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praxis</title> <meta name="description" content="Search results for: praxis"> <meta name="keywords" content="praxis"> <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="praxis"> <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> 44</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: praxis</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">44</span> The Rural Q'eqchi' Maya Consciousness and the Agricultural Rituals: A Case of San Agustin Lanquin, Guatemala</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Y.S.%20Lea">Y.S. Lea</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigates the agricultural rituals in relation to the historical continuity of cultural ideology concerning the praxis of cultural sustenance of the indigenous Mayas. The praxis is delineated in two dimensions: 1) The ceremonial and quotidian rituals of the rural Q’eqchi’ Mayas in Lanquin, Guatemala; 2) The indigenous Maya resistance of 2014 against the legislation of the 'Law for the Protection of New Plant Varieties,' commonly known as 'the Monsanto Law' in Guatemala. Through the intersection of ideology in practice, the praxis of cultural sustenance is construed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Q%27eqchi%27%20Mayas" title="Q'eqchi' Mayas">Q'eqchi' Mayas</a>, <a href="https://publications.waset.org/abstracts/search?q=San%20Agustin%20Lanquin" title=" San Agustin Lanquin"> San Agustin Lanquin</a>, <a href="https://publications.waset.org/abstracts/search?q=Alta%20Verapaz" title=" Alta Verapaz"> Alta Verapaz</a>, <a href="https://publications.waset.org/abstracts/search?q=Guatemala" title=" Guatemala"> Guatemala</a>, <a href="https://publications.waset.org/abstracts/search?q=Maya%20animism" title=" Maya animism"> Maya animism</a>, <a href="https://publications.waset.org/abstracts/search?q=Q%E2%80%99eqchi%27%20deities" title=" Q’eqchi' deities"> Q’eqchi' deities</a>, <a href="https://publications.waset.org/abstracts/search?q=Tzuultaq%27as" title=" Tzuultaq'as"> Tzuultaq'as</a> </p> <a href="https://publications.waset.org/abstracts/61670/the-rural-qeqchi-maya-consciousness-and-the-agricultural-rituals-a-case-of-san-agustin-lanquin-guatemala" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61670.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">249</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">43</span> Eco-Literacy and Pedagogical Praxis in the Multidisciplinary University Greenhouse toward the Food Security Strengthening</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Citlali%20Aguilera%20Lira">Citlali Aguilera Lira</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20Lynch%20Steinicke"> David Lynch Steinicke</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrea%20Le%C3%B3n%20Garc%C3%ADa"> Andrea León García</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the challenges that higher education faces is to find how to approach the sustainability in an inclusive way to the student within all the different academic areas, how to move the sustainable development from the abstract field to the operational field. This research comes from the ecoliteracy and the pedagogical praxis as tools for rebuilding the teaching processes inside of universities. The purpose is to determine and describe which are the factors involved in the process of learning particularly in the Greenhouse-School Siembra UV. In the Greenhouse-School Siembra UV, of the University of Veracruz, are cultivated vegetables, medicinal plants and small cornfields under the usage of eco-technologies such as hydroponics, Wickingbed and Hugelkultur, which main purpose is the saving of space, labor and natural resources, as well as function as agricultural production alternatives in the urban and periurban zones. The sample was formed with students from different academic areas and who are actively involved in the greenhouse, as well as institutes from the University of Veracruz and governmental and non-governmental departments. This project comes from a pedagogic praxis approach, from filling the needs that the different professional profiles of the university students have. All this with the purpose of generate a pragmatic dialogue with the sustainability. It also comes from the necessity to understand the factors that intervene in the students’ praxis. In this manner is how the students are the fundamental unit in the sphere of sustainability. As a result, it is observed that those University of Veracruz students who are involved in the Greenhouse-school, Siembra UV, have enriched in different levels the sense of urban and periurban agriculture because of the diverse academic approaches they have and the interaction between them. It is concluded that the eco-technologies act as fundamental tools for ecoliteracy in society, where it is strengthen the nutritional and food security from a sustainable development approach. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=farming%20eco-technologies" title="farming eco-technologies">farming eco-technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=food%20security" title=" food security"> food security</a>, <a href="https://publications.waset.org/abstracts/search?q=multidisciplinary" title=" multidisciplinary"> multidisciplinary</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20praxis" title=" pedagogical praxis"> pedagogical praxis</a> </p> <a href="https://publications.waset.org/abstracts/29719/eco-literacy-and-pedagogical-praxis-in-the-multidisciplinary-university-greenhouse-toward-the-food-security-strengthening" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29719.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">317</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">42</span> Unveiling Adorno’s Concern for Revolutionary Praxis and Its Enduring Significance: A Philosophical Analysis of His Writings on Sociology and Philosophy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marie-Josee%20%20Lavallee">Marie-Josee Lavallee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Adorno’s reputation as an abstract and pessimistic thinker who indulged in a critic of capitalist society and culture without bothering himself with opening prospects for change, and who has no interest in political activism, recently begun to be questioned. This paper, which has a twofold objective, will push revisionist readings a step further by putting forward the thesis that revolutionary praxis has been an enduring concern for Adorno, surfacing throughout his entire work. On the other hand, it will hold that his understanding of the relationships between theory and praxis, which will be explained by referring to Ernst Bloch’s distinction between the warm and cold currents of Marxism, can help to interpret the paralysis of revolutionary practice in our own time under a new light. Philosophy and its tasks have been an enduring topic of Adorno’s work from the 1930s to Negativ Dialektik. The writings in which he develops these ideas stand among his most obscure and abstract so that their strong ties to the political have remained mainly overlooked. Adorno’s undertaking of criticizing and ‘redeeming’ philosophy and metaphysics is inseparable from a care for retrieving the capacity to act in the world and to change it. Philosophical problems are immanent to sociological problems, and vice versa, he underlines in his Metaphysik. Begriff and Problem. The issue of truth cannot be severed from the contingent context of a given idea. As a critical undertaking extracting its contents from reality, which is what philosophy should be from Adorno's perspective, the latter has the potential to fully reveal the reification of the individual and consciousness resulting from capitalist economic and cultural domination, thus opening the way to resistance and revolutionary change. While this project, according to his usual method, is sketched mainly in negative terms, it also exhibits positive contours which depict a socialist society. Only in the latter could human suffering end, and mutilated individuals experiment with reconciliation in an authentic way. That Adorno’s continuous plea for philosophy’s self-critic and renewal hides an enduring concern for revolutionary praxis emerges clearly from a careful philosophical analysis of his writings on philosophy and a selection of his sociological work, coupled with references to his correspondences. This study points to the necessity of a serious re-evaluation of Adorno’s relationship to the political, which will impact on the interpretation of his whole oeuvre, is much needed. In the second place, Adorno's dialectical conception of theory and praxis is enlightening for our own time, since it suggests that we are experiencing a phase of creative latency rather an insurmountable impasse. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Frankfurt%20school" title="Frankfurt school">Frankfurt school</a>, <a href="https://publications.waset.org/abstracts/search?q=philosophy%20and%20revolution" title=" philosophy and revolution"> philosophy and revolution</a>, <a href="https://publications.waset.org/abstracts/search?q=revolutionary%20praxis" title=" revolutionary praxis"> revolutionary praxis</a>, <a href="https://publications.waset.org/abstracts/search?q=Theodor%20W.%20Adorno" title=" Theodor W. Adorno"> Theodor W. Adorno</a> </p> <a href="https://publications.waset.org/abstracts/96690/unveiling-adornos-concern-for-revolutionary-praxis-and-its-enduring-significance-a-philosophical-analysis-of-his-writings-on-sociology-and-philosophy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96690.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">123</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">41</span> Teaching Practices for Subverting Significant Retentive Learner Errors in Arithmetic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michael%20Lousis">Michael Lousis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The systematic identification of the most conspicuous and significant errors made by learners during three-years of testing of their progress in learning Arithmetic throughout the development of the Kassel Project in England and Greece was accomplished. How much retentive these errors were over three-years in the officially provided school instruction of Arithmetic in these countries has also been shown. The learners’ errors in Arithmetic stemmed from a sample, which was comprised of two hundred (200) English students and one hundred and fifty (150) Greek students. The sample was purposefully selected according to the students’ participation in each testing session in the development of the three-year project, in both domains simultaneously in Arithmetic and Algebra. Specific teaching practices have been invented and are presented in this study for subverting these learners’ errors, which were found out to be retentive to the level of the nationally provided mathematical education of each country. The invention and the development of these proposed teaching practices were founded on the rationality of the theoretical accounts concerning the explanation, prediction and control of the errors, on the conceptual metaphor and on an analysis, which tried to identify the required cognitive components and skills of the specific tasks, in terms of Psychology and Cognitive Science as applied to information-processing. The aim of the implementation of these instructional practices is not only the subversion of these errors but the achievement of the mathematical competence, as this was defined to be constituted of three elements: appropriate representations - appropriate meaning - appropriately developed schemata. However, praxis is of paramount importance, because there is no independent of science ‘real-truth’ and because praxis serves as quality control when it takes the form of a cognitive method. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=arithmetic" title="arithmetic">arithmetic</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20science" title=" cognitive science"> cognitive science</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20psychology" title=" cognitive psychology"> cognitive psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=information-processing%20paradigm" title=" information-processing paradigm"> information-processing paradigm</a>, <a href="https://publications.waset.org/abstracts/search?q=Kassel%20project" title=" Kassel project"> Kassel project</a>, <a href="https://publications.waset.org/abstracts/search?q=level%20of%20the%20nationally%20provided%20mathematical%20education" title=" level of the nationally provided mathematical education"> level of the nationally provided mathematical education</a>, <a href="https://publications.waset.org/abstracts/search?q=praxis" title=" praxis"> praxis</a>, <a href="https://publications.waset.org/abstracts/search?q=remedial%20mathematical%20teaching%20practices" title=" remedial mathematical teaching practices"> remedial mathematical teaching practices</a>, <a href="https://publications.waset.org/abstracts/search?q=retentiveness%20of%20errors" title=" retentiveness of errors"> retentiveness of errors</a> </p> <a href="https://publications.waset.org/abstracts/69727/teaching-practices-for-subverting-significant-retentive-learner-errors-in-arithmetic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69727.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">316</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">40</span> Circle Work as a Relational Praxis to Facilitate Collaborative Learning within Higher Education: A Decolonial Pedagogical Framework for Teaching and Learning in the Virtual Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jennifer%20Nutton">Jennifer Nutton</a>, <a href="https://publications.waset.org/abstracts/search?q=Gayle%20Ployer"> Gayle Ployer</a>, <a href="https://publications.waset.org/abstracts/search?q=Ky%20Scott"> Ky Scott</a>, <a href="https://publications.waset.org/abstracts/search?q=Jenny%20Morgan"> Jenny Morgan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Working in a circle within higher education creates a decolonial space of mutual respect, responsibility, and reciprocity that facilitates collaborative learning and deep connections among learners and instructors. This approach is beyond simply facilitating a group in a circle but opens the door to creating a sacred space connecting each member to the land, to the Indigenous peoples who have taken care of the lands since time immemorial, to one another, and to one’s own positionality. These deep connections not only center human knowledges and relationships but also acknowledges responsibilities to land. Working in a circle as a relational pedagogical praxis also disrupts institutional power dynamics by creating a space of collaborative learning and deep connections in the classroom. Inherent within circle work is to facilitate connections not just academically but emotionally, physically, culturally, and spiritually. Recent literature supports the use of online talking circles, finding that it can offer a more relational and experiential learning environment, which is often absent in the virtual world and has been made more evident and necessary since the pandemic. These deeper experiences of learning and connection, rooted in both knowledge and the land, can then be shared with openness and vulnerability with one another, facilitating growth and change. This process of beginning with the land is critical to ensure we have the grounding to obstruct the ongoing realities of colonialism. The authors, who identify as both Indigenous and non-Indigenous, as both educators and learners, reflect on their teaching and learning experiences in circle. They share a relational pedagogical praxis framework that has been successful in educating future social workers, environmental activists, and leaders in social and human services, health, legal and political fields. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=circle%20work" title="circle work">circle work</a>, <a href="https://publications.waset.org/abstracts/search?q=relational%20pedagogies" title=" relational pedagogies"> relational pedagogies</a>, <a href="https://publications.waset.org/abstracts/search?q=decolonization" title=" decolonization"> decolonization</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title=" distance education"> distance education</a> </p> <a href="https://publications.waset.org/abstracts/160212/circle-work-as-a-relational-praxis-to-facilitate-collaborative-learning-within-higher-education-a-decolonial-pedagogical-framework-for-teaching-and-learning-in-the-virtual-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160212.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">76</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">39</span> Developing and Enacting a Model for Institutional Implementation of the Humanizing Pedagogy: Case Study of Nelson Mandela University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mukhtar%20Raban">Mukhtar Raban</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As part of Nelson Mandela University’s journey of repositioning its learning and teaching agenda, the university adopted and foregrounded a humanizing pedagogy-aligning with institutional goals of critically transforming the academic project. The university established the Humanizing Pedagogy Praxis and Research Niche (HPPRN) as a centralized hub for coordinating institutional work exploring and advancing humanizing pedagogies and tasked the unit with developing and enacting a model for humanizing pedagogy exploration. This investigation endeavored to report on the development and enactment of a model that sought to institutionalize a humanizing pedagogy at a South African university. Having followed a qualitative approach, the investigation presents the case study of Nelson Mandela University’s HPPRN and the model it subsequently established and enacted for the advancement towards a more common institutional understanding, interpretation and application of the humanizing pedagogy. The study adopted an interpretive lens for analysis, complementing the qualitative approach of the investigation. The primary challenge that confronted the HPPRN was the development of a ‘living model’ that had to complement existing institutional initiatives while accommodating a renewed spirit of critical reflection, innovation and research of continued and new humanizing pedagogical exploration and applications. The study found that the explicit consideration of tenets of humanizing and critical pedagogies in underpinning and framing the HPPRN Model contributed to the sense of ‘lived’ humanizing pedagogy experiences during enactment. The multi-leveled inclusion of critical reflection in the development and enactment stages was found to further the processes of praxis employed at the university, which is integral to the advancement of humanizing and critical pedagogies. The development and implementation of a model that seeks to institutionalize the humanizing pedagogy at a university rely not only on sound theoretical conceptualization but also on the ‘richness of becoming more human’ explicitly expressed and encountered in praxes and application. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=humanizing%20pedagogy" title="humanizing pedagogy">humanizing pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20pedagogy" title=" critical pedagogy"> critical pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=institutional%20implementation" title=" institutional implementation"> institutional implementation</a>, <a href="https://publications.waset.org/abstracts/search?q=praxis" title=" praxis"> praxis</a> </p> <a href="https://publications.waset.org/abstracts/108430/developing-and-enacting-a-model-for-institutional-implementation-of-the-humanizing-pedagogy-case-study-of-nelson-mandela-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108430.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">167</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">38</span> Being a Teacher in Higher Education: Techne or Praxis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thi%20V.%20S.%20Nguyen">Thi V. S. Nguyen</a>, <a href="https://publications.waset.org/abstracts/search?q=Kevin%20Laws"> Kevin Laws</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the construction of higher education teachers’ roles from the perspectives of participants in a compulsory teachers’ professional development for Vietnamese higher education teachers. Constructivist grounded theory was used as methodology and analysis of the study. Fifteen program participants were semi-structured interviewed before they started the professional development program for higher education teachers. Five trainers of the program were interviewed and documents related to teachers’ standards in Vietnam were analysed to supplement participants’ perspectives. Standards and roles of higher education teachers emerged as two categories grounded from data. Standard category involves moral and professional criteria, whereas roles of higher education teachers category consists of specific roles related to guiding student learning, and advising their academic, moral and social activities. A model of higher education teachers’ conceptions of their roles in a Vietnamese context addressing both professional (techne) and moral (praxis) responsibilities is constructed from this study. A discussion on teachers’ roles in higher education is put forward and insightful implications for the design and possible restructure of teachers’ professional development for early career higher education teachers is suggested. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education%20teachers%27%20roles%20and%20standards" title="higher education teachers' roles and standards">higher education teachers' roles and standards</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20roles" title=" moral roles"> moral roles</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%27%20professional%20development" title=" teachers' professional development"> teachers' professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%27%20conceptions%20of%20their%20roles" title=" teachers' conceptions of their roles"> teachers' conceptions of their roles</a> </p> <a href="https://publications.waset.org/abstracts/53242/being-a-teacher-in-higher-education-techne-or-praxis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53242.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">394</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">37</span> Ecocentric Principles for the Change of the Anthropocentric Design Within the Other Species Related Fields</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Armando%20Cuspinera">Armando Cuspinera</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Humans are nature itself, being with non-human species part of the same ecosystem, but the praxis reflects that not all relations are the same. In fields of design such as Biomimicry, Biodesign, and Biophilic design exist different approaches towards nature, nevertheless, anthropocentric principles such as domination, objectivization, or exploitation are defined in the same as ecocentric principles of inherent importance in life itself. Anthropocentrism has showed humanity with pollution of the earth, water, air, and the destruction of whole ecosystems from monocultures and rampant production of useless objects that life cannot outstand this unaware rhythm of life focused only for the human benefits. Even if by nature the biosphere is resilient, studies showed in the Paris Agreement explain that humanity will perish in an unconscious way of praxis. This is why is important to develop a differentiation between anthropocentric and ecocentricprinciples in the praxis of design, in order to enhance respect, valorization, and positive affectivity towards other life forms is necessary to analyze what principles are reproduced from each practice of design. It is only from the study of immaterial dimensions of design such as symbolism, epistemology, and ontology that the relation towards nature can be redesigned, and in order to do so, it must be studies from the dimensions of ontological design what principles –anthropocentric or ecocentric- through what the objects enhance or focus the perception humans have to its surrounding. The things we design also design us is the principle of ontological design, and in order to develop a way of ecological design in which is possible to consider other species as users, designers or collaborators is important to extend the studies and relation to other living forms from a transdisciplinary perspective of techniques, knowledge, practice, and disciplines in general. Materials, technologies, and any kind of knowledge have the principle of a tool: is not good nor bad, but is in the way of using it the possibilities that exist within them. The collaboration of disciplines and fields of study gives the opportunity to connect principles from other cultures such as Deep Ecology and Environmental Humanities in the development of methodologies of design that study nature, integrates their strategies to our own species, and considers life of other species as important as human life, and is only form the studies of ontological design that material and immaterial dimensions can be analyzed and imbued with structures that already exist in other fields. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=design" title="design">design</a>, <a href="https://publications.waset.org/abstracts/search?q=antropocentrism" title=" antropocentrism"> antropocentrism</a>, <a href="https://publications.waset.org/abstracts/search?q=ecocentrism" title=" ecocentrism"> ecocentrism</a>, <a href="https://publications.waset.org/abstracts/search?q=ontological%20design" title=" ontological design"> ontological design</a> </p> <a href="https://publications.waset.org/abstracts/147443/ecocentric-principles-for-the-change-of-the-anthropocentric-design-within-the-other-species-related-fields" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147443.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">156</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">36</span> Educating the Education Student: Technology as the Link between Theory and Praxis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rochelle%20Botha-Marais">Rochelle Botha-Marais</a> </p> <p class="card-text"><strong>Abstract:</strong></p> When lecturing future educators in South Africa, praxis is an indispensable aspect that is often neglected. Without properly understanding how the theory taught in lecture halls relates to their future position as educators, we can not expect these students to be fully equipped future teachers. To enable education students at the Vaal Campus of the North West University - who have the Afrikaans language as major - to discover the link between theory and practice, the author created an assignment on phonetics in which the use of technology was incorporated. In the past, students had to submit an assignment or worksheet and they did not get the opportunity to apply their newly found knowledge in a practical manner. For potential future teachers, this application is essential. This paper will demonstrate how technology is used in the second year Afrikaans education module to promote student engagement and self-directed learning. Students were introduced to innovative new technologies alongside more familiar applications to shape a 21st century learning environment where students can think, communicate, solve problems, collaborate and take responsibility for their own teaching and learning. The paper will also reflect on student feedback pertaining the use and efficiency of technology in the Afrikaans module and the possible impact thereof on their own teaching and learning landscape. The aim of this paper is to showcase how technology can be used to maximize the students learning experience and equip future education students with the tools and knowledge to introduce technology-enhanced learning in their own teaching practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education%20students" title="education students">education students</a>, <a href="https://publications.waset.org/abstracts/search?q=theory%20and%20practice" title=" theory and practice"> theory and practice</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=student%20engagement" title=" student engagement"> student engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/69393/educating-the-education-student-technology-as-the-link-between-theory-and-praxis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69393.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">287</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">35</span> Re-Thinking and Practicing Critical Pedagogy in Education through Art</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dalya%20Markovich">Dalya Markovich</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the last decade art-educators strive to integrate critical pedagogy within the art classroom. Critical pedagogy aims to deconstruct the oppressive social reality and the false consciousness in which learners from both privileged and underprivileged groups are caught. Understanding oppression as a product of socio-political conditions seeks to instigate processes of change anchored in the student's views. Yet, growing empirical evidence show that these efforts often has resulted in art projects in which art teachers play an active role in the process of critical teaching, while the students remain passive listeners. In this common scenario, the teachers/artists become authoritarian moral guides of critical thinking and acting, while the students are often found to be indifferent or play along to satisfy the teachers'/artists aspirations. These responses indicate that the message of critical pedagogy – transforming the students' way of thinking and acting – mostly do not fulfill its emancipation goals. The study analyses the critical praxis embedded in new art projects and their influence on the participants. This type of projects replaces the individual producer with a collaborative work; switch the finite work with an ongoing project; and transforms the passive learner to an engaged co-producer. The research delves into the pedagogical framework of two of these art projects by using qualitative methods. In-depth interviews were conducted with 4 of the projects' initiator and managers, in order to access understandings of the art projects goals and pedagogical methods. Field work included 4 participant observation (two in each project) during social encounters in the project's settings, focusing on how critical thinking is enacted (or not) by the participants. The analysis exposes how the new art projects avoid the prepackaged "critical" assumptions and praxis, thus turning the participants from passive carriers of critical thinking to agents that actively use criticism. Findings invite researchers to explore new avenues for understanding critical pedagogy and developing various ways to implement critical pedagogy during art education, in view of the growing need of critical thinking and acting in school/society. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20pedagogy" title="critical pedagogy">critical pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20through%20art" title=" education through art"> education through art</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20work" title=" collaborative work"> collaborative work</a>, <a href="https://publications.waset.org/abstracts/search?q=agency" title=" agency"> agency</a> </p> <a href="https://publications.waset.org/abstracts/102546/re-thinking-and-practicing-critical-pedagogy-in-education-through-art" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102546.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">34</span> Praxis-Oriented Pedagogies for Pre-Service Teachers: Teaching About and For Social Justice Through Equity Literature Circles</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joanne%20Robertson">Joanne Robertson</a>, <a href="https://publications.waset.org/abstracts/search?q=Awneet%20Sivia"> Awneet Sivia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Preparing aspiring teachers to become advocates for social justice reflects a fundamental commitment for teacher education programs in Canada to create systemic educational change. The goal is ultimately to address inequities in K-12 education for students from multiple identity groups that have historically been marginalized and oppressed in schools. Social justice is described as an often undertheorized and vague concept in the literature, which increases the risk that teaching for social justice remains a lofty goal. Another concern is that the social justice agenda in teacher education in North America ignores pedagogies related to subject-matter knowledge and discipline-based teaching methods. The question surrounding how teacher education programs can address these issues forms the basis for the research undertaken in this study. The paper focuses on a qualitative research project that examines how an Equity Literature Circles (ELC) framework within a language arts methods course in a Bachelor of Education program may help pre-service teachers better understand the inherent relationship between literacy instructional practices and teaching about and for social justice. Grounded in the Freireian (2018) principle of praxis, this study specifically seeks to understand the impact of Equity Literature Circles on pre-service teachers’ understanding of current social justice issues (reflection), their development of professional competencies in literacy instruction (practice), and their identity as advocates of social justice (action) who address issues related to student diversity, equity, and human rights within the English Language Arts program. In this paper presentation, participants will be provided with an overview of the Equity Literature Circle framework, a summary of key findings and recommendations from the qualitative study, an annotated bibliography of suggested Young Adult novels, and opportunities for questions and dialogue. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=literacy" title="literacy">literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/abstracts/search?q=equity" title=" equity"> equity</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20justice" title=" social justice"> social justice</a>, <a href="https://publications.waset.org/abstracts/search?q=diversity" title=" diversity"> diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20rights" title=" human rights"> human rights</a> </p> <a href="https://publications.waset.org/abstracts/162278/praxis-oriented-pedagogies-for-pre-service-teachers-teaching-about-and-for-social-justice-through-equity-literature-circles" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162278.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> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">33</span> Application the Queuing Theory in the Warehouse Optimization</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jaroslav%20Masek">Jaroslav Masek</a>, <a href="https://publications.waset.org/abstracts/search?q=Juraj%20Camaj"> Juraj Camaj</a>, <a href="https://publications.waset.org/abstracts/search?q=Eva%20Nedeliakova"> Eva Nedeliakova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of optimization of store management is not only designing the situation of store management itself including its equipment, technology and operation. In optimization of store management we need to consider also synchronizing of technological, transport, store and service operations throughout the whole process of logistic chain in such a way that a natural flow of material from provider to consumer will be achieved the shortest possible way, in the shortest possible time in requested quality and quantity and with minimum costs. The paper deals with the application of the queuing theory for optimization of warehouse processes. The first part refers to common information about the problematic of warehousing and using mathematical methods for logistics chains optimization. The second part refers to preparing a model of a warehouse within queuing theory. The conclusion of the paper includes two examples of using queuing theory in praxis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=queuing%20theory" title="queuing theory">queuing theory</a>, <a href="https://publications.waset.org/abstracts/search?q=logistics%20system" title=" logistics system"> logistics system</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20methods" title=" mathematical methods"> mathematical methods</a>, <a href="https://publications.waset.org/abstracts/search?q=warehouse%20optimization" title=" warehouse optimization"> warehouse optimization</a> </p> <a href="https://publications.waset.org/abstracts/34523/application-the-queuing-theory-in-the-warehouse-optimization" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34523.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">593</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">32</span> Critical Dialogue: Anti-Racism Teacher Education in Predominantly White Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Claire%20M.%20Hollocou">Claire M. Hollocou</a>, <a href="https://publications.waset.org/abstracts/search?q=Denise%20Johnson"> Denise Johnson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As racism permeates the foundation of America's educational system, educators hold a level of responsibility to address racism and the power of white privilege in the classroom by implementing anti-racist practices. This study aims to discuss the practices of anti-racist education across two predominantly affluent white schools. It offers our perspectives as white and black female teachers committed to implementing and reflecting on our antiracist work. Through communities of practice and the critical dialogue framework, we will provide an environment for one another to share our experiences implementing anti-racist education. We will spend a couple of months engaging in dialogue together to support our praxis. With critical reflection, we will look for themes that emerge through the conversations as well as develop a protocol for building an antiracist community of practice. This study is a work in progress. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anti-racism" title="anti-racism">anti-racism</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20dialogue" title=" critical dialogue"> critical dialogue</a>, <a href="https://publications.waset.org/abstracts/search?q=race%20and%20racism" title=" race and racism"> race and racism</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a> </p> <a href="https://publications.waset.org/abstracts/131994/critical-dialogue-anti-racism-teacher-education-in-predominantly-white-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131994.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">132</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">31</span> A Review of Psychiatric Practices in Issues of Anomalous Experiences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Prosper%20Kudzanai%20Mushauri">Prosper Kudzanai Mushauri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In issues of anomalous experiences commonly referred to as madness or mental illness, attempts have been made to deal with it so that people manage to live their lives in a more functional way. It is in this stance that psychiatry has sort of portraying itself as seeking to ameliorate perturbations which individuals live with via nosological systems and use of medicine to anomalous experiences. It is from this hegemony that has led to the untold harm which people living with madness have endured from antique to contemporary life. The paper reflects via a literature review on the history of psychiatry and argues that it is akin to contemporary psychiatry to be involved in iatrogenic acts. As antique psychiatry meddled with gory issues of inhumanity, deceit and mass murders which some of those the contemporary psychiatry has not weaned itself from such diabolical acts. The objective of the paper is to suggest to psychiatry that it has not comported to the mores of psychological ethics. In doing this, the paper hopes that psychiatry will reflect and reform its curricular and praxis so that it comports to ethical standards in psychological science in ameliorating anomalous experiences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nosology" title="nosology">nosology</a>, <a href="https://publications.waset.org/abstracts/search?q=psychiatry" title=" psychiatry"> psychiatry</a>, <a href="https://publications.waset.org/abstracts/search?q=madness" title=" madness"> madness</a>, <a href="https://publications.waset.org/abstracts/search?q=diagnosis" title=" diagnosis"> diagnosis</a>, <a href="https://publications.waset.org/abstracts/search?q=eugenics" title=" eugenics"> eugenics</a> </p> <a href="https://publications.waset.org/abstracts/107317/a-review-of-psychiatric-practices-in-issues-of-anomalous-experiences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107317.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">161</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">30</span> Literary Works as Historical Documents: A New Historicist Reflection on Ahmadou Kourouma's Texts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Busari%20Lasisi">Busari Lasisi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Literary works are often devalued to mere fictions and are left with no essence and contributions to history. The sub-structured rational delineating literary works from history is anchored on the aesthetic and flowery expressions that are therein embedded for artistic enrichment. This does not distance a literary work (from whichever genres it is drawn) reflecting the socio-economic, cultural and political cum religious perspectives of a given people and society. This is the very reason justifying the veracity that a writer does not anchor his writing outside of his society. He writes mirroring (his or a given society’s) events, places and duration of consciousness thereby making history evident. In the light of this reality, literary works are not just seen as fictions, imaginative and unrealistic pieces; for they are never unconnected to history. Thus, making authors of literary works historians and their works engrafted useful historical documents. Using the works of Ahmadou Korouma, a renown Ivorian writer, the praxis of this paper therefore in New Historicism approach postulates that literary works are underlying unexplored historic materials, and literature a jumelle to history. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=literature" title="literature">literature</a>, <a href="https://publications.waset.org/abstracts/search?q=history" title=" history"> history</a>, <a href="https://publications.waset.org/abstracts/search?q=New%20Historicism" title=" New Historicism"> New Historicism</a>, <a href="https://publications.waset.org/abstracts/search?q=authors" title=" authors"> authors</a> </p> <a href="https://publications.waset.org/abstracts/83994/literary-works-as-historical-documents-a-new-historicist-reflection-on-ahmadou-kouroumas-texts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83994.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">294</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">29</span> Science of Social Work: Recognizing Its Existence as a Scientific Discipline by a Method Triangulation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sandra%20Mendes">Sandra Mendes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social Work has encountered over time with multivariate requests in the field of its action, provisioning frameworks of knowledge and praxis. Over the years, we have observed a transformation of society and, consequently, of the public who deals with the social work practitioners. Both, training and profession have had need to adapt and readapt the ways of doing, bailing up theories to action, while action unfolds emancipation of new theories. The theoretical questioning of this subject lies on classical authors from social sciences, and contemporary authors of Social Work. In fact, both enhance, in the design of social work, an integration and social cohesion function, creating a culture of action and theory, attributing to its method a relevant function, which shall be promoter of social changes in various dimensions of both individual and collective life, as well as scientific knowledge. On the other hand, it is assumed that Social Work, through its professionalism and through the academy, is now closer to distinguish itself from other Social Sciences as an autonomous scientific field, being, however, in the center of power struggles. This paper seeks to fill the gap in social work literature about the study of the scientific field of this area of knowledge. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=field%20theory" title="field theory">field theory</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge" title=" knowledge"> knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=science" title=" science"> science</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20work" title=" social work"> social work</a> </p> <a href="https://publications.waset.org/abstracts/53344/science-of-social-work-recognizing-its-existence-as-a-scientific-discipline-by-a-method-triangulation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53344.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">355</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">28</span> Study of Pre-Handwriting Factors Necessary for Successful Handwriting in Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lalitchandra%20J.%20Shah">Lalitchandra J. Shah</a>, <a href="https://publications.waset.org/abstracts/search?q=Katarzyna%20Bialek"> Katarzyna Bialek</a>, <a href="https://publications.waset.org/abstracts/search?q=Melinda%20L.%20Clarke"> Melinda L. Clarke</a>, <a href="https://publications.waset.org/abstracts/search?q=Jessica%20L.%20Jansson"> Jessica L. Jansson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Handwriting is essential to academic success; however, the current literature is limited in the identification of pre-handwriting skills. The purpose of this study was to identify the pre-handwriting skills, which occupational therapy practitioners deem important to handwriting success, as well as those which aid in intervention planning. The online survey instrument consisted of 33 questions that assessed various skills related to the development of handwriting, as well as captured demographic information. Both occupational therapists and occupational therapy assistants were included in the survey study. The survey found that the respondents were in agreement that purposeful scribbling, the ability of a child to copy (vertical/horizontal lines, circle, squares, and triangles), imitating an oblique cross, cognitive skills (attention, praxis, self-regulation, sequencing), grasp patterns, hand dominance, in hand manipulation skills (shift, translation, rotation), bilateral integration, stabilization of paper, crossing midline, and visual perception were important indicators of handwriting readiness. The results of the survey support existing research regarding the skills necessary for the successful development of handwriting in children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=development" title="development">development</a>, <a href="https://publications.waset.org/abstracts/search?q=handwriting" title=" handwriting"> handwriting</a>, <a href="https://publications.waset.org/abstracts/search?q=occupational%20therapy" title=" occupational therapy"> occupational therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20perceptual%20skills" title=" visual perceptual skills"> visual perceptual skills</a> </p> <a href="https://publications.waset.org/abstracts/39571/study-of-pre-handwriting-factors-necessary-for-successful-handwriting-in-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39571.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">350</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">27</span> Teaching Techno-Criticism to Digital Natives: Participatory Journalism as Pedagogical Practice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Stephen%20D.%20Caldes">Stephen D. Caldes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching media and digital literacy to “digital natives” presents a unique set of pedagogical obstacles, especially when critique is involved, as these early-adopters tend to deify most technological and/or digital advancements and inventions. Knowing no other way of being, these natives are often reluctant to hear criticisms of the way they receive information, educate themselves, communicate with others, and even become enculturated because critique often connotes generational gaps and/or clandestine efforts to produce neo-Luddites. To digital natives, techno-criticism is more the result of an antiquated, out-of-touch agenda rather than a constructive, progressive praxis. However, the need to cultivate a techno-critical perspective among technology’s premier users has, perhaps, never been more pressing. In an effort to sidestep reluctance and encourage critical thought about where we are in terms of digital technology and where exactly it may be taking us, this essay outlines a new model for teaching techno-criticism to digital natives. Specifically, it recasts the techniques of participatory journalism—helping writers and readers understand subjects outside of their specific historical context—as progressive, interdisciplinary pedagogy. The model arises out of a review of relevant literature and data gathered via literary analysis and participant observation. Given the tenuous relationships between novel digital advancements, individual identity, collective engagement, and, indeed, Truth/fact, shepherding digital natives toward routine practice of “techno-realism” seems of utter importance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20natives" title="digital natives">digital natives</a>, <a href="https://publications.waset.org/abstracts/search?q=journalism%20education" title=" journalism education"> journalism education</a>, <a href="https://publications.waset.org/abstracts/search?q=media%20literacy" title=" media literacy"> media literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=techno-criticism" title=" techno-criticism"> techno-criticism</a> </p> <a href="https://publications.waset.org/abstracts/63900/teaching-techno-criticism-to-digital-natives-participatory-journalism-as-pedagogical-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63900.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">320</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">26</span> Comparison of Safety Factor Evaluation Methods for Buckling of High Strength Steel Welded Box Section Columns</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Balazs%20Somodi">Balazs Somodi</a>, <a href="https://publications.waset.org/abstracts/search?q=Balazs%20Kovesdi"> Balazs Kovesdi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the research praxis of civil engineering the statistical evaluation of experimental and numerical investigations is an essential task in order to compare the experimental and numerical resistances of a specific structural problem with the proposed resistances of the standards. However, in the standards and in the international literature there are several different safety factor evaluation methods that can be used to check the necessary safety level (e.g.: 5% quantile level, 2.3% quantile level, 1‰ quantile level, γM partial safety factor, γM* partial safety factor, β reliability index). Moreover, in the international literature different calculation methods could be found even for the same safety factor as well. In the present study the flexural buckling resistance of high strength steel (HSS) welded closed sections are analyzed. The authors investigated the flexural buckling resistances of the analyzed columns by laboratory experiments. In the present study the safety levels of the obtained experimental resistances are calculated based on several safety approaches and compared with the EN 1990. The results of the different safety approaches are compared and evaluated. Based on the evaluation tendencies are identified and the differences between the statistical evaluation methods are explained. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=flexural%20buckling" title="flexural buckling">flexural buckling</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20strength%20steel" title=" high strength steel"> high strength steel</a>, <a href="https://publications.waset.org/abstracts/search?q=partial%20safety%20factor" title=" partial safety factor"> partial safety factor</a>, <a href="https://publications.waset.org/abstracts/search?q=statistical%20evaluation" title=" statistical evaluation"> statistical evaluation</a> </p> <a href="https://publications.waset.org/abstracts/82296/comparison-of-safety-factor-evaluation-methods-for-buckling-of-high-strength-steel-welded-box-section-columns" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82296.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">160</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">25</span> 'Freud and Jung: Dissenting Friends'; An Analysis of the Foundations of the Psychoanalytical Theory in Theirs Letters</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Laurence%20Doremus">Laurence Doremus</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Freud as the builder of psychoanalysis as a discipline had created the science with Carl Gustav Jung (1875-1961), a psychiatry specialist from Zurich who was very important in the Freudian theory. The knowledge about the foundation of psychoanalysis is often focused on the influence of the works from Breuer or Charcot in the Freudian praxis, at least at the beginning of his career, and Jung's influence is often under-estimated. The paper focuses on the importance of the Jungian contributions in Freud's theories at the beginning of the creation of the discipline in the 1910s. We often meet Jungian schools on the first hand and Freudian schools, on the other hand in the academic field, but the Freudian field has to admit the importance of the Jungian theories in Freudian science. And also, the dialectical energy which appears in the letters exchanged between both of the fathers of psychoanalysis is important to understand the foundations of Freud Theory. That's why the paper will analyze in detail the correspondence between them in an epistemological and historical approach. Effectively the letters were translated and published (in French but also in English and other languages) lately in history and are still not well knew by the researchers in the psychoanalytical field. We well explain how Freud was helped by Jung despite his desire to build the theory. We analyze how the second topic named 'unconscious, preconscious, and conscious', is the result of the first topic that Jung built with Freud. The paper is a contribution to the knowledge we should have about the intense friendship between the two protagonists. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carl%20Gustav%20Jung" title="Carl Gustav Jung">Carl Gustav Jung</a>, <a href="https://publications.waset.org/abstracts/search?q=correspondence" title=" correspondence"> correspondence</a>, <a href="https://publications.waset.org/abstracts/search?q=Freud%27s%20letters" title=" Freud's letters"> Freud's letters</a>, <a href="https://publications.waset.org/abstracts/search?q=psychoanalytic%20theory" title=" psychoanalytic theory "> psychoanalytic theory </a> </p> <a href="https://publications.waset.org/abstracts/126943/freud-and-jung-dissenting-friends-an-analysis-of-the-foundations-of-the-psychoanalytical-theory-in-theirs-letters" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/126943.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">149</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">24</span> Systems Thinking in Practice Supporting Competence and Sustainable Development Goal Implementation Capability in Student Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anette%20Hay">Anette Hay</a>, <a href="https://publications.waset.org/abstracts/search?q=Zama%20Simamane"> Zama Simamane</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Capacity-building and integration of practical activities is one of the key SDGs of the 2030 Agenda for Sustainable Development. This paper will focus on SDG# 17 – “the means of implementation” - and the role of systems thinking in practice (STiP) in supporting both competence and SDG implementation capability in teacher education curricula at North-West University, South Africa. The “Environmental Management for Sustainability” module (EDTM 312), which is compulsory for all students enrolled in the education program at North-West University, will be used as a case study. There is a need for higher education to implement and practically integrate SDG goals into their curricula, and one way to achieve this is through the development of competencies. Education for Sustainable Development (ESD) has the potential to offer approaches that can be useful in the development of capacity-building activities to foster sustainability. The methodological approach adopted is based on a participatory paradigm followed by two cycles and reflection. This paper focuses on systems thinking in practice demonstrating how students apply and reflect on competencies to situations and how praxis captures the actual experiences. The results of this research indicated how to re-orientate the EDTM 312 curriculum to include an environmental justice focus. This research shares practical knowledge of systems thinking as a sustainability competency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education%20for%20sustainable%20development" title="education for sustainable development">education for sustainable development</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20justice%20competencies" title=" environmental justice competencies"> environmental justice competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development%20goals" title=" sustainable development goals"> sustainable development goals</a>, <a href="https://publications.waset.org/abstracts/search?q=systems%20thinking%20in%20practice" title=" systems thinking in practice"> systems thinking in practice</a> </p> <a href="https://publications.waset.org/abstracts/170509/systems-thinking-in-practice-supporting-competence-and-sustainable-development-goal-implementation-capability-in-student-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170509.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">64</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">23</span> Revolutionary Violence and Echoes of the «Thou Shalt Not Kill» Debate: A Tragic Reading of the Class Conflict in Colombia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jaime%20Otavo">Jaime Otavo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Oscar del Barco, a former member of Los Montoneros, an Argentine guerrilla group of the 1970s, published a letter in 2004 that sparked a heated debate in his country about revolutionary violence. Del Barco, on the subject of «No matarás» (Thou shalt not kill) –as this debate was known– wrote to Sergio Schmucler, his addressee, the following: "There is no 'ideal' that justifies the death of a man. The founding principle of any community is 'Thou shalt not kill'. Thou shalt not kill the man because every man is sacred, and every man is all men".In this paper, the «No matarás» debate will be used to problematize two interconnected ideas that, in Colombia, underpinned the use of revolutionary violence by the guerrilla movements that emerged in the 1970s. On the one hand, an anthropological optimism; on the other, a theological scheme of converting violence into justice. Based on this, two arguments are put forward: 1) that revolutionary violence arose from an ethical-political certainty, namely: the confidence in being on the right side of history (because the violent ones were others), but 2) that its persistence over time made visible a tragic element, that is, that the bipolarity between victim and executioner, good and evil, or friend and foe that is inscribed in the class struggle is a false dilemma for in the context of revolutionary violence –as in the context of Greek tragedy–, no one ever has to make a decision, nor can he do so. For this reason, it is maintained that the fundamental aspect about guerrilla violence in Colombia is that it imposed itself as a violence of negativity which not only exceeded the capacity of the extreme left to control its revolutionary praxis but also exploited the link with the political subjectivation to which it aspired, the proletariat as the gravedigger of the bourgeoisie. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=marxism" title="marxism">marxism</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20movements" title=" social movements"> social movements</a>, <a href="https://publications.waset.org/abstracts/search?q=armed%20struggle" title=" armed struggle"> armed struggle</a>, <a href="https://publications.waset.org/abstracts/search?q=debate%20thou%20shalt%20not%20kill" title=" debate thou shalt not kill"> debate thou shalt not kill</a> </p> <a href="https://publications.waset.org/abstracts/152522/revolutionary-violence-and-echoes-of-the-thou-shalt-not-kill-debate-a-tragic-reading-of-the-class-conflict-in-colombia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152522.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">81</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">22</span> Spiritual Warriors: Christian Testimony and Psychotherapy in Ritual Abuse Memoir</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jocelyn%20Cohen">Jocelyn Cohen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper identifies a powerful synchronicity of two traditions of life-story writing in the autobiographies of ritual abuse (RA) survivors, the Christian conversion narrative and the memoir of healing from childhood sexual trauma. Using methodologies from literary studies, history, and psychology, a close reading of three RA memoirs sheds light on a taboo and deeply suspect form of violence. Treatment of RA survivors and the unique role of psychotherapists, in particular, deserve far greater attention from multi-disciplinary scholars. Each story reflects salient characteristics of the Christian conversion narrative, a genre which originated in the US in the early 19th century with the serendipitous confluence of the simultaneous emergence of print culture and the basic structures of evangelicalism during the Second Great Awakening. The impulse of writing is thus to give testimony against the sin they witnessed and endured as young children during ritual violence perpetrated within the church. Importantly, RA is seen as an inherent if obscure aspect of Christian discourse itself, not in opposition to it, and not as an aberration. In RA's memoir, healing comes in part from the Christian narrative praxis of personal redemption, framed as prevailing in a war between good and evil. In other words, storytelling itself affects the healing, much as it does by means of each writer’s 'talking cure,' in the relationship with a psychotherapist who guides her through a repair of the life-story through the excavation of traumatic memories and their integration into the writer’s psyche. Integrating literary techniques into the psychotherapeutic relationship, therapists leverage the deep linguistic structures that clients possess as a resource to aid in their healing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=memoir" title="memoir">memoir</a>, <a href="https://publications.waset.org/abstracts/search?q=psychotherapy" title=" psychotherapy"> psychotherapy</a>, <a href="https://publications.waset.org/abstracts/search?q=religion" title=" religion"> religion</a>, <a href="https://publications.waset.org/abstracts/search?q=trauma" title=" trauma"> trauma</a> </p> <a href="https://publications.waset.org/abstracts/135905/spiritual-warriors-christian-testimony-and-psychotherapy-in-ritual-abuse-memoir" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135905.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">125</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">21</span> Flirting with Ephemerality and the Daily Production of the Fleeting City</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rafael%20Martinez">Rafael Martinez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Our view of cities is dominated by the built environment. Buildings, streets, avenues, bridges, flyovers, and so on virtually exclude anything not fixed, permanently alterable or indefinitely temporal. Yet, city environments can also be shaped by temporally produced structures which, regardless of their transience, act as thresholds separating or segregating people and spaces. Academic works on cities conceptualize them, whether temporary or permanent, as tangible environments. This paper considers the idea of the ephemeral city, a city purposely produced and lived in as an impermanent, fluid and transitional environment resulting from an alignment of different forces. In particular, the paper proposes to observe how certain performative practices inform the emergence of ephemeral spaces in the city’s daily life. With Singapore as its backdrop and focusing foreign workers, the paper aims at documenting how everyday life practices, such as flirting, result in production of transitional space, informed by semiotic blurs, and yet material, perceptible, human and tangible for some. In this paper, it is argued that flirting for Singapore's foreign workers entails skillful understanding of what is proposed as the 'flirting cartography.' Thus, spatially, flirtation becomes not only a matter to be taken for granted but also a form of producing a fleeting space that requires deployment of various techniques drawn upon a particular knowledge. The paper is based upon a performative methodology which seeks to understand the praxis and rationale of the ephemerality of some spaces produced by foreign workers within this cosmopolitan city. By resorting to this methodological approach, the paper aims to establish the connection between the visibility gained by usually marginalized populations through their ephemeral reclamation of public spaces in the city. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ephemeral" title="ephemeral">ephemeral</a>, <a href="https://publications.waset.org/abstracts/search?q=flirting" title=" flirting"> flirting</a>, <a href="https://publications.waset.org/abstracts/search?q=Singapore" title=" Singapore"> Singapore</a>, <a href="https://publications.waset.org/abstracts/search?q=space" title=" space"> space</a> </p> <a href="https://publications.waset.org/abstracts/112193/flirting-with-ephemerality-and-the-daily-production-of-the-fleeting-city" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/112193.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">107</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">20</span> Analyzing Environmental Emotive Triggers in Terrorist Propaganda</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Travis%20Morris">Travis Morris</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to measure the intersection of environmental security entities in terrorist propaganda. To the best of author’s knowledge, this is the first study of its kind to examine this intersection within terrorist propaganda. Rosoka, natural language processing software and frame analysis are used to advance our understanding of how environmental frames function as emotive triggers. Violent jihadi demagogues use frames to suggest violent and non-violent solutions to their grievances. Emotive triggers are framed in a way to leverage individual and collective attitudes in psychological warfare. A comparative research design is used because of the differences and similarities that exist between two variants of violent jihadi propaganda that target western audiences. Analysis is based on salience and network text analysis, which generates violent jihadi semantic networks. Findings indicate that environmental frames are used as emotive triggers across both data sets, but also as tactical and information data points. A significant finding is that certain core environmental emotive triggers like “water,” “soil,” and “trees” are significantly salient at the aggregate level across both data sets. All environmental entities can be classified into two categories, symbolic and literal. Importantly, this research illustrates how demagogues use environmental emotive triggers in cyber space from a subcultural perspective to mobilize target audiences to their ideology and praxis. Understanding the anatomy of propaganda construction is necessary in order to generate effective counter narratives in information operations. This research advances an additional method to inform practitioners and policy makers of how environmental security and propaganda intersect. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=propaganda%20analysis" title="propaganda analysis">propaganda analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=emotive%20triggers%20environmental%20security" title=" emotive triggers environmental security"> emotive triggers environmental security</a>, <a href="https://publications.waset.org/abstracts/search?q=frames" title=" frames"> frames</a> </p> <a href="https://publications.waset.org/abstracts/99036/analyzing-environmental-emotive-triggers-in-terrorist-propaganda" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99036.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">138</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">19</span> Accountant Strategists Challenge the Dominant Business Model: A Strategy-as-Practice Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lindie%20Grebe">Lindie Grebe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper reports on a study that explored the strategizing practices of professional accountants in the mining industry, based on Jarratt and Stiles’ dominant strategizing practice models framework. Drawing on a strategy-as-practice perspective, the paper recognises qualified professional accountants in strategic management such as Chief Executive Officers, as strategy practitioners that perform their strategizing practices and praxis within a specific context. The main findings of this paper were produced through semi-structured individual interviews with accountants that perform strategy on a business level in the South African mining industry. Qualitative data were analysed through conversation analysis over two coding-cycles. Findings describe accountant strategists as practitioners who challenge the dominant business model when a disconnect seems to exist between international corporate level strategy and business level strategy in the South African mining industry. Accountant strategy practitioners described their dominant strategizing practice model as incremental change during strategic planning and as a lived experience during strategy implementation. Findings portrayed these strategists as taking initiative as strategy leaders in a dynamic and volatile environment to combine their accounting background with strategic management and challenge the dominant business model. Understanding how accountant strategists perform strategizing offers insight into the social practice of strategic management. This understanding contributes to the body of knowledge on strategizing in the South African mining industry. In addition, knowledge on the transformation of accountants as strategists could provide valuable practice relevant insights for accounting educators and the accounting profession alike. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accountant%20strategists" title="accountant strategists">accountant strategists</a>, <a href="https://publications.waset.org/abstracts/search?q=dominant%20strategizing%20practice%20models%20framework" title=" dominant strategizing practice models framework"> dominant strategizing practice models framework</a>, <a href="https://publications.waset.org/abstracts/search?q=mining%20industry" title=" mining industry"> mining industry</a>, <a href="https://publications.waset.org/abstracts/search?q=strategy-as-practice" title=" strategy-as-practice"> strategy-as-practice</a> </p> <a href="https://publications.waset.org/abstracts/97266/accountant-strategists-challenge-the-dominant-business-model-a-strategy-as-practice-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97266.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">175</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">18</span> Analyzing Mexican Adaptation of Shakespeare: A Study of Onstage Violence in Richard III and Its Impact on Mexican Viewers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nelya%20Babynets">Nelya Babynets</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Shakespeare and Mexican theatregoers have enjoyed quite a complex relationship. Shakespearean plays have appeared on the Mexican stage with remarkable perseverance, yet with mixed success. Although Shakespeare has long been a part of the global cultural marketplace and his works are celebrated all around the world, the adaptation of his plays on the contemporary Mexican stage is always an adventure, since the works of this early modern author are frequently seen as the legacy of a ‘high’, but obsolete, culture, one that is quite distant from the present-day viewers’ daily experiences and concerns. Moreover, Mexican productions of Shakespeare are presented mostly in Peninsular Spanish, a language similar yet alien to the language spoken in Mexico, one that does not wholly fit into the viewers’ cultural praxis. This is the reason why Mexican dramatic adaptations of Shakespearean plays tend to replace the cultural references of the original piece with ones that are more significant and innate to Latin American spectators. This paper analyses the new Mexican production of Richard III adapted and directed by Mauricio Garcia Lozano, which employs onstage violence - a cultural force that is inherent to all human beings regardless of their beliefs, ethnic background or nationality - as the means to make this play more relevant to a present-day audience. Thus, this paper addresses how the bloody bombast of staged murders helps to avoid the tyranny of a rigid framework of fixed meanings that denies the possibility of an intercultural appropriation of this European play written over four hundred years ago. The impact of violence displayed in Garcia Lozano’s adaptation of Richard III on Mexican audiences will also be examined. This study is particularly relevant in Mexico where the term ‘tragedy’ has become a commonplace and where drug wars and state-sanctioned violence have already taken the lives of many people. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=audience" title="audience">audience</a>, <a href="https://publications.waset.org/abstracts/search?q=dramatic%20adaptation" title=" dramatic adaptation"> dramatic adaptation</a>, <a href="https://publications.waset.org/abstracts/search?q=Shakespeare" title=" Shakespeare"> Shakespeare</a>, <a href="https://publications.waset.org/abstracts/search?q=viewer" title=" viewer"> viewer</a> </p> <a href="https://publications.waset.org/abstracts/83686/analyzing-mexican-adaptation-of-shakespeare-a-study-of-onstage-violence-in-richard-iii-and-its-impact-on-mexican-viewers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83686.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">459</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">17</span> Using Short Learning Programmes to Develop Students’ Digital Literacies in Art and Design Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=B.J.%20Khoza">B.J. Khoza</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20Kembo"> B. Kembo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Global socioeconomic developments and ever-growing technological advancements of the art and design industry indicate the pivotal importance of lifelong learning. There exists a discrepancy between competencies, personal ambition, and workplace requirements. There are few , if at all, institutions of higher learning in South Africa which offer Short Learning Programmes (SLP) in Art and Design Education. Traditionally, Art and Design education is delivered face to face via a hands-on approach. In this way the enduring perception among educators is that art and design education does not lend itself to online delivery. Short Learning programmes (SLP) are a concentrated approach to make revenue and lure potential prospective students to embark on further education study, this is often of weighted value to both students and employers. SLPs are used by Higher Education institutions to generate income in support of the core academic programmes. However, there is a gap in terms of the translation of art and design studio pedagogy into SLPs which provide quality education, are adaptable and delivered via a blended mode. In our paper, we propose a conceptual framework drawing on secondary research to analyse existing research to SLPs for arts and design education. We aim to indicate a new dimension to the process of using a design-based research approach for short learning programmes in art and design education. The study draws on a conceptual framework, a qualitative analysis through the lenses of Herrington, McKenney, Reeves and Oliver (2005) principles of the design-based research approach. The results of this study indicate that design-based research is not only an effective methodological approach for developing and deploying arts and design education curriculum for 1st years in Higher Education context but it also has the potential to guide future research. The findings of this study propose that the design-based research approach could bring theory and praxis together regarding a common purpose to design context-based solutions to educational problems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=design%20education" title="design education">design education</a>, <a href="https://publications.waset.org/abstracts/search?q=design-based%20research" title=" design-based research"> design-based research</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20literacies" title=" digital literacies"> digital literacies</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-literacies" title=" multi-literacies"> multi-literacies</a>, <a href="https://publications.waset.org/abstracts/search?q=short%20learning%20programme" title=" short learning programme"> short learning programme</a> </p> <a href="https://publications.waset.org/abstracts/129779/using-short-learning-programmes-to-develop-students-digital-literacies-in-art-and-design-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129779.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">16</span> Slope Stability Analysis and Evaluation of Road Cut Slope in Case of Goro to Abagada Road, Adama</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ezedin%20Geta%20Seid">Ezedin Geta Seid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Slope failures are among the common geo-environmental natural hazards in the hilly and mountainous terrain of the world causing damages to human life and destruction of infrastructures. In Ethiopia, the demand for the construction of infrastructures, especially highways and railways, has increased to connect the developmental centers. However, the failure of roadside slopes formed due to the difficulty of geographical locations is the major difficulty for this development. As a result, a comprehensive site-specific investigation of destabilizing agents and a suitable selection of slope profiles are needed during design. Hence, this study emphasized the stability analysis and performance evaluation of slope profiles (single slope, multi-slope, and benched slope). The analysis was conducted for static and dynamic loading conditions using limit equilibrium (slide software) and finite element method (Praxis software). The analysis results in selected critical sections show that the slope is marginally stable, with FS varying from 1.2 to 1.5 in static conditions, and unstable with FS below 1 in dynamic conditions. From the comparison of analysis methods, the finite element method provides more valuable information about the failure surface of a slope than limit equilibrium analysis. Performance evaluation of geometric profiles shows that geometric modification provides better and more economical slope stability. Benching provides significant stability for cut slopes (i.e., the use of 2m and 3m bench improves the factor of safety by 7.5% and 12% from a single slope profile). The method is more effective on steep slopes. Similarly, the use of a multi-slope profile improves the stability of the slope in stratified soil with varied strength. The performance is more significant when it is used in combination with benches. The study also recommends drainage control and slope reinforcement as a remedial measure for cut slopes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=slope%20failure" title="slope failure">slope failure</a>, <a href="https://publications.waset.org/abstracts/search?q=slope%20profile" title=" slope profile"> slope profile</a>, <a href="https://publications.waset.org/abstracts/search?q=bench%20slope" title=" bench slope"> bench slope</a>, <a href="https://publications.waset.org/abstracts/search?q=multi%20slope" title=" multi slope"> multi slope</a> </p> <a href="https://publications.waset.org/abstracts/189157/slope-stability-analysis-and-evaluation-of-road-cut-slope-in-case-of-goro-to-abagada-road-adama" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189157.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">31</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">15</span> Free and Open Source Software for BIM Workflow of Steel Structure Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Danilo%20Di%20Donato">Danilo Di Donato</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The continuous new releases of free and open source software (FOSS) and the high costs of proprietary software -whose monopoly is characterized by closed codes and the low level of implementation and customization of software by end-users- impose a reflection on possible tools that can be chosen and adopted for the design and the representation of new steel constructions. The paper aims to show experimentation carried out to verify the actual potential and the effective applicability of FOSS supports to the BIM modeling of steel structures, particularly considering the goal of a possible workflow in order to achieve high level of development (LOD); allow effective interchange methods between different software. To this end, the examined software packages are those with open source or freeware licenses, in order to evaluate their use in architectural praxis. The test has primarily involved the experimentation of Freecad -the only Open Source software that allows a complete and integrated BIM workflow- and then the results have been compared with those of two proprietary software, Sketchup and TeklaBim Sight, which are released with a free version, but not usable for commercial purposes. The experiments carried out on Open Source, and freeware software was then compared with the outcomes that are obtained by two proprietary software, Sketchup Pro and Tekla Structure which has special modules particularly addressed to the design of steel structures. This evaluation has concerned different comparative criteria, that have been defined on the basis of categories related to the reliability, the efficiency, the potentiality, achievable LOD and user-friendliness of the analyzed software packages. In order to verify the actual outcomes of FOSS BIM for the steel structure projects, these results have been compared with a simulation related to a real case study and carried out with a proprietary software BIM modeling. Therefore, the same design theme, the project of a shelter of public space, has been developed using different software. Therefore the purpose of the contribution is to assess what are the developments and potentialities inherent in FOSS BIM, in order to estimate their effective applicability to professional practice, their limits and new fields of research they propose. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=BIM" title="BIM">BIM</a>, <a href="https://publications.waset.org/abstracts/search?q=steel%20buildings" title=" steel buildings"> steel buildings</a>, <a href="https://publications.waset.org/abstracts/search?q=FOSS" title=" FOSS"> FOSS</a>, <a href="https://publications.waset.org/abstracts/search?q=LOD" title=" LOD"> LOD</a> </p> <a href="https://publications.waset.org/abstracts/105710/free-and-open-source-software-for-bim-workflow-of-steel-structure-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/105710.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">174</span> </span> </div> </div> <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=praxis&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=praxis&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" 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