> passion fruits</a>, <a href="https://publications.waset.org/abstracts/search?q=microstructure" title=" microstructure"> microstructure</a>, <a href="https://publications.waset.org/abstracts/search?q=cheese" title=" cheese"> cheese</a> </p> <a href="https://publications.waset.org/abstracts/39203/properties-soft-cheese-as-diversification-of-dangke-a-natural-cheese-of-south-sulawesi-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39203.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">409</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">66</span> Metaphors of Love and Passion in Lithuanian Comics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saulut%C4%97%20Juzel%C4%97nien%C4%97">Saulutė Juzelėnienė</a>, <a href="https://publications.waset.org/abstracts/search?q=Skirmant%C4%97%20%C5%A0arkauskien%C4%97"> Skirmantė Šarkauskienė</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, it is aimed to analyse the multimodal representations of the concepts of LOVE and PASSION in Lithuanian graphic novel “Gertrūda”, by Gerda Jord. The research is based on the earlier findings by Forceville (2005), Eerden (2009) as well as insights made by Shihara and Matsunaka (2009) and Kövecses (2000). The domains of target and source of LOVE and PASSION metaphors in comics are expressed by verbal and non-verbal cues. The analysis of non-verbal cues adopts the concepts of rune and indexes. A pictorial rune is a graphic representation of an object that does not exist in reality in comics, such as lines, dashes, text "balloons", and pictorial index – a graphically represented object of reality, a real symptom expressing a certain emotion, such as a wide smile, furrowed eyebrows, etc. Indexes are often hyperbolized in comics. The research revealed that most frequent source domains are CLOSINESS/UNITY, NATURAL/ PHYSICAL FORCE, VALUABLE OBJECT, PRESSURE. The target is the emotion of LOVE/PASSION which belongs to a more abstract domain of psychological experience. In this kind of metaphor, the picture can be interpreted as representing the emotion of happiness. Data are taken from Lithuanian comic books and Internet sites, where comics have been presented. The data and the analysis we are providing in this article aims to reveal that there are pictorial metaphors that manifest conceptual metaphors that are also expressed verbally and that methodological framework constructed for the analysis in the papers by Forceville at all is applicable to other emotions and culture specific pictorial manifestations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multimodal%20metaphor" title="multimodal metaphor">multimodal metaphor</a>, <a href="https://publications.waset.org/abstracts/search?q=conceptual%20metaphor" title=" conceptual metaphor"> conceptual metaphor</a>, <a href="https://publications.waset.org/abstracts/search?q=comics" title=" comics"> comics</a>, <a href="https://publications.waset.org/abstracts/search?q=graphic%20novel" title=" graphic novel"> graphic novel</a>, <a href="https://publications.waset.org/abstracts/search?q=concept%20of%20love%2Fpassion" title=" concept of love/passion"> concept of love/passion</a> </p> <a href="https://publications.waset.org/abstracts/164221/metaphors-of-love-and-passion-in-lithuanian-comics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164221.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">66</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">65</span> Relationships between the Components of Love by Stenberg and Personality Disorder Traits</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Barbara%20Gawda">Barbara Gawda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study attempts to show the relationship between the structure of love by Sternberg and personality disorder traits. People with personality disorders experience dysfunctional emotionality. They manifest difficulties in experiencing love and closeness. Their relationships are marked by ambivalence and conflicts, e.g., as in borderline and narcissistic personality disorders. Considering love as a crucial human feeling, the study was planned to describe the associations between intimacy, passion, commitment, and personality disorder traits in a community sample. A sample of 194 participants was investigated (men and women in similar age and education levels). The following techniques were used: the SCID-II to assess personality disorders’ traits and the Triangular Love Scale by Sternberg to assess the components of love. Results show there are significant negative correlations between intimacy, commitment and personality disorders traits. Many personality disorders are associated with decreasing of intimacy and commitment, whereas passion was not associated with personality disorders’ traits. Results confirm that emotional impairments in personality disorders elicit conflicts and problems in relationships based on love and closeness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intimacy" title="intimacy">intimacy</a>, <a href="https://publications.waset.org/abstracts/search?q=commitment" title=" commitment"> commitment</a>, <a href="https://publications.waset.org/abstracts/search?q=love" title=" love"> love</a>, <a href="https://publications.waset.org/abstracts/search?q=passion" title=" passion"> passion</a>, <a href="https://publications.waset.org/abstracts/search?q=personality%20disorders" title=" personality disorders"> personality disorders</a> </p> <a href="https://publications.waset.org/abstracts/100136/relationships-between-the-components-of-love-by-stenberg-and-personality-disorder-traits" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100136.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">277</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">64</span> Navigating the VUCA World with a Strong Heart and Mind: How to Build Passion and Character</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shynn%20Lim">Shynn Lim</a>, <a href="https://publications.waset.org/abstracts/search?q=Ching%20Tan"> Ching Tan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper presents the PASSION Programme designed by a government school in Singapore, guided by national goals as well as research-based pedagogies that aims to nurture students to become lifelong learners with the strength of character. The design and enactment of the integrated approach to develop in students good character, resilience and social-emotional well-being, future readiness, and active citizenship is guided by a set of principles that amalgamates Biesta’s domains of purposes of education and authentic learning. Data in terms of evidence of students’ learning and students’ feedback were collected, analysed, and suggests that the learning experience benefitted students by boosting their self-confidence, self-directed and collaborative learning skills, as well as empathy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=lifelong%20learning" title="lifelong learning">lifelong learning</a>, <a href="https://publications.waset.org/abstracts/search?q=character%20and%20citizenship%20education" title=" character and citizenship education"> character and citizenship education</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20and%20career%20guidance" title=" education and career guidance"> education and career guidance</a>, <a href="https://publications.waset.org/abstracts/search?q=21CC" title=" 21CC"> 21CC</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning%20empathy" title=" teaching and learning empathy"> teaching and learning empathy</a> </p> <a href="https://publications.waset.org/abstracts/153012/navigating-the-vuca-world-with-a-strong-heart-and-mind-how-to-build-passion-and-character" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153012.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">146</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">63</span> Reasons for Adhesion of Membership: A Case Study of Brazilian Soccer Team</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alexandre%20Olkoski">Alexandre Olkoski</a>, <a href="https://publications.waset.org/abstracts/search?q=Marcelo%20Curth"> Marcelo Curth</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Football in Brazil is considered a passion, being the most popular sport in the country, both by the consumer public and by the means of communication that divulge it individually, when compared with other sports modalities. In the last two decades, the soccer teams have given greater importance to the management, since they understood that the same should be managed as a company, but with peculiarities related to the business. In this sense, Brazilian soccer clubs started to make bigger investments for the adhesion of fans in their social frames, allowing a greater need of understanding about the profile of this group of fans/clients. Thus, this work aims to understand the reasons that cause the fans to join the club and identify variables present in the process of intention to join the club. For that, a qualitative exploratory research was conducted, in which thirty-one membership of a soccer club from southern Brazil were interviewed. Based on the interviews, five categories were classified as emotional aspects (passion and love), cognitive aspects (easy access to the stadium and promotional values in tickets), external influences (family and friends), situational aspects (club moment) and aspects related to the event (engagement by modality). As results found in the analysis, it can be highlighted that the motivation of the majority of the respondents to become a member of the analyzed club, is related to the emotional aspects, such as passion and love. Thus, it is perceived that sport, in the case of soccer, generates in the involved ones (fans and leaders) different manifestations, suggesting that the management of this type of business has great complexity and should not be observed only by the spectrum of the club like a business. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=consumer%20behavior" title="consumer behavior">consumer behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=marketing" title=" marketing"> marketing</a>, <a href="https://publications.waset.org/abstracts/search?q=membership" title=" membership"> membership</a>, <a href="https://publications.waset.org/abstracts/search?q=soccer" title=" soccer"> soccer</a> </p> <a href="https://publications.waset.org/abstracts/70706/reasons-for-adhesion-of-membership-a-case-study-of-brazilian-soccer-team" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70706.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">333</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">62</span> Business Education and Passion: The Place of Amore, Consciousness, Discipline, and Commitment as Holonomic Constructs in Pedagogy, A Conceptual Exploration</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jennifer%20K.%20Bowerman">Jennifer K. Bowerman</a>, <a href="https://publications.waset.org/abstracts/search?q=Rhonda%20L.%20Reich"> Rhonda L. Reich</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to explore the concepts ACDC (Amore, Consciousness, Discipline, and Commitment) which the authors first discovered as a philosophy and framework for recruitment and organizational development in a successful start-up tech company in Brazil. This paper represents an exploration of these concepts as a potential pedagogical foundation for undergraduate business education in the classroom. It explores whether their application has potential to build emotional and practical resilience in the face of constant organizational and societal change. Derived from Holonomy this paper explains the concepts and develops a narrative around how change influences the operation of organizations. Using examples from leading edge organizational theorists, it explains why a different educational approach grounded in ACDC concepts may not only have relevance for the working world, but also for undergraduates about to enter that world. The authors propose that in the global context of constant change, it makes sense to develop an approach to education, particularly business education, beyond cognitive knowledge, models and tools, in such a way that emotional and practical resilience and creative thinking may be developed. Using the classroom as an opportunity to explore these concepts, and aligning personal passion with the necessary discipline and commitment, may provide students with a greater sense of their own worth and potential as they venture into their ever-changing futures. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ACDC" title="ACDC">ACDC</a>, <a href="https://publications.waset.org/abstracts/search?q=holonomic%20thinking" title=" holonomic thinking"> holonomic thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20learning" title=" organizational learning"> organizational learning</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20change" title=" organizational change"> organizational change</a>, <a href="https://publications.waset.org/abstracts/search?q=business%20pedagogy" title=" business pedagogy"> business pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/48010/business-education-and-passion-the-place-of-amore-consciousness-discipline-and-commitment-as-holonomic-constructs-in-pedagogy-a-conceptual-exploration" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48010.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">239</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">61</span> Experiences of Marital Relationship of Middle-Aged Couples in Hong Kong: Implications for Services Interventions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wai%20M.%20Shum">Wai M. Shum</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There was evidence that the change of marital quality satisfaction was related to the different stages of the family life cycle. Research studies have been largely based on western contexts, which found a curvilinear U-shaped trend in changes of marital satisfaction over the course of a marriage, but little is known about the marital experiences of Hong Kong couples. Through in-depth interviews, this qualitative study explored the marital relationship of middle-aged couples in a satisfying marriage and to identify how couples maintain a satisfying relationship in the local context. Findings from this study suggested twelve themes with some showing consistency with previous literature, such as communication, companionship, trust, and fidelity. The affective aspects of empathetic understanding and perceived empathy were found to have an enormous effect on couples’ bondedness. The high level of differentiation and security served as a basis for unconditional contribution, acceptance, and adjustment to unsolvable issues such that negative emotion would not be escalated. The manifestations of intimacy and commitment in the triangular theory of love were more frequently addressed than passion in striving for marital longevity in the local context. This study challenged the curvilinear trend of marital satisfaction throughout marriage, with couples showing different pathways of marital satisfaction. The study gave insights on martial enrichment, such as facilitating couples to disclose their vulnerabilities, desire for physical intimacy, and passion in the pursuit of enduring marriage instead of an emphasis on skills training on communication and conflict resolution. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intimacy" title="intimacy">intimacy</a>, <a href="https://publications.waset.org/abstracts/search?q=marital%20relationship" title=" marital relationship"> marital relationship</a>, <a href="https://publications.waset.org/abstracts/search?q=marital%20satisfaction" title=" marital satisfaction"> marital satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=middle-aged" title=" middle-aged"> middle-aged</a> </p> <a href="https://publications.waset.org/abstracts/127880/experiences-of-marital-relationship-of-middle-aged-couples-in-hong-kong-implications-for-services-interventions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/127880.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">114</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">60</span> Music Education in Aged Care: Positive Ageing through Instrumental Music Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ellina%20Zipman">Ellina Zipman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research investigates the place of music education in aged care facilities through the implementation of a program of regular piano lessons for residents. Using a qualitative case study methodology, the research explores aged care residents’ experiences in learning to play the piano. Since the aged care homes are unlikely places for formal learning and since older adults, especially in residential care, are not considered likely candidates for learning, this research opens the door for innovative and transformative thinking about where and to whom educational programs can be delivered. By addressing the educational needs of residents in aged care facilities, this research fills the gap in the literature. The research took place in Australia in two of Melbourne’s residential aged care facilities, engaging two residents (a nonagenarian female and an octogenarian male) to participate in 12-months weekly individual piano lessons. The data was collected through video recording of lessons, observations, interviews, emails, and a reflective journal. Data analysis was done using Nvivo and hard copy analysis with identifications of themes. The case studies revealed that passion for music was a major driver in participants’ motivation to engage in a long-term piano lessons program. This participation led to experiences of positive emotions, positive attitude, successes and challenges, the exercise of control, maintaining and building new relationships, improved self-confidence through autonomy and independent skills development, and discovering new identities through finding a new purpose and new roles in life. Speaking through participants’ voices, this research project demonstrates the importance of music education for older adults and hopes to influence transformation in the residential aged care sector. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adult%20music%20education" title="adult music education">adult music education</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20life" title=" quality of life"> quality of life</a>, <a href="https://publications.waset.org/abstracts/search?q=passion" title=" passion"> passion</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20ageing" title=" positive ageing"> positive ageing</a>, <a href="https://publications.waset.org/abstracts/search?q=wellbeing" title=" wellbeing"> wellbeing</a> </p> <a href="https://publications.waset.org/abstracts/154421/music-education-in-aged-care-positive-ageing-through-instrumental-music-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154421.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">87</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">59</span> Vocal Advocacy: A Case Study at the First Black College Regarding Students Experiencing an Empowerment Workshop</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Denise%20F.%20Brown">Denise F. Brown</a>, <a href="https://publications.waset.org/abstracts/search?q=Melina%20McConatha"> Melina McConatha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> African Americans utilizing the art of vocal expressions, particularly for self-expression, has been a historical avenue of advocating for social justice and human rights. Vocal expressions can take many forms, such as singing, poetry, storytelling, and acting. Many well-known artists, politicians, leaders, and teachers used their voices to promote the causes and concerns of the African American community as well as the expression of their own experiences of being 'black' in America. The purpose of this project was to evaluate the perceptions of African American students in utilizing their voices for self-awareness, interview skills, and social change after attending a three-part workshop on vocal advocacy. This research utilized the framework of black feminism to understand empowerment in advocacy and self-expression. Students participated in learning about the power of their voices, and what purpose presence, and passion they discovered through the Immersive Voice workshop. There were three areas covered in the workshop. The first area was the power of the voice, the second area was the application of vocal passion, and the third area was applying the vocal power to express personal interest, interests of advocating for others, and confidence and speaking to others to further careers, i.e., using vocal power for job interviewing skills. The students were instructed to prepare for the workshops by completing a pre-workshop open-ended survey. There were a total of 15 students that participated. After the workshop ended, the students were instructed to complete a post-workshop survey. The surveys were assessed by evaluating both themes and codes from student's written feedback. From the pre-workshop survey, students were given a survey for them to provide feedback regarding the power of voice prior to participating in the workshops. From the student's responses, the theme (advocating for self and others) emerged as it related to student's feedback on what it means to advocate. There were three codes that led to the theme, having knowledge about advocating for self and others, gaining knowledge to advocate for self and others, and using that knowledge to advocate for self and others. After the students completed participation in the workshops, a post workshop- survey was given to the students. Students' feedback was assessed, and the same theme emerged, 'advocating for self and others.' The codes related to the theme, however, were different and included using vocal power (a term students learned during the workshop) to represent self, represent others, and obtain a job/career. In conclusion, the results of the survey showed that students still perceived advocating as speaking up for themselves and other people. After the workshop, students still continued to associate advocacy with helping themselves and helping others but were able to be more specific about how the sound of their voice could help in advocating, and how they could use their voice to represent themselves in getting a job or starting a career. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=advocacy" title="advocacy">advocacy</a>, <a href="https://publications.waset.org/abstracts/search?q=command" title=" command"> command</a>, <a href="https://publications.waset.org/abstracts/search?q=self-expression" title=" self-expression"> self-expression</a>, <a href="https://publications.waset.org/abstracts/search?q=voice" title=" voice"> voice</a> </p> <a href="https://publications.waset.org/abstracts/114974/vocal-advocacy-a-case-study-at-the-first-black-college-regarding-students-experiencing-an-empowerment-workshop" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114974.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">110</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">58</span> The Double Standard: Ethical Issues and Gender Discrimination in Traditional Western Ethics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Merina%20Islam">Merina Islam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The feminists have identified the traditional western ethical theories as basically male centered. Feminists are committed to develop a critique showing how the traditional western ethics together with traditional philosophy, irrespective of the claim for gender neutrality, all throughout remained gender-biased. This exclusion of women’s experiences from the moral discourse is justified on the ground that women cannot be moral agents, since they are not rational. By way of entailment, we are thus led to the position that virtues of traditional ethics, so viewed, can nothing but rational and hence male. The ears of traditional Western ethicists have been attuned to male rather than female ethical voices. Right from the Plato, Aristotle, Augustine, Aquinas, Rousseau, Kant, Hegel and even philosophers like Freud, Schopenhauer, Nietzsche and many others the dualism between reason-passion or mind and body started gaining prominence. These, according to them, have either intentionally excluded women or else have used certain male moral experience as the standard for all moral experiences, thereby resulting once again in exclusion of women’s experiences. Men are identified with rationality and hence contrasted with women whose sphere is believed to be that of emotion and feeling. This act of exclusion of women’s experience from moral discourse has given birth to a tradition that emphasizes reason over emotion, universal over the particular, and justice over caring. That patriarchy’s use of gender distinctions in the realm of Ethics has resulted in gender discriminations is an undeniable fact. Hence women’s moral agency is said to have often been denied, not simply by the act of exclusion of women from moral debate or sheer ignorance of their contributions, but through philosophical claims to the effect that women lack moral reason. Traditional or mainstream ethics cannot justify its claim for universality, objectivity and gender neutrality the standards from which were drawn the legitimacy of the various moral maxims or principles of it. Right from the Platonic and Aristotelian period the dualism between reason-passion or mind and body started gaining prominence. Men are identified with rationality and hence contrasted with women whose sphere is believed to be that of emotion and feeling. Through the Association of the masculine values with reason (the feminine with irrational), was created the standard prototype of moral virtues The feminists’ critique of the traditional mainstream Ethics is based on this charge that because of its inherent gender bias, in the name of gender distinctions, Ethics has so far been justifying discriminations. In this paper, attempt would make upon the gender biased-ness of traditional ethics. But Feminists are committed to develop a critique showing how the traditional ethics together with traditional philosophy, irrespective of the claim for gender neutrality, all throughout remained gender-biased. We would try to show to what extent traditional ethics is male centered and consequentially fails to justify its claims for universality and gender neutrality. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ethics" title="ethics">ethics</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=male-centered" title=" male-centered"> male-centered</a>, <a href="https://publications.waset.org/abstracts/search?q=traditional" title=" traditional"> traditional</a> </p> <a href="https://publications.waset.org/abstracts/51400/the-double-standard-ethical-issues-and-gender-discrimination-in-traditional-western-ethics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51400.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">427</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">57</span> Differences and Similarities between Concepts of Good, Great, and Leading Teacher</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vilma%20Zydziunaite">Vilma Zydziunaite</a>, <a href="https://publications.waset.org/abstracts/search?q=Vaida%20Jurgile"> Vaida Jurgile</a>, <a href="https://publications.waset.org/abstracts/search?q=Roman%20Balandiuk"> Roman Balandiuk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Good, great, and leading teachers are experienced and respected role models, who are innovative, organized, collaborative, trustworthy, and confident facilitators of learning. They model integrity, have strong interpersonal and communication skills, display the highest level of professionalism, a commitment to students, and expertise, and demonstrate a passion for student learning while taking the initiative as influential change agents. Usually, we call them teacher(s) leaders by integrating three notions such as good, great, and leading in a one-teacher leader. Here are described essences of three concepts: ‘good teacher,’ ‘great teacher,’ and teacher leader’ as they are inseparable in teaching practices, teacher’s professional life, and educational interactions with students, fellow teachers, school administration, students’ families and school communities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=great%20teacher" title="great teacher">great teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=good%20teacher" title=" good teacher"> good teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=leading%20teacher" title=" leading teacher"> leading teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=school" title=" school"> school</a>, <a href="https://publications.waset.org/abstracts/search?q=student" title=" student"> student</a> </p> <a href="https://publications.waset.org/abstracts/154354/differences-and-similarities-between-concepts-of-good-great-and-leading-teacher" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154354.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">56</span> Evaluation of Interaction Between Fans and Celebrities in New Media</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohadese%20Motahari">Mohadese Motahari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In general, we consider the phenomenon of "fandism" or extreme fandom to be an aspect of fandom for a person, a group, or a collection, which leads to extreme support for them. So, for example, we consider a fan or a "fanatic" (which literally means a "fanatical person") to be a person who is extremely interested in a certain topic or topics and has a special passion and fascination for that issue. It may also be beyond the scope of logic and normal behavior of the society. With the expansion of the media and the advancement of technology, the phenomenon of fandom also underwent many changes and not only became more intense, but a large economy was also formed alongside it, and it is becoming more and more important every day. This economy, which emerged from the past with the formation of the first media, has now taken a different form with the development of media and social networks, as well as the change in the interaction between celebrities and audiences. Earning huge amounts of money with special methods in every social network and every media is achieved through fans and fandoms. In this article, we have studied the relationship between fans and famous people with reference to the economic debates surrounding it. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fandism" title="fandism">fandism</a>, <a href="https://publications.waset.org/abstracts/search?q=famous%20people" title=" famous people"> famous people</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=new%20media" title=" new media"> new media</a> </p> <a href="https://publications.waset.org/abstracts/161820/evaluation-of-interaction-between-fans-and-celebrities-in-new-media" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161820.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">90</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">55</span> Teaching the Student Agenda: A Case Study of Using Film Production in Students' English Learning </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20Zefeiti">Ali Zefeiti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There has always been a debate on critical versus pragmatic approach to learning English. Different elements of teaching take different shapes in the two approaches. This study concerns itself with the students who are the main pillar of the teaching/learning operation. Students have always been placed into classrooms to learn what the curricula of different courses offer. There is little room for students to state their own learning needs as they often have to conform with the group requirement. This study focuses on an extra-curricular activity students did alongside their mainstream learning. The students come from different colleges and different EAP courses. They are united by their passion for the task and learning many things along the way. The data are collected through interviews and students' journals. The study was concerned with the effect of this extra-curricular activity on students' main learning trajectory. The students were engaged in the task of film production over the period of their English Language course. The findings show that students are able to set their own agenda for learning and have actually had a lot of skills and vocabulary to take to class. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20EAP" title="critical EAP">critical EAP</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatic%20EAP" title=" pragmatic EAP"> pragmatic EAP</a>, <a href="https://publications.waset.org/abstracts/search?q=self-directed%20learning" title=" self-directed learning"> self-directed learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20methods" title=" teaching methods"> teaching methods</a> </p> <a href="https://publications.waset.org/abstracts/59014/teaching-the-student-agenda-a-case-study-of-using-film-production-in-students-english-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59014.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">455</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">54</span> Trait of Sales Professionals</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yuichi%20Morita">Yuichi Morita</a>, <a href="https://publications.waset.org/abstracts/search?q=Yoshiteru%20Nakamori"> Yoshiteru Nakamori</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In car dealer business of Japan, a sale professional is a key factor of company’s success. We hypothesize that, if a corporation knows what is the sales professionals’ trait of its corporation’s business field, it will be easier for a corporation to secure and nurture sales persons effectively. The lean human resources management will ensure business success and good performance of corporations, especially small and medium ones. The goal of the paper is to determine the traits of sales professionals for small-and medium-size car dealers, using chi-square test and the variable rough set model. As a result, the results illustrate that experience of job change, learning ability and product knowledge are important, and an academic background, building a career with internal transfer, experience of the leader and self-development are not important to be a sale professional. Also, we illustrate sales professionals’ traits are persistence, humility, improvisation and passion at business. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=traits%20of%20sales%20professionals" title="traits of sales professionals">traits of sales professionals</a>, <a href="https://publications.waset.org/abstracts/search?q=variable%20precision%20rough%20sets%20theory" title=" variable precision rough sets theory"> variable precision rough sets theory</a>, <a href="https://publications.waset.org/abstracts/search?q=sales%20professional" title=" sales professional"> sales professional</a>, <a href="https://publications.waset.org/abstracts/search?q=sales%20professionals" title=" sales professionals"> sales professionals</a> </p> <a href="https://publications.waset.org/abstracts/12741/trait-of-sales-professionals" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12741.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">53</span> The Dark Triad’s Moral Labyrinth: Differentiating Cognitive Processes Involved in Machiavellianism and Psychopathy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Megan%20E.%20Davies">Megan E. Davies</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the intention of identifying cognitive processes uniquely involved in the dark triad personality traits of psychopathy, Machiavellianism, and narcissism, this study aimed to determine further potential differences and parameters of individual traits by explaining a statistically significant amount of variance between the constructs of manipulativeness, impulsiveness, grit, and need for cognition within the dark triad. Applying a cross-sectional design, N = 96 participants self-reported using the MACH-IV, SRP-III, NFC-S, and Grit Scale for Perseverance and Passion for Long-Term Goals. Hierarchical regression analyses showed that only manipulativeness predicted Machiavellianism, whereas manipulativeness and impulsiveness were found to have predictive qualities for psychopathy. Overall, these results found areas of discrepancy and overlap between manipulation and impulsivity regarding psychopathy and Machiavellianism. Additionally, this study serves to preliminarily eliminate the Need for Cognition and grit as predictive variables for Machiavellianism and psychopathy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Machiavellianism" title="Machiavellianism">Machiavellianism</a>, <a href="https://publications.waset.org/abstracts/search?q=psychopathy" title=" psychopathy"> psychopathy</a>, <a href="https://publications.waset.org/abstracts/search?q=manipulation" title=" manipulation"> manipulation</a>, <a href="https://publications.waset.org/abstracts/search?q=impulsiveness" title=" impulsiveness"> impulsiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=need%20for%20cognition" title=" need for cognition"> need for cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=grit" title=" grit"> grit</a>, <a href="https://publications.waset.org/abstracts/search?q=dark%20triad" title=" dark triad"> dark triad</a> </p> <a href="https://publications.waset.org/abstracts/158474/the-dark-triads-moral-labyrinth-differentiating-cognitive-processes-involved-in-machiavellianism-and-psychopathy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158474.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">109</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">52</span> Competencies of a Commercial Grain Farmer: A Classic Grounded Theory Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thapelo%20Jacob%20Moloi">Thapelo Jacob Moloi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper purports to present the findings in relation to the competencies of commercial grain farmers using a classic grounded theory method. A total of about eighteen semi-structured interviews with farmers, former farmers, farm workers, and agriculture experts were conducted. Findings explored competencies in the form of skills, knowledge and personal attributes that commercial grain farmers possess. Skills range from production skills, financial management skill, time management skill, human resource management skill, planning skill to mechanical skill. Knowledge ranges from soil preparation, locality, and technology to weather knowledge. The personal attributes that contribute to shaping a commercial grain farmer are so many, but for this study, seven stood out as a passion, work dedication, self-efficacy, humbleness, intelligence, emotional stability, and patience. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=grain%20farming" title="grain farming">grain farming</a>, <a href="https://publications.waset.org/abstracts/search?q=farming%20competencies" title=" farming competencies"> farming competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=classic%20grounded%20theory" title=" classic grounded theory"> classic grounded theory</a>, <a href="https://publications.waset.org/abstracts/search?q=competency%20model" title=" competency model"> competency model</a> </p> <a href="https://publications.waset.org/abstracts/161131/competencies-of-a-commercial-grain-farmer-a-classic-grounded-theory-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161131.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">79</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">51</span> Refining Employee's Customer Service Performance through an Inter-Organizational Climate Study: A Way Forward</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zainal%20Abu%20Zatim">Zainal Abu Zatim</a>, <a href="https://publications.waset.org/abstracts/search?q=Hafizah%20Omar%20Zaki"> Hafizah Omar Zaki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Substantial research had been done on refining employee’s customer service performance. Thus, there were very limited empirical studies that are engage in an inter-organizational climate study in assessing employee’s customer service performance. With the current economic situation as well as emerging needs and requirements, all businesses either from public or private sector serving customers put greater attention on fulfilling those needs and requirements. In this state of affairs, the act of polishing its employees’ skills, knowledge, teamwork and passion is very important in ensuring better performance deliverance. A study conducted in one of the telecommunication service provider company in Malaysia had been done to test its inter-organizational climate study. The Internal Climate Study was done to benchmark opinions and perceptions of its employees. The study had provided baseline information about perceptions that exist in the internal environment and ways forward to improve customer service performance. The approach used is through the use of focus group and qualitative interview. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employees" title="employees">employees</a>, <a href="https://publications.waset.org/abstracts/search?q=Customer%20Service%20Performance" title=" Customer Service Performance"> Customer Service Performance</a>, <a href="https://publications.waset.org/abstracts/search?q=inter-organizational%20climate%20study" title=" inter-organizational climate study"> inter-organizational climate study</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20and%20private%20sector" title=" public and private sector"> public and private sector</a> </p> <a href="https://publications.waset.org/abstracts/8070/refining-employees-customer-service-performance-through-an-inter-organizational-climate-study-a-way-forward" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8070.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">398</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50</span> Comics Scanlation and Publishing Houses Translation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sharifa%20Alshahrani">Sharifa Alshahrani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Comics is a multimodal text wherein meaning is created by taking in all modes of expression at once. It uses two different semiotic modes, the verbal and the visual modes, together to make meaning and these different semiotic modes can be socially and culturally shaped to give meaning. Therefore, comics translation cannot treat comics as a monomodal text by translating only the verbal mode inside or outside the speech balloons as the cultural differences are encoded in the visual mode as well. Due to the development of the internet and editing software, comics translation is not anymore confined to the publishing houses and official translation as scanlation, or the fan translation took the initiative in translating comics for being emotionally attracted to the culture and genre. Scanlation is carried out by volunteering fans who translate out of passion. However, quality is one of the debatable issues relating to scanlation and fan translation. This study will investigate how the dynamic multimodal relationship in comics is exploited and interpreted in the translation by exploring the translation strategies and procedures adopted by the publishing houses and scanlation in interpreting comics into Arabic using three analytical frameworks; cultural references model, multimodal relation model and translation strategies and procedures models. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=comics" title="comics">comics</a>, <a href="https://publications.waset.org/abstracts/search?q=multimodality" title=" multimodality"> multimodality</a>, <a href="https://publications.waset.org/abstracts/search?q=translation" title=" translation"> translation</a>, <a href="https://publications.waset.org/abstracts/search?q=scanlation" title=" scanlation"> scanlation</a> </p> <a href="https://publications.waset.org/abstracts/142602/comics-scanlation-and-publishing-houses-translation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142602.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">212</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">49</span> Youths’ Analysis and Evaluation of Characters’ Behavior: A Case Study of a Stage Play, Kaki, at Faculty of Liberal Arts, Prince of Songkhla University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Montri%20Meenium">Montri Meenium</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research was to examine youths’ analysis and evaluation of three protagonists, one female and two males involved in sexual relationship in the stage play “Kaki” held by the Faculty of Liberal Arts, Prince of Songkla University. The interviews were conducted with 10 youths in the production team and 10 audience youths, totalling 20. The findings, which were presented in the form of a descriptive analysis, showed that all the 10 youths in the production team and the 10 audience youths did not accept the behaviour of the protagonists: the female who committed adultery and the males who were corrupted by power, had sexual relationship with a married woman and deceived people. The youths, however, knew that such behaviour resulted from being overpowered by human passion, especially infatuation, which was in accordance with the theme of the play. It was suggested that the story twines ideology or points of view that defy moral and ethics, prompting questions to be asked. Hence, the stage play can be used as an instrument to develop critical thinking in youths. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=descriptive%20analysis" title="descriptive analysis">descriptive analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=protagonists" title=" protagonists"> protagonists</a>, <a href="https://publications.waset.org/abstracts/search?q=youths" title=" youths"> youths</a>, <a href="https://publications.waset.org/abstracts/search?q=stage-play" title=" stage-play"> stage-play</a> </p> <a href="https://publications.waset.org/abstracts/3451/youths-analysis-and-evaluation-of-characters-behavior-a-case-study-of-a-stage-play-kaki-at-faculty-of-liberal-arts-prince-of-songkhla-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3451.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">253</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">48</span> Disposable Coffee Cups Recycling</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sasan%20Mohammadi">Sasan Mohammadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Due to our passion for coffee, we use 16 billion throwaway coffee cups yearly. Coffee lovers throughout the globe have discovered the hard way that their paper cups are not recyclable, despite what coffee businesses have repeatedly assured them [1] A disposable, single-use coffee cup comprises a paper and polyethylene layer. Polyethylene is a typical material used to fill a coffee cup's inside to keep its structure and provide water and heat resistance. In addition, the polyethylene layer prevents recycling since it is difficult to separate the plastic liner from the paper layer [2]. In addition, owing to the plastic membrane lining many of these cups, they cannot be recycled and may take up to 30 years to biodegrade [3]. Most of researcher try to separate plastic part ,but it is not economical and easy.For this purposes,it is not yet happen. In our research we don't separate plastic, just we make a homogeneous pulp with cold water.then fix it in mold and dry it,after completely drying cycle we heated the product in 100 degree of centigrade this cause a sintering effect by plastic particle between paper fibers.This method increase 30 percent the strength of product.This product has a good sound proof and thermal isolation. This means we can use it as insulator.with low density we can control the the density by percentage of air solved in pulp. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=recycling" title="recycling">recycling</a>, <a href="https://publications.waset.org/abstracts/search?q=disposable%20coffee%20cup" title=" disposable coffee cup"> disposable coffee cup</a>, <a href="https://publications.waset.org/abstracts/search?q=insolator" title=" insolator"> insolator</a>, <a href="https://publications.waset.org/abstracts/search?q=low%20density" title=" low density"> low density</a> </p> <a href="https://publications.waset.org/abstracts/165111/disposable-coffee-cups-recycling" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165111.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">77</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">47</span> The Impact of Technology on Sales Researches and Distribution</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nady%20Farag%20Faragalla%20Hanna">Nady Farag Faragalla Hanna</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the car dealership industry in Japan, the sales specialist is a key factor in the success of the company. I hypothesize that when a company understands the characteristics of sales professionals in its industry, it is easier to recruit and train salespeople effectively. Lean human resources management ensures the economic success and performance of companies, especially small and medium-sized companies.The purpose of the article is to determine the characteristics of sales specialists for small and medium-sized car dealerships using the chi-square test and the proximate variable model. Accordingly, the results show that career change experience, learning ability and product knowledge are important, while university education, career building through internal transfer, leadership experience and people development are not important for becoming a sales professional. I also show that the characteristics of sales specialists are perseverance, humility, improvisation and passion for business. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=electronics%20engineering" title="electronics engineering">electronics engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=marketing" title=" marketing"> marketing</a>, <a href="https://publications.waset.org/abstracts/search?q=sales" title=" sales"> sales</a>, <a href="https://publications.waset.org/abstracts/search?q=E-commerce%20digitalization" title=" E-commerce digitalization"> E-commerce digitalization</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20systems" title=" interactive systems"> interactive systems</a>, <a href="https://publications.waset.org/abstracts/search?q=sales%20process%20ARIMA%20models" title=" sales process ARIMA models"> sales process ARIMA models</a>, <a href="https://publications.waset.org/abstracts/search?q=sales%20demand%20forecasting" title=" sales demand forecasting"> sales demand forecasting</a>, <a href="https://publications.waset.org/abstracts/search?q=time%20series" title=" time series"> time series</a>, <a href="https://publications.waset.org/abstracts/search?q=R%20codetraits%20of%20sales%20professionals" title=" R codetraits of sales professionals"> R codetraits of sales professionals</a>, <a href="https://publications.waset.org/abstracts/search?q=variable%20precision%20rough%20sets%20theory" title=" variable precision rough sets theory"> variable precision rough sets theory</a>, <a href="https://publications.waset.org/abstracts/search?q=sales%20professional" title=" sales professional"> sales professional</a>, <a href="https://publications.waset.org/abstracts/search?q=sales%20professionals" title=" sales professionals"> sales professionals</a> </p> <a href="https://publications.waset.org/abstracts/185109/the-impact-of-technology-on-sales-researches-and-distribution" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185109.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">52</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">46</span> Analysis of Football Fans Perception of the Video Assistant Referee System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=David%20Yartel">David Yartel</a>, <a href="https://publications.waset.org/abstracts/search?q=Johnmark%20Ampomah%20Mensah%20Fobi"> Johnmark Ampomah Mensah Fobi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ernest%20Yeboah%20Acheampong"> Ernest Yeboah Acheampong</a>, <a href="https://publications.waset.org/abstracts/search?q=Sintim%20Musah"> Sintim Musah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Football has gone through a series of technological reforms targeted at improving the game for its audience. Yet, promote sanity of the game led to the introduction of the video assistant referee (VAR) to ‘check’ or ‘review’ an incident to clarify incidents and communicate the outcome to the referee and the fans. This is to reduce controversies regarding incidents on the pitch of play. In this study, we seek to survey the views of football fans to understand their perception of the video assistant referee, whether it has brought sanity or reduce the uncertainty regarding the decisions after reviews. The exploratory study focuses on 420 fans arbitrarily sampled on the university campuses to answer questionnaires based on the introduction of the video assistant referee. Results show that the VAR has interrupted the flow of the game, dropping passion, increased controversies including decisions from the referees’ call room leading to ensuing fans conflict, especially when it is against their team and vice versa. The study concludes by addressing some of their concerns as the VAR has come to minimise perceptions of incidents and engender fairness for teams. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=football%20fans" title="football fans">football fans</a>, <a href="https://publications.waset.org/abstracts/search?q=football%20incidents" title=" football incidents"> football incidents</a>, <a href="https://publications.waset.org/abstracts/search?q=football%20match" title=" football match"> football match</a>, <a href="https://publications.waset.org/abstracts/search?q=video%20assistant%20referee" title=" video assistant referee"> video assistant referee</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/118318/analysis-of-football-fans-perception-of-the-video-assistant-referee-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/118318.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">143</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">45</span> Promoting Stem Education and a Cosmic Perspective by Using 21st Century Science of Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rohan%20Roberts">Rohan Roberts</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this project was to collaborate with a group of high-functioning, more-able students (aged 15-18) to promote STEM Education and a love for science by bringing a cosmic perspective into the classroom and high school environment. This was done using 21st century science of learning, a focus on the latest research on Neuroeducation, and modern pedagogical methods based on Howard Gardner's theory of Multiple Intelligences, Bill Lucas’ theory of New Smarts, and Sir Ken Robinson’s recommendations on encouraging creativity. The result was an increased sense of passion, excitement, and wonder about science in general, and about the marvels of space and the universe in particular. In addition to numerous unique and innovative science-based initiatives, clubs, workshops, and science trips, this project also saw a marked rise in student-teacher collaboration in science learning and in student engagement with the general public through the press, social media, and community-based initiatives. This paper also outlines the practical impact that bringing a cosmic perspective into the classroom has had on the lives, interests, and future career prospects of the students involved in this endeavour. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cosmic%20perspective" title="cosmic perspective">cosmic perspective</a>, <a href="https://publications.waset.org/abstracts/search?q=gifted%20and%20talented" title=" gifted and talented"> gifted and talented</a>, <a href="https://publications.waset.org/abstracts/search?q=neuro-education" title=" neuro-education"> neuro-education</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM%20education" title=" STEM education"> STEM education</a> </p> <a href="https://publications.waset.org/abstracts/26695/promoting-stem-education-and-a-cosmic-perspective-by-using-21st-century-science-of-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26695.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">334</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">44</span> Development of Lodging Business Management Standards of Bang Khonthi Community in Samut Songkram Province</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Poramet%20Saeng-On">Poramet Saeng-On</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims to develop ways of lodging business management of Bang Khonthi community in Samut Songkram province that are appropriate with the cultural context of the Bang Khonthi community. Eight lodging business owners were interviewed. It was found that lodging business that are family business must be done with passion, correct understanding of self, culture, nature, Thai way of life, thorough, professional development, environmentally concerned, building partnerships with various networks both community level, and public sector and business cohorts. Public relations should be done through media both traditional and modern outlets, such as websites and social networks to provide customers convenience, security, happiness, knowledge, love and value when travel to Bang Khonthi. This will also help them achieve sustainability in business, in line with the 10 Home Stay Standard Thailand. Suggestions for operators are as follows: Operators need to improve their public relations work. They need to use technology in public relations such as the internet. Management standards must be improved. Souvenir and local products shops should be arranged in the compound. Product pricing must be set accordingly. They need to join hands to help each other. Quality of the business operation should be raised to meet the standards. Educational measures to reduce the impact caused by tourism on the community such as efforts to reduce energy consumption. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=homestay" title="homestay">homestay</a>, <a href="https://publications.waset.org/abstracts/search?q=lodging%20business" title=" lodging business"> lodging business</a>, <a href="https://publications.waset.org/abstracts/search?q=management" title=" management"> management</a>, <a href="https://publications.waset.org/abstracts/search?q=standard" title=" standard"> standard</a> </p> <a href="https://publications.waset.org/abstracts/9817/development-of-lodging-business-management-standards-of-bang-khonthi-community-in-samut-songkram-province" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9817.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">446</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">43</span> Elite Female Football Coaches’ Experiences and Reflections in a Male-dominated Environment: The Case of Ghana</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fiona%20Soraya%20Addai-Sundiata">Fiona Soraya Addai-Sundiata</a>, <a href="https://publications.waset.org/abstracts/search?q=Ernest%20Yeboah%20Acheampong"> Ernest Yeboah Acheampong</a>, <a href="https://publications.waset.org/abstracts/search?q=Ralph%20Frimpong"> Ralph Frimpong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The rationale of this study is to examine the career experiences of elite female football coaches in Ghana. More importantly, it focus on their motives, the challenges of football coaching and their experiences along their career paths. The study draws from literature on female coaches in football to understand their experiences and reflections in their chosen careers. The findings of the study relied on in-depth semi-structured interviews with five elite female football coaches aged between 28 and 50 years. Participants’ responses reveal that both intrinsic and extrinsic motives drive them into football coaching, including learning experiences from abroad, a strong desire to break the gendered hegemony of coaching in Ghana, serving as role models, enjoyment, satisfaction and passion for their chosen careers. Results indicate that they encountered sociocultural, organisational, personal and interpersonal challenges. Also, they experience gender stereotyping, limited career mobility, sexism and marginalisation, which prevent them from becoming elite coaches. The study provides useful data for stakeholders, including Ghana Football Association (GFA), to use effective strategies (e.g., special incentives for women coaches) to attract and retain women in the football coaching space. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=elite%20female%20football%20coaches" title="elite female football coaches">elite female football coaches</a>, <a href="https://publications.waset.org/abstracts/search?q=career%20experiences" title=" career experiences"> career experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=motives" title=" motives"> motives</a>, <a href="https://publications.waset.org/abstracts/search?q=trajectories" title=" trajectories"> trajectories</a> </p> <a href="https://publications.waset.org/abstracts/181774/elite-female-football-coaches-experiences-and-reflections-in-a-male-dominated-environment-the-case-of-ghana" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/181774.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">69</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=passion&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=passion&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=passion&page=2" 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