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beliefs</title> <meta name="description" content="Search results for: epistemic beliefs"> <meta name="keywords" content="epistemic beliefs"> <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 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="epistemic beliefs"> <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> 764</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: epistemic beliefs</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">764</span> Digital Dialogue Game, Epistemic Beliefs, Argumentation and Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Omid%20Noroozi">Omid Noroozi</a>, <a href="https://publications.waset.org/abstracts/search?q=Martin%20Mulder"> Martin Mulder</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The motivational potential of educational games is undeniable especially for teaching topics and skills that are difficult to deal with in traditional educational situations such as argumentation competence. Willingness to argue has an association with student epistemic beliefs, which can influence whether, and the way in which students engage in argumentative discourse activities and critical discussion. The goal of this study was to explore how undergraduate students engage with argumentative discourse activities which have been designed to intensify debate, and whether epistemic beliefs are significant to the outcomes. A pre-test, post-test design was used with students who were assigned to groups of four. They were asked to argue a controversial topic with the aim of exploring various perspectives, and the 'pros and cons' on the topic of 'Genetically Modified Organisms (GMOs)'. The results show that the game facilitated argumentative discourse and a willingness to argue and challenged peers, regardless of students’ epistemic beliefs. Furthermore, the game was evaluated positively in terms of students’ motivation and satisfaction with the learning experience. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=argumentation" title="argumentation">argumentation</a>, <a href="https://publications.waset.org/abstracts/search?q=attitudinal%20change" title=" attitudinal change"> attitudinal change</a>, <a href="https://publications.waset.org/abstracts/search?q=epistemic%20beliefs" title=" epistemic beliefs"> epistemic beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=dialogue" title=" dialogue"> dialogue</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20game%20objectives%20and%20theoretical" title=" digital game objectives and theoretical"> digital game objectives and theoretical</a> </p> <a href="https://publications.waset.org/abstracts/39383/digital-dialogue-game-epistemic-beliefs-argumentation-and-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39383.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">406</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">763</span> Conspiracy Theories and the Right to Believe</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zwelenkani%20Mdlalose">Zwelenkani Mdlalose</a> </p> <p class="card-text"><strong>Abstract:</strong></p> From the moment Covid 19 was declared a pandemic it became clear that conspiracy theories would significantly impact our response to the crisis that the virus was to become. Central to the interest in conspiracy theories evoked by a pandemic is a more general concern for the impact they have on society and social harmony. The specific brand of Conspiracy Theory that is in question is not any and all theories about conspiracies but rather those conspiracy theories which contradict official accounts. For example, where the official account on the terrorist attacks of September 11 2001 is of a conspiracy involving 19 militants associated with the Islamic extremist group al-Qaeda against targets in the United States, the nature of conspiracy theory under study is the one contradicting this official account to the extent that its attributes the attacks not to al-Qaeda militants but to actors in the United States government itself. The study is not an investigation into the truth value of conspiracy theories but rather an attempt at observing the essential qualities of the type of belief that is belief in conspiracy theories compared to belief in official accounts provided by authoritative sources such as governments, experts and mainstream media. These qualities include the psychological, epistemic and socio-political foundations on which belief in conspiracy theories are established. Based on a foundational understanding of the sort of belief that are beliefs in conspiracy theories, we may then extrapolate implied ethical demands on both authoritative bodies and actors as well as believers in conspiracy theories. For example: in their unofficial ‘non-factual’ status, is there not some violation of epistemic right in the same way we observe in cases where people are prejudiced because of their religious beliefs? In other words, is there an epistemic injustice suffered by believers in conspiracy theories in the way their beliefs are rejected as illegitimate? Conversely, to what extent do believers bear an epistemic responsibility in their adoption of their beliefs in conspiracy theories. From this position, perhaps we can then develop responses to the problem that foster greater social harmony even in the midst of suspicion and distrust. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conspiracy%20theories" title="conspiracy theories">conspiracy theories</a>, <a href="https://publications.waset.org/abstracts/search?q=subjugated%20knowledge" title=" subjugated knowledge"> subjugated knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=epistemic%20injustice" title=" epistemic injustice"> epistemic injustice</a>, <a href="https://publications.waset.org/abstracts/search?q=epistemic%20responsibility" title=" epistemic responsibility"> epistemic responsibility</a> </p> <a href="https://publications.waset.org/abstracts/153779/conspiracy-theories-and-the-right-to-believe" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153779.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">102</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">762</span> The Internet and Transformation of Epistemic Communities: An Exploratory Review of Communication Research between 2002 and 2022</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dayei%20Oh">Dayei Oh</a>, <a href="https://publications.waset.org/abstracts/search?q=Feeza%20Vasudeva"> Feeza Vasudeva</a>, <a href="https://publications.waset.org/abstracts/search?q=Narges%20Azizi%20Fard"> Narges Azizi Fard</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Drawing on the Foucauldian conception of episteme, epistemic communities refer to a community in which members share common frames of epistemic reference, delineating the proper construction of social realities for their members. One of the most cited definitions of epistemic communities is a group of professionals possessing acknowledged expertise and proficiency in a specific field, influencing policymaking and governance. More recently, the advancement of the Internet has changed the way society produces, disseminates, and consumes knowledge. Against this backdrop, this literature review explores the ways in which online epistemic communities are studied in communication scholarship between 2002 and 2022. Examining 92 peer-reviewed journal articles from the Web of Science database, three research objectives have been addressed: (1) geographical contexts, platforms, and methods that are studied in communication research, (2) different types of epistemic communities, and (3) prevailing themes and concepts that are related to the research of the chosen epistemic communities. This research demonstrates increasing scholarly attention towards the lay public as prominent online epistemic communities along with more conventional epistemic communities such as academia and journalists, hinting at how the Internet provides epistemic capacities for negotiating the boundaries of epistemic authority and competencies between experts and lay people. Through qualitative reading of these papers, the findings show that communication research tends to approach epistemic communities of the political left and right asymmetrically: The right-wing epistemic communities are studied in connection with mis/disinformation, conspiracy theories, populist rejection of authoritative epistemologies, whereas the left-wing communities are studied as emancipatory epistemic struggles and activism against Western, colonial, white, and male-centric knowledge systems. This points to a grave need for communication and multidisciplinary scholarship to investigate such uncharted characters of right- and left-wing epistemic communities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communication%20research" title="communication research">communication research</a>, <a href="https://publications.waset.org/abstracts/search?q=internet" title=" internet"> internet</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge" title=" knowledge"> knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20epistemic%20communities" title=" online epistemic communities"> online epistemic communities</a> </p> <a href="https://publications.waset.org/abstracts/183323/the-internet-and-transformation-of-epistemic-communities-an-exploratory-review-of-communication-research-between-2002-and-2022" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183323.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">51</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">761</span> Epistemic Stance in Chinese Medicine Translation: A Systemic Functional Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yan%20Yue">Yan Yue</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Epistemic stance refers to the writer’s judgement about the certainty of the proposition, which demonstrates writer’s degree of commitment and confidence to the status of the information. Epistemic stance can exert great consequence to the validity or reliability of the values of a statement, however, to date, it receives little attention in translations studies, especially from the perspective of systemic functional linguistics (SFL) and with the relation to translator’s domain knowledge. This study is corpus-based research carried out in SFL perspective, which investigates translator’s epistemic stance pattern in Chinese medicine discourse translations by translators with and without medical domain knowledge. Overall, our findings show that all translators tend to be neither too assertive nor too doubted about Chinese medicine statements, and they all tend to express their epistemic stance in a subjective rather than objective way. Individually, there is a clear pattern of epistemic stance marked off by translators’ medical expertise, which further consolidates the previous finding that epistemic asymmetry is found most salient between lay people and professionals. However, contrary to our hypothesis, translators as clinicians who have more medical knowledge are found to be more tentative to TCM statements than translators as non-clinicians. This finding could serve to refine the statements about the relation between writer’s domain knowledge and epistemic stance-taking and the current debate whether Chinese medicine texts should only be translated by clinicians. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=epistemic%20stance" title="epistemic stance">epistemic stance</a>, <a href="https://publications.waset.org/abstracts/search?q=domain%20knowledge" title=" domain knowledge"> domain knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=SFL" title=" SFL"> SFL</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20translation" title=" medical translation"> medical translation</a> </p> <a href="https://publications.waset.org/abstracts/109106/epistemic-stance-in-chinese-medicine-translation-a-systemic-functional-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/109106.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">147</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">760</span> Epistemic Emotions during Cognitive Conflict: Associations with Metacognitive Feelings in High Conflict Scenarios</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Katerina%20Nerantzaki">Katerina Nerantzaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Panayiota%20Metallidou"> Panayiota Metallidou</a>, <a href="https://publications.waset.org/abstracts/search?q=Anastasia%20Efklides"> Anastasia Efklides</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the study was to investigate: (a) changes in the intensity of various epistemic emotions during cognitive processing in a decision-making task and (b) their associations with metacognitive feelings of difficulty and confidence. One hundred and fifty-two undergraduate university students were asked individually to read in the e-prime environment decision-making scenarios about moral dilemmas concerning self-driving cars, which differed in the level of conflict they produced, and then to make a choice between two options. Further, the participants were asked to rate on a four-point scale four epistemic emotions (surprise, curiosity, confusion, and wonder) and two metacognitive feelings (feeling of difficulty and feeling of confidence) after making their choice in each scenario. Changes in cognitive processing due to the level of conflict affected differently the intensity of the specific epistemic emotions. Further, there were interrelations of epistemic emotions with metacognitive feelings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=confusion" title="confusion">confusion</a>, <a href="https://publications.waset.org/abstracts/search?q=curiosity" title=" curiosity"> curiosity</a>, <a href="https://publications.waset.org/abstracts/search?q=epistemic%20emotions" title=" epistemic emotions"> epistemic emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognitive%20experiences" title=" metacognitive experiences"> metacognitive experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=surprise" title=" surprise"> surprise</a> </p> <a href="https://publications.waset.org/abstracts/169491/epistemic-emotions-during-cognitive-conflict-associations-with-metacognitive-feelings-in-high-conflict-scenarios" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169491.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">79</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">759</span> Epistemic Uncertainty Analysis of Queue with Vacations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Baya%20Takhedmit">Baya Takhedmit</a>, <a href="https://publications.waset.org/abstracts/search?q=Karim%20Abbas"> Karim Abbas</a>, <a href="https://publications.waset.org/abstracts/search?q=Sofiane%20Ouazine"> Sofiane Ouazine</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The vacations queues are often employed to model many real situations such as computer systems, communication networks, manufacturing and production systems, transportation systems and so forth. These queueing models are solved at fixed parameters values. However, the parameter values themselves are determined from a finite number of observations and hence have uncertainty associated with them (epistemic uncertainty). In this paper, we consider the M/G/1/N queue with server vacation and exhaustive discipline where we assume that the vacation parameter values have uncertainty. We use the Taylor series expansions approach to estimate the expectation and variance of model output, due to epistemic uncertainties in the model input parameters. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=epistemic%20uncertainty" title="epistemic uncertainty">epistemic uncertainty</a>, <a href="https://publications.waset.org/abstracts/search?q=M%2FG%2F1%2FN%20queue%20with%20vacations" title=" M/G/1/N queue with vacations"> M/G/1/N queue with vacations</a>, <a href="https://publications.waset.org/abstracts/search?q=non-parametric%20sensitivity%20analysis" title=" non-parametric sensitivity analysis"> non-parametric sensitivity analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=Taylor%20series%20expansion" title=" Taylor series expansion"> Taylor series expansion</a> </p> <a href="https://publications.waset.org/abstracts/63375/epistemic-uncertainty-analysis-of-queue-with-vacations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63375.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">433</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">758</span> The Interpretation of World Order by Epistemic Communities in Security Studies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gabriel%20A.%20Orozco">Gabriel A. Orozco</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this article is to make an approach to the Security Studies, exposing their theories and concepts to understand the role that have had in the interpretation of the changes and continuities of the world order and their impact on policies or decision-making facing the problems of the 21st century. The aim is to build a bridge between the security studies as a subfield and the meaning that has been given to the world order. The idea of epistemic communities serves as a methodological proposal about the different programs of research in security studies, showing their influence in the realities of States, intergovernmental organizations and transnational forces, moving to implement, perpetuate and project a vision of the world order. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=security%20studies" title="security studies">security studies</a>, <a href="https://publications.waset.org/abstracts/search?q=epistemic%20communities" title=" epistemic communities"> epistemic communities</a>, <a href="https://publications.waset.org/abstracts/search?q=international" title=" international"> international</a>, <a href="https://publications.waset.org/abstracts/search?q=relations" title=" relations"> relations</a> </p> <a href="https://publications.waset.org/abstracts/29721/the-interpretation-of-world-order-by-epistemic-communities-in-security-studies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29721.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">269</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">757</span> Decolonial Theorization of Epistemic Agency in Language Policy Management: Case of Plurinational Ecuador</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Magdalena%20Madany-Sa%C3%A1">Magdalena Madany-Saá</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper compares the language management of two language policies in plurinational Ecuador: (1) mandatory English language teaching that uses Western standards of quality, and (2) indigenous educación intercultural bilingüe, which promotes ancestral knowledge and the indigenous languages of Ecuador. The data are from a comparative institutional ethnography conducted between 2018 and 2022 in English and Kichwa teacher preparation programs in an Ecuadorian teachers’ college. Specifically, the paper explores frameworks of knowledge promoted by different educational actors in both teacher education programs and the ways in which the Ecuadorian transformation towards a knowledge-based economy is intertwined with the country’s linguistic policies. Focusing on the specific role of language advocates and their discursive role in knowledge production, the paper elaborates on the notion of agency in Language Policy and Planning (LPP), referred to as epistemic agency. Specifically, the epistemic agency is conceptualized through the analysis of English language epistemic advocates who participate in empowering English language policies and endorse knowledge production in that language. By proposing an epistemic agency, this paper argues that in the context of knowledge-based societies, advocates are key in transferring the policies from the political to the epistemic realm – where decisions about what counts as legitimate knowledge are made. The study uses the decolonial option as its analytical framework for critiquing the hegemonic perpetuation of modernity and its knowledge-based models in Latin America derived from the colonial matrix of power. Through this theoretical approach, it is argued that if indigenous stakeholders are only viewed as political actors and not as knowledge producers, the hegemony of Global English will reinforce a knowledge-based society constructed upon Global North modernity. In the absence of strong epistemic advocates for indigenous language policies, powerful Global English advocates occupy such vacancies at the language management level, thus dominating the ecology of knowledge in a plurinational and plurilingual Ecuador. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educaci%C3%B3n%20intercultural%20biling%C3%BCe" title="educación intercultural bilingüe">educación intercultural bilingüe</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20teaching" title=" English language teaching"> English language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=epistemic%20agency" title=" epistemic agency"> epistemic agency</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20advocates" title=" language advocates"> language advocates</a>, <a href="https://publications.waset.org/abstracts/search?q=plurinationality" title=" plurinationality"> plurinationality</a> </p> <a href="https://publications.waset.org/abstracts/186848/decolonial-theorization-of-epistemic-agency-in-language-policy-management-case-of-plurinational-ecuador" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186848.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">36</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">756</span> Epistemology in African Philosophy: A Critique of African Concept of Knowledge</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ovett%20Nwosimiri">Ovett Nwosimiri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> African tradition and what it entails are the content of African concepts of knowledge. The study of African concepts of knowledge is also known as African epistemology. In other words, African epistemology is a branch of African philosophy that deals with knowledge. This branch of African philosophy engages with the nature and concept of knowledge, the ways in which knowledge can be gained, the ways in which one can justify an epistemic claim or validate a knowledge claim and the limit of human knowledge, etc. The protagonists of African epistemology based their argument for a distinctive or unique African epistemology on the premise or proposition “that each race is endowed with a distinctive nature and embodies in its civilization a particular spirit”. All human beings share some certain basic values and perceptions irrespective of where you come from, and this idea actually fosters some forms of interaction between people from different nationality. Africans like other people share in some certain values, perceptions, and interaction with the rest of the world. These basic values, perceptions, and interaction that Africans share with the rest of the word prompted African people to attempt to “modernize” their societies or develop some forms of their tradition in harmony with the ethos of the contemporary world. Based on the above ideas, it would be interesting to investigate if such (African) epistemology is still unique. The advocates of African epistemology focus on the externalist notion of justification and neglect the idea that both the internalist and externalist notion of justification are needed in order to arrive at a coherent and well-founded account of epistemic justification. Thus, this paper will critically examine the claims that there is a unique African epistemology (a mode of knowing that is peculiar to Africans, and that African mode of knowing is social, monism and situated notion of knowledge), and the grounds for justifying beliefs and epistemic claims. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=internalist" title="internalist">internalist</a>, <a href="https://publications.waset.org/abstracts/search?q=externalist" title=" externalist"> externalist</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge" title=" knowledge"> knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=justification" title=" justification"> justification</a> </p> <a href="https://publications.waset.org/abstracts/61162/epistemology-in-african-philosophy-a-critique-of-african-concept-of-knowledge" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61162.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">264</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">755</span> Q-Test of Undergraduate Epistemology and Scientific Thought: Development and Testing of an Assessment of Scientific Epistemology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Matthew%20J.%20Zagumny">Matthew J. Zagumny</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The QUEST is an assessment of scientific epistemic beliefs and was developed to measure students’ intellectual development in regards to beliefs about knowledge and knowing. The QUEST utilizes Q-sort methodology, which requires participants to rate the degree to which statements describe them personally. As a measure of personal theories of knowledge, the QUEST instrument is described with the Q-sort distribution and scoring explained. A preliminary demonstration of the QUEST assessment is described with two samples of undergraduate students (novice/lower division compared to advanced/upper division students) being assessed and their average QUEST scores compared. The usefulness of an assessment of epistemology is discussed in terms of the principle that assessment tends to drive educational practice and university mission. The critical need for university and academic programs to focus on development of students’ scientific epistemology is briefly discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=scientific%20epistemology" title="scientific epistemology">scientific epistemology</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title=" critical thinking"> critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=Q-sort%20method" title=" Q-sort method"> Q-sort method</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM%20undergraduates" title=" STEM undergraduates"> STEM undergraduates</a> </p> <a href="https://publications.waset.org/abstracts/45315/q-test-of-undergraduate-epistemology-and-scientific-thought-development-and-testing-of-an-assessment-of-scientific-epistemology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45315.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">378</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">754</span> Irbid National University Students’ Beliefs about English Language Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khaleel%20Bader%20Bataineh">Khaleel Bader Bataineh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Past studies have maintained that the Arab learners' beliefs about language learning hold vital effects on their performance. Thus, this study was carried out to investigate the language learning beliefs of Irbid National University students. It aimed at identifying the language learning beliefs according to gender. This study is a descriptive design that employed survey questionnaire of Language Learning Beliefs Inventory (BALLI). The data were elicited from 83 English major students during the class sessions. The data were analyzed using an SPSS program in which frequency analysis and t-test were performed to examine the students’ responses. Thus, the major findings of this research indicated that there is a variation in responses with regards to the subjects’ beliefs about English learning. Also, the findings show significant differences in four questionnaire items according to gender. It is hoped that the findings provide valuable insights to educators about the learners’ beliefs which assist them to develop the teaching and learning English language process in Jordan universities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=foreign%20language" title="foreign language">foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20beliefs" title=" students’ beliefs"> students’ beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=Arab%20students" title=" Arab students"> Arab students</a> </p> <a href="https://publications.waset.org/abstracts/39129/irbid-national-university-students-beliefs-about-english-language-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39129.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">488</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">753</span> Between Legal Authority and Epistemic Competence: A Case Study of the Brazilian Supreme Court</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J%C3%BAlia%20Massadas">Júlia Massadas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this paper is to analyze the role played by the institute of the public hearings in the Brazilian Supreme Court. The public hearings are regulated since 1999 by the Brazilian Laws nº 9.868, nº 9.882 and by the Intern Regiment of the Brazilian Supreme Court. According to this legislation, the public hearings are supposed to be called when a matter of circumstance of fact must be clarified, what can be done through the hearing of the testimonies of persons with expertise and authority in the theme related to the cause. This work aims to investigate what is the role played by the public hearings and by the experts in the Brazilian Supreme Court. The hypothesis of this research is that: (I) The public hearings in the Brazilian Supreme Court are used to uphold a rhetoric of a democratic legitimacy of the Court`s decisions; (II) The Legislative intentions have been distorted. To test this hypothesis, the adopted methodology involves an empirical study of the Brazilian jurisprudence. As a conclusion, it follows that the public hearings convened by the Brazilian Supreme Court do not correspond, in practice, to the role assigned to them by the Congress since they do not serve properly to epistemic interests. The public hearings not only do not legitimate democratically the decisions, but also, do not properly clarify technical issues. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Brazilian%20Supreme%20Court" title="Brazilian Supreme Court">Brazilian Supreme Court</a>, <a href="https://publications.waset.org/abstracts/search?q=constitutional%20law" title=" constitutional law"> constitutional law</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20hearings" title=" public hearings"> public hearings</a>, <a href="https://publications.waset.org/abstracts/search?q=epistemic%20competence" title=" epistemic competence"> epistemic competence</a>, <a href="https://publications.waset.org/abstracts/search?q=legal%20authority" title=" legal authority"> legal authority</a> </p> <a href="https://publications.waset.org/abstracts/31196/between-legal-authority-and-epistemic-competence-a-case-study-of-the-brazilian-supreme-court" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31196.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">401</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">752</span> Exploring Moroccan Teachers Beliefs About Multilingualism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Belkhadir%20Radouane">Belkhadir Radouane</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, author tried to explore the beliefs of some Moroccan teachers working in the delegations of Safi and Youcefia about the usefulness of first and second languages in learning the third language. More specifically, author attempted to see the extent to which these teachers believe that a first and second language can serve students in learning a third one. The first language in this context is Arabic, the second is French, and the third is English. The teachers’ beliefs were gathered through a questionnaire that was addressed via Google Forms. Then, the results were analyzed using the same application. It was found that teachers are positive about the usefulness of the first and second language in learning the third one, but most of them rarely use in a conscious way activities that serve this purpose. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bilinguilism" title="Bilinguilism">Bilinguilism</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%20beliefs" title=" teachers beliefs"> teachers beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20as%20ESL" title=" English as ESL"> English as ESL</a>, <a href="https://publications.waset.org/abstracts/search?q=Morocco" title=" Morocco"> Morocco</a> </p> <a href="https://publications.waset.org/abstracts/183066/exploring-moroccan-teachers-beliefs-about-multilingualism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183066.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">55</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">751</span> Assessing Teachers’ Interaction with Children in Early Childhood Education (ECE). Cambodian Preschool Teachers’ Beliefs and Intensions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shahid%20Karim">Shahid Karim</a>, <a href="https://publications.waset.org/abstracts/search?q=Alfredo%20Bautista"> Alfredo Bautista</a>, <a href="https://publications.waset.org/abstracts/search?q=Kerry%20Lee"> Kerry Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The association between teachers’ beliefs and practices has been extensively studied across the levels of education. Yet, there is a lack of context-specific evidence on the relationship between teachers’ beliefs and intentions regarding their interaction with children in early childhood education settings. Given the critical role of teachers’ beliefs in their practices, the present study examined Cambodian preschool teachers’ beliefs and intentions related to their interaction with children and what factors affect the relationship. Data was collected through a self-reported Beliefs and Intentions Questionnaire (BTQ) from preschool teachers teaching at different types of preschools in Cambodia. Four hundred nine preschool teachers teaching in public, private and community schools participated in the study through an online survey administered on Qualtrics. The quantitative analysis of the data revealed that teachers’ beliefs predict their intentions in preschool. Teachers’ teaching experience, level of education and professional training moderated the relationship between their beliefs and intentions. Differences existed between the groups of teachers teaching in different types of preschools and genders. Implications of the findings related to policy and preschool teachers’ professional development are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher-child%20interaction" title="teacher-child interaction">teacher-child interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20beliefs" title=" teaching beliefs"> teaching beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20intentions" title=" teaching intentions"> teaching intentions</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool%20teaching%20accreditations" title=" preschool teaching accreditations"> preschool teaching accreditations</a>, <a href="https://publications.waset.org/abstracts/search?q=Cambodia" title=" Cambodia"> Cambodia</a> </p> <a href="https://publications.waset.org/abstracts/175831/assessing-teachers-interaction-with-children-in-early-childhood-education-ece-cambodian-preschool-teachers-beliefs-and-intensions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175831.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">93</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">750</span> Neoliberal Policies and International Organizations: The OECD and Higher Education Policy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ellen%20Holtmaat">Ellen Holtmaat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With an ever increasing influence of international organizations (IOs) on national policies and with the expectation that IOs are the transmission belts of world ideologies it is interesting to see to what extent IOs express a specific ideology and what determines the dominance of this ideology. This thesis looks at the OECD as IO and higher education as a field of policy. Evidence is found that the OECD promotes neoliberal developments in higher education and that its position is influenced by business, dominant countries and the dominant beliefs that are carried by the people working for the OECD that form an epistemic community. These results can possibly be extrapolated to other IOs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title="higher education">higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20organizations" title=" international organizations"> international organizations</a>, <a href="https://publications.waset.org/abstracts/search?q=neoliberal" title=" neoliberal"> neoliberal</a>, <a href="https://publications.waset.org/abstracts/search?q=OECD" title=" OECD"> OECD</a> </p> <a href="https://publications.waset.org/abstracts/38630/neoliberal-policies-and-international-organizations-the-oecd-and-higher-education-policy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38630.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">373</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">749</span> Mathematical Beliefs, Attitudes, and Performance of Freshman College Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Johna%20Bernice%20Ablaza">Johna Bernice Ablaza</a>, <a href="https://publications.waset.org/abstracts/search?q=Bryan%20Lim%20Corpuz"> Bryan Lim Corpuz</a>, <a href="https://publications.waset.org/abstracts/search?q=Joanna%20Marie%20Estrada"> Joanna Marie Estrada</a>, <a href="https://publications.waset.org/abstracts/search?q=Mary%20Ann%20Cristine%20%20Olgado"> Mary Ann Cristine Olgado</a>, <a href="https://publications.waset.org/abstracts/search?q=Rhina%20Recato"> Rhina Recato</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to describe the mathematical beliefs and attitudes in relation to the mathematics performance of freshman college students. The descriptive design using the correlational study was used to describe the relationship among mathematical beliefs, attitudes, and performance of freshman college students. This study involved one hundred fifty (150) freshman college students of Philippine Normal University during the third trimester of school year 2015-2016. The research instruments used to gather the information needed in the study are the beliefs about Mathematics Questionnaire, the KIM-Project Questionnaire, and the ACT Compass Mathematics Test. The data gathered were analyzed using the percentages, mean, standard deviation, and Pearson r-moment correlation. The results of this study have shown that although students believe that Mathematics is significant in their lives, the overall result on their beliefs and attitudes are positively low. There is a significant relationship between the students’ mathematical beliefs and mathematics performance. Likewise, their attitudes in mathematics have significant relationship to mathematics performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitudes" title="attitudes">attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=diligence" title=" diligence"> diligence</a>, <a href="https://publications.waset.org/abstracts/search?q=interest" title=" interest"> interest</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20beliefs" title=" mathematical beliefs"> mathematical beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20performance" title=" mathematical performance"> mathematical performance</a>, <a href="https://publications.waset.org/abstracts/search?q=self-confidence" title=" self-confidence"> self-confidence</a> </p> <a href="https://publications.waset.org/abstracts/60115/mathematical-beliefs-attitudes-and-performance-of-freshman-college-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60115.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">281</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">748</span> “It’s All in Your Head”: Epistemic Injustice, Prejudice, and Power in the Modern Healthcare System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=David%20Tennison">David Tennison</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Epistemic injustice, an injustice done to a person specifically in their capacity as a “knower”, is a subtle form of discrimination, yet its effects can be as dehumanizing and damaging as more overt forms of discrimination. The lens of epistemic injustice has, in recent years, been fruitfully applied to the field of healthcare, examining questions of agency, power, credibility and belief in doctor-patient interactions. Contested illness patients (e.g., those with illnesses lacking scientific consensuses such as fibromyalgia (FM), Myalgic Encephalomyelitis/ Chronic Fatigue Syndrome (ME/CFS) and Long Covid) face higher levels of scrutiny than other patient groups and are often disbelieved or dismissed when their ailments cannot be easily imaged or tested for- often encapsulated by the expression “it’s all in your head”. Using the case study of FM, the trials of contested illness patients in healthcare can be conceptualized in terms of epistemic injustice, and what is going wrong in these doctor-patient relationships can be effectively diagnosed. This case study also helps reveal epistemic dysfunction (structural epistemic issues embedded in the healthcare system), how this relates to stigma identity-based prejudice, and how the healthcare system upholds existing societal hierarchies and disenfranchises the most vulnerable. In the modern landscape, where cases of these chronic illnesses are not only on the rise but future pandemics threaten to add to their number, this conversation is crucial for the well-being of patients and providers. This presentation will cover what epistemic injustice is and how it can be applied to the politics of the doctor-patient interaction on a micro level and the politics of the healthcare system more broadly. Contested illnesses will be explored in terms of how the “contested” label causes the patient to experience disease stigma and lowers their credibility in healthcare and across other aspects of life. This will be explored in tandem with a discussion of existing identity-based prejudice in the healthcare system and how social identities (such as those of gender, race, and socioeconomic status) intersect with the contested illness label. The effects of epistemic injustice, which include worsening patients’ symptoms of mental health and potentially disenfranchising them from the healthcare system altogether, will be presented alongside the potential ethical quandaries this poses for providers. Finally, issues with the way healthcare appointments and the modern NHS function will be explored in terms of epistemic injustice and solutions to improve doctor-patient communication and patient care will be discussed. The relationship between contested illness patients and healthcare providers is notoriously poor, and while this can mean frustration or feelings of unfulfillment in providers, the negative effects for patients are much more severe. The purpose of this research, then, is to highlight these issues and suggest ways in which to improve the healthcare experience for these patients, along with improving doctor-patient communication and mending the doctor-patient relationship in a tangible and realistic way. This research also aims to provoke important conversations about belief and hierarchy in medical settings and how these aspects intersect with identity prejudices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=epistemic%20injustice" title="epistemic injustice">epistemic injustice</a>, <a href="https://publications.waset.org/abstracts/search?q=fibromyalgia" title=" fibromyalgia"> fibromyalgia</a>, <a href="https://publications.waset.org/abstracts/search?q=contested%20illnesses" title=" contested illnesses"> contested illnesses</a>, <a href="https://publications.waset.org/abstracts/search?q=chronic%20illnesses" title=" chronic illnesses"> chronic illnesses</a>, <a href="https://publications.waset.org/abstracts/search?q=doctor-patient%20relationships" title=" doctor-patient relationships"> doctor-patient relationships</a>, <a href="https://publications.waset.org/abstracts/search?q=philosophy%20of%20medicine" title=" philosophy of medicine"> philosophy of medicine</a> </p> <a href="https://publications.waset.org/abstracts/173784/its-all-in-your-head-epistemic-injustice-prejudice-and-power-in-the-modern-healthcare-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173784.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">60</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">747</span> Investigating Teachers’ Confidence and Beliefs in Using Technology in Teaching Mathematics in Rwandan Secondary Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Odette%20Umugiraneza">Odette Umugiraneza</a>, <a href="https://publications.waset.org/abstracts/search?q=Etienne%20Nzaramyimana"> Etienne Nzaramyimana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Confidence and beliefs are the main contributors to the improvement of teachers’ mathematical knowledge. The objective of this study was to investigate teachers’ confidence and beliefs towards technology use in teaching mathematics subjects in the Musanze District. The data were collected using closed and open questions. These were distributed to 118 secondary school senior 1 to 6 mathematics teachers in Musanze district. The findings revealed that the teachers’ confidence about the use of technology in teaching mathematics needs improvement. Apart from confidence, almost a third of the teachers convoyed negative beliefs that technology plays great importance in promoting the understanding of mathematics. Teachers as knowledge transmitters are required to join various professional courses towards technology integration in the teaching of mathematics, to improve the effectiveness of teaching and learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge" title="knowledge">knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20confidence" title=" teachers’ confidence"> teachers’ confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=beliefs" title=" beliefs"> beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=barriers%20of%20technology%20use" title=" barriers of technology use"> barriers of technology use</a> </p> <a href="https://publications.waset.org/abstracts/166185/investigating-teachers-confidence-and-beliefs-in-using-technology-in-teaching-mathematics-in-rwandan-secondary-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166185.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">746</span> Influence of Causal beliefs on self-management in Korean patients with hypertension</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hyun-E%20Yeom">Hyun-E Yeom</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Patients’ views about the cause of hypertension may influence their present and proactive behaviors to regulate high blood pressure. This study aimed to examine the internal structure underlying the causal beliefs about hypertension and the influence of causal beliefs on self-care intention and medical compliance in Korean patients with hypertension. The causal beliefs of 145 patients (M age = 57.7) were assessed using the Illness Perception Questionnaire-Revised. An exploratory factor analysis was used to identify the factor structure of the causal beliefs, and the factors’ influence on self-care intention and medication compliance was analyzed using multiple and logistic regression analyses. The four-factor structure including psychological, fate-related, risk and habitual factors was identified and the psychological factor was the most representative component of causal beliefs. The risk and fate-related factors were significant factors affecting lower intention to engage in self-care and poor compliance with medication regimens, respectively. The findings support the critical role of causal beliefs about hypertension in driving patients’ current and future self-care behaviors. This study highlights the importance of educational interventions corresponding to patients’ awareness of hypertension for improving their adherence to a healthy lifestyle and medication regimens. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hypertension" title="hypertension">hypertension</a>, <a href="https://publications.waset.org/abstracts/search?q=self-care" title=" self-care"> self-care</a>, <a href="https://publications.waset.org/abstracts/search?q=beliefs" title=" beliefs"> beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=medication%20compliance" title=" medication compliance"> medication compliance</a> </p> <a href="https://publications.waset.org/abstracts/82892/influence-of-causal-beliefs-on-self-management-in-korean-patients-with-hypertension" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82892.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">351</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">745</span> Scientific Perspectives on Autism Over Time</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gian%20Marco%20Di%20Feo">Gian Marco Di Feo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: The study was conducted to examine changes in the beliefs and contents of articles on autism since the mid-twentieth century. Characteristics analyzed were the mentioning of pharmaceutical drugs, country, and institution of the first author, methodologies used, journal, and the year of publication. Methods: All articles (N=566) analyzed were published between January 1st, 1943 and December 31st, 2021. Inter rater reliability was assessed and there was a 94.4 percent agreement amongst raters. All articles were analyzed through both PubMed and PsycInfo. Results: A one way chi square indicated that there was a significant number of articles expressing mixed beliefs on the cause of autism. Scientific perspectives on the cause of autism have changed significantly over time. Particularly, the belief of empiricism (environmental factors) has decreased significantly, while both mixed beliefs and nativism have increased remarkably. Additionally, the mentioning of pharmaceutical drugs is involved with the beliefs on the cause of autism. Conclusion: Articles in the twenty first century are most likely to express both nativist and empiricist viewpoints on the cause of autism. Articles that express mixed beliefs are most likely to mention drugs in their study. The results impact scientific self-understanding on autism and beliefs in high-income countries, and advance scientific understanding globally. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=beliefs" title=" beliefs"> beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=nativism" title=" nativism"> nativism</a>, <a href="https://publications.waset.org/abstracts/search?q=empiricism" title=" empiricism"> empiricism</a>, <a href="https://publications.waset.org/abstracts/search?q=nature" title=" nature"> nature</a>, <a href="https://publications.waset.org/abstracts/search?q=nurture" title=" nurture"> nurture</a> </p> <a href="https://publications.waset.org/abstracts/161825/scientific-perspectives-on-autism-over-time" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161825.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">72</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">744</span> Teachers' Beliefs About the Environment: The Case of Azerbaijan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aysel%20Mehdiyeva">Aysel Mehdiyeva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As a driving force of society, the role of teachers is important in inspiring, motivating, and encouraging the younger generation to protect the environment. In light of these, the study aims to explore teachers’ beliefs to understand teachers’ engagement with teaching about the environment. Though teachers’ beliefs about the environment have been explored by a number of researchers, the influence of these beliefs in their professional lives and in shaping their classroom instructions has not been widely investigated in Azerbaijan. To this end, this study aims to reveal the beliefs of secondary school geography teachers about the environment and find out the ways teachers’ beliefs of the environment are enacted in their classroom practice in Azerbaijan. Different frameworks have been suggested for measuring environmental beliefs stemming from well-known anthropocentric and biocentric worldviews. The study addresses New Ecological Paradigm (NEP) by Dunlap to formulate the interview questions as discussion with teachers around these questions aligns with the research aims serving to well-capture the beliefs of teachers about the environment. Despite the extensive applicability of the NEP scale, it has not been used to explore in-service teachers’ beliefs about the environment. Besides, it has been used as a tool for quantitative measurement; however, the study addresses the scale within the framework of the qualitative study. The research population for semi-structured interviews and observations was recruited via purposeful sampling. Teachers’ being a unit of analysis is related to the gap in the literature as to how teachers’ beliefs are related to their classroom instructions within the environmental context, as well as teachers’ beliefs about the environment in Azerbaijan have not been well researched. 6 geography teachers from 4 different schools were involved in the research process. The schools are located in one of the most polluted parts of the capital city Baku where the first oil well in the world was drilled in 1848 and is called “Black City” due to the black smoke and smell that covered that part of the city. Semi-structured interviews were conducted with the teachers to reveal their stated beliefs. Later, teachers were observed during geography classes to understand the overlap between teachers’ ideas presented during the interview and their teaching practice. Research findings aim to indicate teachers’ ecological beliefs and practice, as well as elaborate on possible causes of compatibility/incompatibility between teachers’ stated and observed beliefs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=environmental%20education" title="environmental education">environmental education</a>, <a href="https://publications.waset.org/abstracts/search?q=anthropocentric%20beliefs" title=" anthropocentric beliefs"> anthropocentric beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=biocentric%20beliefs" title=" biocentric beliefs"> biocentric beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20ecological%20paradigm" title=" new ecological paradigm"> new ecological paradigm</a> </p> <a href="https://publications.waset.org/abstracts/148307/teachers-beliefs-about-the-environment-the-case-of-azerbaijan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148307.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">743</span> The Effect of Taxpayer Political Beliefs on Tax Evasion Behavior: An Empirical Study Applied to Tunisian Case</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nadia%20Elouaer">Nadia Elouaer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Tax revenue is the main state resource and one of the important variables in tax policy. Nevertheless, this resource is continually decreasing, so it is important to focus on the reasons for this decline. Several studies show that the taxpayer is reluctant to pay taxes, especially in countries at risk or in countries in transition, including Tunisia. This study focuses on the tax evasion behavior of a Tunisian taxpayer under the influence of his political beliefs, as well as the influence of different tax compliance variables. Using a questionnaire, a sample of 500 Tunisian taxpayers is used to examine the relationship between political beliefs and taxpayer affiliations and tax compliance variables, as well as the study of the causal link between political beliefs and fraudulent behavior. The data were examined using correlation, factor, and regression analysis and found a positive and statistically significant relationship between the different tax compliance variables and the tax evasion behavior. There is also a positive and statistically significant relationship between tax evasion and political beliefs and affiliations. The study of the relationship between political beliefs and compliance variables shows that they are closely related. The conclusion is to admit that tax evasion and political beliefs are closely linked, and the government should update its tax policy and modernize its administration in order to strengthen the credibility and disclosure of information in order to restore a relationship of trust between public authorities and the taxpayer. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fiscal%20policy" title="fiscal policy">fiscal policy</a>, <a href="https://publications.waset.org/abstracts/search?q=political%20beliefs" title=" political beliefs"> political beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=tax%20%20evasion" title=" tax evasion"> tax evasion</a>, <a href="https://publications.waset.org/abstracts/search?q=taxpayer%20behavior" title=" taxpayer behavior"> taxpayer behavior</a> </p> <a href="https://publications.waset.org/abstracts/113983/the-effect-of-taxpayer-political-beliefs-on-tax-evasion-behavior-an-empirical-study-applied-to-tunisian-case" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/113983.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">147</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">742</span> Beliefs and Rituals among the Urak Lawoi Sea Gypsies in the Bulon Archipelago, Satun Province</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Srisuporn%20Piyaratanawong">Srisuporn Piyaratanawong</a>, <a href="https://publications.waset.org/abstracts/search?q=Suchai%20Assawapantanakul"> Suchai Assawapantanakul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to reflect changes in beliefs and rituals among the Urak Lawoi sea gypsies on the Bulon archipelago of Satun Province that are related to changes of society according to each dimension of time. The historical study was conducted using an oral history approach. The study found that the traditional way of life as itinerants who moved seasonally resulted in their dependence on nature and beliefs in supernatural power, and mysterious powers and superstitions in the belief of ghosts, ancestors, guardian spirits, large banyan trees, life and living, treatment of diseases, king of nagas, and other beliefs. They displayed their respect to supernatural powers through rituals by worshiping, making offerings to spirits and performing Rongeng dance for spirits in return for fulfilling their vows. After World War II (1945), the Urak Lawoi sea gypsies on Bulon archipelago changed their itinerant way of life to permanent settlements. However, their beliefs in supernatural powers and ritual performances remained in existence. Until 1987, when tourism began to spread to the archipelago, some of them gradually turned to make a living with tourism. Moreover, during the last 20 years (from around 1994), Islam has spread among the people. With this social context, the traditional beliefs in supernatural powers have changed to beliefs according to the religion and the way of life that has changed. Thus, when the traditional beliefs and rituals can no longer fulfil the new way of life, they slowly disappear, such as the floating the boat ceremony that has been replaced with new beliefs and rituals according to Islam. Nevertheless, some beliefs and rituals still exist, such as beliefs about treatment of diseases and Rongeng dance for spirits in return for vow fulfilling. In conclusion, the traditional beliefs and rituals of the Urak Lawoi sea gypsies on the Bulon archipelago cannot fulfil the new way of life, and have, thus, brought about changes in beliefs and rituals that are congruent with the current society. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=belief" title="belief">belief</a>, <a href="https://publications.waset.org/abstracts/search?q=ritual" title=" ritual"> ritual</a>, <a href="https://publications.waset.org/abstracts/search?q=Urak%20Lawoi" title=" Urak Lawoi"> Urak Lawoi</a>, <a href="https://publications.waset.org/abstracts/search?q=sea%20gypsy" title=" sea gypsy"> sea gypsy</a>, <a href="https://publications.waset.org/abstracts/search?q=Bulon%20Archipelago" title=" Bulon Archipelago"> Bulon Archipelago</a> </p> <a href="https://publications.waset.org/abstracts/3592/beliefs-and-rituals-among-the-urak-lawoi-sea-gypsies-in-the-bulon-archipelago-satun-province" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3592.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">279</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">741</span> Subjective Well-being, Beliefs, and Lifestyles of First Year University Students in the UK</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kaili%20C.%20Zhang">Kaili C. Zhang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mental well-being is an integral part of university students’ overall well-being and has been a matter of increasing concern in the UK. This study addressed the impact of university experience on students by investigating the changes students experience in their beliefs, lifestyles, and well-being during their first year of study, as well as the factors contributing to such changes. Using a longitudinal two-wave mixed method design, this project identified importantfactors that contribute to or inhibit these changes. Implications for universities across the UK are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=subjective%20well-being" title="subjective well-being">subjective well-being</a>, <a href="https://publications.waset.org/abstracts/search?q=beliefs" title=" beliefs"> beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=lifestyles" title=" lifestyles"> lifestyles</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20students" title=" university students"> university students</a> </p> <a href="https://publications.waset.org/abstracts/144367/subjective-well-being-beliefs-and-lifestyles-of-first-year-university-students-in-the-uk" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144367.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">198</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">740</span> The Role of Teacher Candidates' Beliefs in Their Development of Inclusive Teaching Practices</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Charlotte%20Brenner">Charlotte Brenner</a>, <a href="https://publications.waset.org/abstracts/search?q=Fisayo%20Latilo"> Fisayo Latilo</a>, <a href="https://publications.waset.org/abstracts/search?q=McKenna%20Causey"> McKenna Causey</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the transformation of teacher candidates' beliefs regarding inclusion and inclusive teaching practices during their instructional and practicum experiences in the Canadian context. With the increasing diversity of schools, the study investigates how teacher candidates' beliefs impact their implementation of inclusive teaching practices, which are essential for meeting diverse student needs. The research examines the influence of teacher education programs, transformative learning experiences, and inclusive practicum placements on teacher candidates' beliefs about inclusion. Using a multiple case study approach, the study assesses teacher candidates' initial beliefs, documents changes in these beliefs after coursework on inclusion, and explores the supports and constraints affecting belief development in both university and practicum settings. Preliminary findings suggest that teacher candidates generally hold positive beliefs about inclusion at the outset of their teacher education programs. However, coursework and practicum experiences significantly shape their understanding of diversity, strategies for inclusion, and awareness of broader social issues related to inclusive classrooms. The research underscores the critical role of teacher education programs in shaping teacher candidates' beliefs about inclusion and highlights the value of transformative learning experiences and inclusive practicum placements in enhancing their understanding of equity and inclusion. Continued research is necessary to identify specific elements within courses and practicum experiences that promote positive beliefs about inclusive teaching practices, ultimately contributing to the creation of more equitable classrooms and improved student outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusion" title="inclusion">inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=beliefs" title=" beliefs"> beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20candidates" title=" teacher candidates"> teacher candidates</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20teaching%20practices" title=" inclusive teaching practices"> inclusive teaching practices</a> </p> <a href="https://publications.waset.org/abstracts/174184/the-role-of-teacher-candidates-beliefs-in-their-development-of-inclusive-teaching-practices" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174184.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">71</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">739</span> Iranian Students’ and Teachers’ Perceptions of Effective Foreign Language Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mehrnoush%20Tajnia">Mehrnoush Tajnia</a>, <a href="https://publications.waset.org/abstracts/search?q=Simin%20Sadeghi-Saeb"> Simin Sadeghi-Saeb</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Students and teachers have different perceptions of effectiveness of instruction. Comparing students’ and teachers’ beliefs and finding the mismatches between them can increase L2 students’ satisfaction. Few studies have taken into account the beliefs of both students and teachers on different aspects of pedagogy and the effect of learners’ level of education and contexts on effective foreign language teacher practices. Therefore, the present study was conducted to compare students’ and teachers’ perceptions on effective foreign language teaching. A sample of 303 learners and 54 instructors from different private language institutes and universities participated in the study. A questionnaire was developed to elicit participants’ beliefs on effective foreign language teaching and learning. The analysis of the results revealed that: a) there is significant difference between the students’ beliefs about effective teacher practices and teachers’ belief, b) Class level influences students’ perception of effective foreign language teacher, d) There is a significant difference of opinion between those learners who study foreign languages at university and those who study foreign language in private institutes with respect to effective teacher practices. The present paper concludes that finding the gap between students’ and teachers’ beliefs would help both of the groups to enhance their learning and teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=effective%20teacher" title="effective teacher">effective teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=effective%20teaching" title=" effective teaching"> effective teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20beliefs" title=" students’ beliefs"> students’ beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20beliefs" title=" teachers’ beliefs"> teachers’ beliefs</a> </p> <a href="https://publications.waset.org/abstracts/41178/iranian-students-and-teachers-perceptions-of-effective-foreign-language-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41178.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">738</span> Relationship Between Family Factors and Tendency to Addiction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Farzaneh%20Golshekoh">Farzaneh Golshekoh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study was to examine the relationship between religious beliefs, family responsibility and emotional atmosphere with a tendency to addiction in high school female students in Ahwaz. The sample consisted of 250 students who were selected by cluster random sampling from among all high school female students in Ahvaz. Measuring tools were Iranian tendency towards addiction (IAPS), responsibility California Psychological Inventory (CPI), emotional family atmosphere (AFC) and religious beliefs. The simple correlation coefficient at α=0/05 showed that there is a significant negative relationship between religious beliefs, family responsibility and emotional atmosphere with a tendency to abuse female students. The regression analysis showed that the variables of the emotional atmosphere of the family and religious beliefs as predictors of female students have a tendency to addiction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20atmosphere" title="emotional atmosphere">emotional atmosphere</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20responsibility" title=" family responsibility"> family responsibility</a>, <a href="https://publications.waset.org/abstracts/search?q=religious%20beliefs" title=" religious beliefs"> religious beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=tendency%20to%20addiction" title=" tendency to addiction"> tendency to addiction</a> </p> <a href="https://publications.waset.org/abstracts/41504/relationship-between-family-factors-and-tendency-to-addiction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41504.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">435</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">737</span> Predicting Marital Burnout Based on Irrational Beliefs and Sexual Dysfunction of Couples</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elnaz%20Bandeh">Elnaz Bandeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to predict marital burnout based on irrational beliefs and sexual dysfunction of couples. The research method was descriptive-correlational, and the statistical population included all couples who consulted to counseling clinics in the fall of 2016. The sample consisted of 200 people who were selected by convenience sampling and answered the Ahwaz Irrational Beliefs Questionnaire, Pines Couple Burnout, and Hudson Marital Satisfaction Questionnaire. The data were analyzed using regression coefficient. The results of regression analysis showed that there was a linear relationship between irrational beliefs and couple burnout and dimensions of helplessness toward change, expectation of approval from others, and emotional irresponsibility were positive and significant predictors of couple burnout. However, after avoiding the problem of power, it was not a significant predictor of marital dissatisfaction. There was also a linear relationship between sexual dysfunction and couple burnout, and sexual dysfunction was a positive and significant predictor of couple burnout. Based on the findings, it can be concluded that irrational beliefs and sexual dysfunction play a role in couple dysfunction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=couple%20burnout" title="couple burnout">couple burnout</a>, <a href="https://publications.waset.org/abstracts/search?q=irrational%20beliefs" title=" irrational beliefs"> irrational beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=sexual%20dysfunction" title=" sexual dysfunction"> sexual dysfunction</a>, <a href="https://publications.waset.org/abstracts/search?q=marital%20relationship" title=" marital relationship"> marital relationship</a> </p> <a href="https://publications.waset.org/abstracts/119800/predicting-marital-burnout-based-on-irrational-beliefs-and-sexual-dysfunction-of-couples" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/119800.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">155</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">736</span> A Consensus Approach to the Formulation of a School ICT Policy: A Q-Methodology Case Study </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thiru%20Vandeyar">Thiru Vandeyar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study sets out to explore how teachers’ beliefs and attitudes about ICT policy influence a consensus approach to the formulation of a school ICT policy. This case study proposes Q- methodology as an innovative method to facilitate a school’s capacity to develop policy reflecting teacher beliefs and attitudes. Q-methodology is used as a constructivist approach to the formulation of an ICT policy. Data capture was a mix of Q-methodology and qualitative principles. Data was analyzed by means of document, content and cluster analysis methods. Findings were threefold: First, teachers’ beliefs and attitudes about ICT policy influenced a consensus approach by including teachers as policy decision-makers. Second, given the opportunity, teachers have the inherent ability to deconstruct and critically engage with policy statements according to their own professional beliefs and attitudes. And third, an inclusive approach to policy formulation may inform the practice of school leaders and policymakers alike on how schools may develop their own policy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ICT" title="ICT">ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=policy" title=" policy"> policy</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20beliefs" title=" teacher beliefs"> teacher beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=consensus" title=" consensus"> consensus</a> </p> <a href="https://publications.waset.org/abstracts/3087/a-consensus-approach-to-the-formulation-of-a-school-ict-policy-a-q-methodology-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3087.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">510</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">735</span> Drawings Reveal Beliefs of Japanese University Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sakae%20Suzuki">Sakae Suzuki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although Japanese students study English for six years in secondary schools, they demonstrate little success with it when they enter higher education. Learners’ beliefs can predict the future behavior of students, so it may be effective to investigate how learners’ beliefs limit their success and how beliefs might be nudged in a positive direction. While many researchers still depend on a questionnaire called BALLI to reveal explicit beliefs, alternative approaches, especially those designed to reveal implicit beliefs, might be helpful for promoting learning. The present study seeks to identify beliefs with a discursive approach using visual metaphors and narratives. Employing a sociocultural framework, this study investigates how students’ beliefs are revealed by drawings of themselves and their surrounding environments and artifacts while they are engaged in language learning. Research questions are: (1) Can we identify beliefs through an analysis of students’ visual narratives? (2) What environments and artifacts can be found in students’ drawings, and what do they mean? (3) To what extent do students see language learning as a solitary, rather than a social, activity? Participants are university students majoring in science and technology in Japan. The questionnaire was administered to 70 entering students in April, 2014. Data included students drawings of themselves as learners of English as well as written descriptions of students’ backgrounds, English-learning experiences, and analogies and metaphors that they used in written descriptions of themselves as learners. Data will be analyzed qualitatively and quantitatively. Anticipated results include students’ perceptions of themselves as language learners, including their sense of agency, awareness of artifacts, and social contexts of language learning. Comments will be made on implications for teaching, as well as the use of visual narratives as research tools, and recommended further research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=drawings" title="drawings">drawings</a>, <a href="https://publications.waset.org/abstracts/search?q=learners%27%20beliefs" title=" learners' beliefs"> learners' beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=metaphors" title=" metaphors"> metaphors</a>, <a href="https://publications.waset.org/abstracts/search?q=BALLI" title=" BALLI "> BALLI </a> </p> <a href="https://publications.waset.org/abstracts/24371/drawings-reveal-beliefs-of-japanese-university-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24371.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 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