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Foster</title> <meta name="description" content="Search results for: Norman Foster"> <meta name="keywords" content="Norman Foster"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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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="Norman Foster"> <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> 554</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Norman Foster</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">374</span> The Role of Knowledge Management in Global Software Engineering</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samina%20Khalid">Samina Khalid</a>, <a href="https://publications.waset.org/abstracts/search?q=Tehmina%20Khalil"> Tehmina Khalil</a>, <a href="https://publications.waset.org/abstracts/search?q=Smeea%20Arshad"> Smeea Arshad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Knowledge management is essential ingredient of successful coordination in globally distributed software engineering. Various frameworks, KMSs, and tools have been proposed to foster coordination and communication between virtual teams but practical implementation of these solutions has not been found. Organizations have to face challenges to implement knowledge management system. For this purpose at first, a literature review is arranged to investigate about challenges that restrict organizations to implement KMS and then by taking in account these challenges a problem of need of integrated solution in the form of standardized KMS that can easily store tacit and explicit knowledge, has traced down to facilitate coordination and collaboration among virtual teams. Literature review has been already shown that knowledge is a complex perception with profound meanings, and one of the most important resources that contributes to the competitive advantage of an organization. In order to meet the different challenges caused by not properly managing knowledge related to projects among virtual teams in GSE, we suggest making use of the cloud computing model. In this research a distributed architecture to support KM storage is proposed called conceptual framework of KM as a service in cloud. Framework presented is enhanced and conceptual framework of KM is embedded into that framework to store projects related knowledge for future use. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=management" title="management">management</a>, <a href="https://publications.waset.org/abstracts/search?q=Globsl%20software%20development" title=" Globsl software development"> Globsl software development</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20software%20engineering" title=" global software engineering"> global software engineering</a> </p> <a href="https://publications.waset.org/abstracts/18834/the-role-of-knowledge-management-in-global-software-engineering" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18834.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">526</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">373</span> The Developmental Model of Self-Efficacy Emotional Intelligence and Social Maturity among High School Boys and Girls</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shrikant%20Chavan">Shrikant Chavan</a>, <a href="https://publications.waset.org/abstracts/search?q=Vikas%20Minchekar"> Vikas Minchekar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study examined the self-efficacy, emotional intelligence and social maturity of High school boys and girls. Furthermore, study aimed at to foster the self-efficacy, emotional intelligence and social maturity of high school students. The study was conducted on 100 high school students, out of which 50 boys and 50 girls were selected through simple random sampling method from the Sangli city of Maharashtra state, India. The age range of the sample is 14 to 16 years. Self-efficacy scale developed by Jesusalem Schwarzer, Emotional intelligence scale developed by Hyde, Pethe and Dhar and social maturity scale developed by Rao were administered to the sample. Data was analyzed using mean, SD and ‘t’ test further Karl Pearson’s product moment, correlation of coefficient was used to know the correlation between emotional intelligence, self-efficacy, and social maturity. Results revealed that boys and girls did not differ significantly in their self-efficacy and social maturity. Further, the analysis revealed that girls are having high emotional intelligence compared to boys, which is significant at 0.01 level. It is also found that there is a significant and positive correlation between self-efficacy and emotional intelligence, self-efficacy and social maturity and emotional intelligence and social maturity. Some developmental strategies to strengthen the self-efficacy, emotional intelligence and social maturity of high school students are suggested in the study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title="self-efficacy">self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title=" emotional intelligence"> emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20maturity" title=" social maturity"> social maturity</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20model%20and%20high%20school%20students" title=" developmental model and high school students"> developmental model and high school students</a> </p> <a href="https://publications.waset.org/abstracts/60787/the-developmental-model-of-self-efficacy-emotional-intelligence-and-social-maturity-among-high-school-boys-and-girls" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60787.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">468</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">372</span> Derivation of Trigonometric Identities and Solutions through Baudhayan Numbers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rakesh%20Bhatia">Rakesh Bhatia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Students often face significant challenges in understanding and applying trigonometric identities, primarily due to the overwhelming need to memorize numerous formulas. This often leads to confusion, frustration, and difficulty in effectively using these formulas across diverse types of problems. Traditional methods of learning trigonometry demand considerable time and effort, which can further hinder comprehension and application. Vedic Mathematics offers an innovative and simplified approach to overcoming these challenges. This paper explores how Baudhayan Numbers, can be used to derive trigonometric identities and simplify calculations related to height and distance. Unlike conventional approaches, this method minimizes the need for extensive paper-based calculations, promoting a conceptual understanding. Using Vedic Mathematics Sutras such as Anurupyena and Vilokanam, this approach enables the derivation of over 100 trigonometric identities through a single, unified approach. The simplicity and efficiency of this technique not only make learning trigonometry more accessible but also foster computational thinking. Beyond academics, the practical applications of this method extend to engineering fields such as bridge design and construction, where precise trigonometric calculations are critical. This exploration underscores the potential of Vedic Mathematics to revolutionize the learning and application of trigonometry by offering a streamlined, intuitive, and versatile framework. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=baudhayan%20numbers" title="baudhayan numbers">baudhayan numbers</a>, <a href="https://publications.waset.org/abstracts/search?q=anurupyena" title=" anurupyena"> anurupyena</a>, <a href="https://publications.waset.org/abstracts/search?q=vilokanam" title=" vilokanam"> vilokanam</a>, <a href="https://publications.waset.org/abstracts/search?q=sutras" title=" sutras"> sutras</a> </p> <a href="https://publications.waset.org/abstracts/194925/derivation-of-trigonometric-identities-and-solutions-through-baudhayan-numbers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/194925.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">5</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">371</span> Prospective Teachers’ Metacognitive Awareness and Goal Orientation as Predictors of Academic Success</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gidado%20Lawal%20Likko">Gidado Lawal Likko</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study examined the relationship of achievement goals, metacognitive awareness and academic success among students of colleges of education in North Western Nigeria. The study was guided by three objectives. The first two were to find out whether students’ achievement goals and metacognitive awareness correlate with their academic success. 358 students comprising 242 males (67.6%) and 116 females (32.4%) were studied. Correlation survey was employed in the conduct of the study. The instruments used to collect data were students’ bio data form, achievement goals inventory (Roedel, Schraw and Plake, 1994), metacognitive awareness inventory (Schraw & Dennison, 1994) and students’ CGPA (NCCE minimum standard, 2013) was used as the index of academic success. Pearson Product Moment and regression analysis were the statistical techniques used to analyze the data. Results of the analysis indicated that students’ achievement goals (r=0.554, p=0.004) and metacognitive awareness (r= 0.67, p=0.001) positively correlated with their academic success. Similarly, significant relationship exists between achievement goals and metacognitive awareness (r=0.77, p=0.000). Part of the recommendations is the need for the management of all colleges of education to have educational interventions aimed at developing students’ metacognitive awareness which will foster purposeful self-regulation of their learning. This could be achieved by periodic assessment of students’ metacognitive awareness which will serve as feedback as they move from one educational level to another. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20success" title="academic success">academic success</a>, <a href="https://publications.waset.org/abstracts/search?q=goal%20orientation" title=" goal orientation"> goal orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognitive%20awareness" title=" metacognitive awareness"> metacognitive awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=prospective%20teachers" title=" prospective teachers"> prospective teachers</a> </p> <a href="https://publications.waset.org/abstracts/103481/prospective-teachers-metacognitive-awareness-and-goal-orientation-as-predictors-of-academic-success" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103481.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">228</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">370</span> Armed Groups and Intra State Conflict: A Study on the Egyptian Case</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ghzlan%20Mahmoud%20Abdel%20Aziz">Ghzlan Mahmoud Abdel Aziz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This case study aims to identify the intrastate conflicts between the nation state and armed groups. Nowadays, most wars weaken states against armed groups. Thus, it is very important to negotiate with such groups in order to reinforce the law for the protection of victims. These armed groups are the cause of conflicts and they are related with many of humanitarian issues that result out of conflicts. In this age of rivalry; terrorists, insurgents, or transnational criminal parties have surfaced to the top as a reaction to these armed groups in an effort to set up a new world order. Moreover, the intra state conflicts became increasingly treacherous than the interstate conflicts, particularly when nation state systems deal with armed groups which try to influence the state. The unexpected upraising of the Arab Spring during 2011 in parts of the Middle East and North Africa formed various patterns of conflicts. The events of the Arab Spring resulted in current and long term change across the region. Significant modifications in the level, strength and period of armed conflict around the world have been made. Egypt was in the center of these events. It has fought back the armed groups under the name of terrorism and spread common disorder and violence among civilians. On this note, this study focuses on the problem of the transformation in the methods of organized violence within one state rather than between two state or more and analyzes the objectives, strategies, and internal composition of armed groups and the environments that foster them, with a focus on the Egyptian case. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=armed%20groups" title="armed groups">armed groups</a>, <a href="https://publications.waset.org/abstracts/search?q=conflicts" title=" conflicts"> conflicts</a>, <a href="https://publications.waset.org/abstracts/search?q=Egyptian%20armed%20forces" title=" Egyptian armed forces"> Egyptian armed forces</a>, <a href="https://publications.waset.org/abstracts/search?q=intrastate%20conflicts" title=" intrastate conflicts"> intrastate conflicts</a> </p> <a href="https://publications.waset.org/abstracts/35468/armed-groups-and-intra-state-conflict-a-study-on-the-egyptian-case" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35468.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">459</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">369</span> Integrating AI in Education: Enhancing Learning Processes and Personalization</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Waleed%20Afandi">Waleed Afandi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Artificial intelligence (AI) has rapidly transformed various sectors, including education. This paper explores the integration of AI in education, emphasizing its potential to revolutionize learning processes, enhance teaching methodologies, and personalize education. We examine the historical context of AI in education, current applications, and the potential challenges and ethical considerations associated with its implementation. By reviewing a wide range of literature, this study aims to provide a comprehensive understanding of how AI can be leveraged to improve educational outcomes and the future directions of AI-driven educational innovations. Additionally, the paper discusses the impact of AI on student engagement, teacher support, and administrative efficiency. Case studies highlighting successful AI applications in diverse educational settings are presented, showcasing the practical benefits and real-world implications. The analysis also addresses potential disparities in access to AI technologies and suggests strategies to ensure equitable implementation. Through a balanced examination of the promises and pitfalls of AI in education, this study seeks to inform educators, policymakers, and technologists about the optimal pathways for integrating AI to foster an inclusive, effective, and innovative educational environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title="artificial intelligence">artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=personalized%20learning" title=" personalized learning"> personalized learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20methodologies" title=" teaching methodologies"> teaching methodologies</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20outcomes" title=" educational outcomes"> educational outcomes</a>, <a href="https://publications.waset.org/abstracts/search?q=AI%20applications" title=" AI applications"> AI applications</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20engagement" title=" student engagement"> student engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20support" title=" teacher support"> teacher support</a>, <a href="https://publications.waset.org/abstracts/search?q=administrative%20efficiency" title=" administrative efficiency"> administrative efficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=equity%20in%20education" title=" equity in education"> equity in education</a> </p> <a href="https://publications.waset.org/abstracts/188544/integrating-ai-in-education-enhancing-learning-processes-and-personalization" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188544.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">31</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">368</span> Fruiting Body Specific Sc4 Hydrophobin Gene Plays a Role in Schizophyllum Commune Hyphal Attachment to Structured Glass Surfaces</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Evans%20Iyamu">Evans Iyamu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Genes encoding hydrophobins play distinct roles at different stages of the life cycle of fungi, and they foster hyphal attachment to surfaces. The hydrophobin Sc4 is known to provide a hydrophobic membrane lining of the gas channels within Schizophyllum commune fruiting bodies. Here, we cultivated non-fruiting, monokaryotic S. commune 12-43 on glass surfaces that could be verified by micrography. Differential gene expression profiling of nine hydrophobin genes and the hydrophobin-like sc15 gene by quantitative PCR showed significant up-regulation of sc4 when S. commune was attached to glass surfaces, also confirmed with RNA-Seq data analysis. Another silicate, namely quartz sand, was investigated, and induction of sc4 was seen as well. The up-regulation of the hydrophobin gene sc4 may indicate involvement in S. commune hyphal attachment to glass as well as quartz surfaces. We propose that the covering of hyphae by Sc4 allows for direct interaction with the hydrophobic surfaces of silicates and that differential functions of specific hydrophobin genes depend on the surface interface involved. This study could help with the clarification of the biological functions of hydrophobins in natural surroundings, including hydrophobic surface attachment. Therefore, the analysis of growth on glass serves as a basis for understanding S. commune interaction with glass surfaces while providing the possibility to visualize the interaction microscopically. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hydrophobin" title="hydrophobin">hydrophobin</a>, <a href="https://publications.waset.org/abstracts/search?q=structured%20glass%20surfaces" title=" structured glass surfaces"> structured glass surfaces</a>, <a href="https://publications.waset.org/abstracts/search?q=differential%20gene%20expression" title=" differential gene expression"> differential gene expression</a>, <a href="https://publications.waset.org/abstracts/search?q=quartz%20sand" title=" quartz sand"> quartz sand</a> </p> <a href="https://publications.waset.org/abstracts/159087/fruiting-body-specific-sc4-hydrophobin-gene-plays-a-role-in-schizophyllum-commune-hyphal-attachment-to-structured-glass-surfaces" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159087.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">121</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">367</span> Ethical Foundations: The Impact of Teacher-Student Relationships on Educational Outcomes in the Kazakhstani Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aiman%20Turgaliyeva">Aiman Turgaliyeva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the ethical boundaries of teacher-student relationships and their impact on educational outcomes in Kazakhstan. The significance of this research lies in understanding how ethical considerations within these relationships influence students' academic success, motivation, and engagement. Ethical pedagogy, as seen through the lens of Nel Noddings' Ethics of Care and Vygotsky's Cultural-Historical Activity Theory, forms the theoretical framework, emphasizing relational ethics and the socio-cultural context of learning. Methodologically, a mixed-methods approach is employed, combining quantitative surveys using the Teacher-Student Relationship Scale (TSRS) and qualitative interviews with teachers, students, and parents. The research aims to quantify relationship quality and explore lived experiences, integrating both data types for a comprehensive analysis. Preliminary findings suggest that culturally grounded ethical practices in teacher-student relationships foster better educational outcomes, highlighting the importance of empathy, care, and cultural sensitivity in Kazakhstan’s classrooms. The study concludes that a balance between maintaining ethical boundaries and promoting supportive relationships is key to enhancing both academic and socio-cultural student development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ethics" title="ethics">ethics</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher-student%20relationships" title=" teacher-student relationships"> teacher-student relationships</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20outcomes" title=" educational outcomes"> educational outcomes</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=Kazakhstani%20context" title=" Kazakhstani context"> Kazakhstani context</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative%20research" title=" qualitative research"> qualitative research</a> </p> <a href="https://publications.waset.org/abstracts/193000/ethical-foundations-the-impact-of-teacher-student-relationships-on-educational-outcomes-in-the-kazakhstani-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193000.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">28</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">366</span> The Relationship Between Multiculturalism, Religion and Ethnic Relations in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Usman">Ahmed Usman</a>, <a href="https://publications.waset.org/abstracts/search?q=Kaduna%20State%20University"> Kaduna State University</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the intricate relationship between multiculturalism, religion, and ethnic relations, aiming to understand how these elements interact within diverse societies. Multiculturalism, as a societal framework, advocates for the coexistence of diverse cultures, encouraging respect and recognition of different cultural identities. Religion often plays a significant role in shaping cultural identity and influencing values, behaviors, and social norms. Ethnic relations, the dynamics between different ethnic groups, are deeply affected by both multicultural policies and religious practices. The researchers investigate how multicultural policies can either foster harmonious ethnic relations or exacerbate tensions, depending on their implementation and societal reception. It also delves into the role of religion in either bridging or widening ethnic divides. Few studies have focused on the phenomenon. This study highlights the conditions under which multiculturalism and religious diversity contribute to social cohesion through qualitative research methodology in Nigeria. The study findings underscore the importance of inclusive policies, interfaith dialogue, and education in promoting positive ethnic relations in multicultural settings. This research contributes to the broader understanding of how multiculturalism and religion intersect to influence ethnic dynamics, offering insights for policymakers and community leaders aiming to cultivate harmonious, inclusive societies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multiculturalism" title="multiculturalism">multiculturalism</a>, <a href="https://publications.waset.org/abstracts/search?q=religion" title=" religion"> religion</a>, <a href="https://publications.waset.org/abstracts/search?q=ethnic%20relations" title=" ethnic relations"> ethnic relations</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a> </p> <a href="https://publications.waset.org/abstracts/188650/the-relationship-between-multiculturalism-religion-and-ethnic-relations-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188650.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">29</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">365</span> Police Mothers at Home: Police Work and Danger-Protection Parenting Practices</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tricia%20Agocs">Tricia Agocs</a>, <a href="https://publications.waset.org/abstracts/search?q=Debra%20Langan"> Debra Langan</a>, <a href="https://publications.waset.org/abstracts/search?q=Carrie%20B.%20Sanders"> Carrie B. Sanders</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Studies of the challenges faced by women in policing have paid little attention to the specific experiences of Policewomen who are mothers. Guided by critical theorizing on the gendered nature of the police culture and domestic labor, 16 police officer mothers in Ontario, Canada, were interviewed. Our qualitative analyses explore their experiences of the “lion’s share” of domestic labor; the organizational, cultural, and operational features of policing; and the challenges of child care, and examine how these combine to foster particular stresses. In contrast to intensive mothering approaches that rely on the advice of external experts, our participants work to protect children by carefully constructing stories and asking questions that are based on their own on-the-job experiences with dangerous and/or abhorrent situations. As such, they engage in danger-protection parenting practices to prevent their children from becoming victims or offenders. Our research extends the theorizing on intensive/extensive mothering practices, builds on the scholarship on policing, and adds to the literature on women in nonstandard occupations. This sociological analysis of police mothers’ experiences and practices underscores the importance of understanding and working to change the social contexts, at work and at home, that compromise the well-being of police mothers and other emergency-response workers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=policewomen" title="policewomen">policewomen</a>, <a href="https://publications.waset.org/abstracts/search?q=mothers" title=" mothers"> mothers</a>, <a href="https://publications.waset.org/abstracts/search?q=parenting" title=" parenting"> parenting</a>, <a href="https://publications.waset.org/abstracts/search?q=danger" title=" danger"> danger</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative%20research" title=" qualitative research"> qualitative research</a> </p> <a href="https://publications.waset.org/abstracts/27768/police-mothers-at-home-police-work-and-danger-protection-parenting-practices" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27768.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">555</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">364</span> Raising Awareness of Education for Sustainable Development Oriented School Programs and Curriculum</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dina%20L.%20DiSantis">Dina L. DiSantis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Japan-U.S. Teacher Exchange Program for Education for Sustainable Development (ESD) provides an opportunity for teachers from the United States and Japan to travel to each other’s countries in order to experience and learn how each country is implementing efforts to educate for sustainability. By offering programs such as the Japan-U.S. Teacher Exchange Program for Education for Sustainable Development (ESD); teachers from both countries become more aware of what ESD school programs and curricula are being implemented in both countries. Teachers gain a greater sense of global interconnectedness when they are given the opportunity to share in each other’s culture and life. The primary objectives of the program are to foster a mutual exchange between the teachers in the United States and Japan, to increase an understanding of culture and educational systems, to give teachers opportunities to collaborate on lessons and projects in areas of sustainability and to enhance professional development opportunities for both U.S and Japanese teachers. The two areas of focus for teachers, are food education and environmental education. Teachers from both countries collaborate and design curriculum and projects for their students in order to help them become more aware of the importance of global sustainability. An overview of the program and the results of an international collaborative project, encouraging local eating and forging a cultural connection to food will be presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education%20for%20sustainable%20development" title="education for sustainable development">education for sustainable development</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20education" title=" environmental education"> environmental education</a>, <a href="https://publications.waset.org/abstracts/search?q=food%20education" title=" food education"> food education</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20collaboration" title=" international collaboration"> international collaboration</a> </p> <a href="https://publications.waset.org/abstracts/84181/raising-awareness-of-education-for-sustainable-development-oriented-school-programs-and-curriculum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84181.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">161</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">363</span> Effective Governance and Administrative Structures for Virile Trade Unions and Cordial Labour Relations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Theophilius%20Adekunle%20Tinuoye">Theophilius Adekunle Tinuoye</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Trade unions are groups formed essentially to promote, articulate and enhance the welfare of workers. They are expected to defend the workers interests and participate actively in workplace exchanges. But for trade unions to function effectively and actualize their lofty aspirations in the context of the current dynamic and ever-changing industrial relations context, they must not only have qualified and competent leaders, but also flexible and effective structure, systems, organograms, constitution, and administrative processes in place to compliment their policies and programmes. An important aspect of industrial relations is the existence of cordial tripartite or bipartite interactions between stakeholders and other social partners that are indispensable to the creation of positive and mutually beneficial exchanges and outcomes. This paper canvassed that unions must be structurally viable and administratively cohesive in order to be effective, pragmatic, functional and remain relevant. It also argued that weak, structurally deficient and less organized unions often find it immensely difficult to actualize workers goals. Finally, it outlined basic principles that will enhance union administration, guarantee that unions will continue to satisfy the yearnings of its members in these trying times and finally foster peaceful industrial relations climate and cordial labor relations between trade unions, employers /management and government. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=governance" title="governance">governance</a>, <a href="https://publications.waset.org/abstracts/search?q=labor%20relations" title=" labor relations"> labor relations</a>, <a href="https://publications.waset.org/abstracts/search?q=trade%20unions" title=" trade unions"> trade unions</a>, <a href="https://publications.waset.org/abstracts/search?q=workers" title=" workers"> workers</a> </p> <a href="https://publications.waset.org/abstracts/34921/effective-governance-and-administrative-structures-for-virile-trade-unions-and-cordial-labour-relations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34921.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">346</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">362</span> Schools of Thought in the Field of Social Entrepreneurship</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cris%20Bravo">Cris Bravo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social entrepreneurship is a new and exciting topic that holds a great promise in helping alleviate the social problems of the world. As a new subject, the meaning of the term is too broad and this is counterproductive in trying to build understanding around the concept. The purpose of this study is to identify and compare the elements of social entrepreneurship as defined by seven international organizations leading social entrepreneurship projects: Ashoka Foundation, Skoll Foundation, Schwab Foundation and Yunus Center; as well as from three other institutions fostering social entrepreneurship: Global Social Benefit Institute, BRAC University, and Socialab. The study used document analysis from Skoll Foundation, Schwab Foundation, Yunus Center and Ashoka Foundation; and open ended interview to experts from the Global Social Benefit Institute at Santa Clara University in United States, BRAC University from Bangladesh, and Socialab from Argentina. The study identified three clearly differentiated schools of thought, based on their views on revenue, scalability, replicability and geographic location. While this study is by no means exhaustive, it provides an indication of the patterns of ideas fostered by important players in the field. By clearly identifying the similarities and differences in the concept of social entrepreneurship, research and practitioners are better equipped to build on the subject, and to promote more adequate and accurate social policies to foster the development of social entrepreneurship. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=replicability" title="replicability">replicability</a>, <a href="https://publications.waset.org/abstracts/search?q=revenue" title=" revenue"> revenue</a>, <a href="https://publications.waset.org/abstracts/search?q=scalability" title=" scalability"> scalability</a>, <a href="https://publications.waset.org/abstracts/search?q=schools%20of%20thought" title=" schools of thought"> schools of thought</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20entrepreneurship" title=" social entrepreneurship"> social entrepreneurship</a> </p> <a href="https://publications.waset.org/abstracts/42889/schools-of-thought-in-the-field-of-social-entrepreneurship" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42889.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">381</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">361</span> The Pedagogical Force of Land and Art in Graduate Social Work A/R/Tographic Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Valerie%20Triggs">Valerie Triggs</a>, <a href="https://publications.waset.org/abstracts/search?q=Michele%20Sorensen"> Michele Sorensen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As two university professors in postsecondary faculties of social work and education, we have observed that students often recognize the importance of learning facts about colonization but have difficulty grappling with how they themselves might be implicated in reconciliation or how they might respond to these facts in meaningful ways. The detachment observed between students and factual information results in the initiation of a research study centered around an approach to teaching the course. This involved transitioning its pedagogical format to embrace a/r/tographic methods of teaching, learning, and inquiry. By taking seriously the arguments of various Indigenous scholars for learning from the land and by working alongside traditional Indigenous knowledge, we chose to engage a speculative approach to course design and teaching, which actually used the land as one of the course texts. We incorporated art practices that involved connecting bodies with land as well as using land materials in various creative and aesthetic projects while being informed by Medicine Keepers, Indigenous and settler artists, and knowledge-keeper helpers. In this study, we share some of the unanticipated themes that arose when students began to allow land and artmaking, both aesthetically and intuitively, through both joy and sorrow, to affect a reimagining and repositioning of selves and relations. We found that time and engagement with land and art began to build more empathic understanding and foster personal and professional practices grounded in respect, relevance, reciprocity, and responsibility. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reconciliation" title="reconciliation">reconciliation</a>, <a href="https://publications.waset.org/abstracts/search?q=decolonization" title=" decolonization"> decolonization</a>, <a href="https://publications.waset.org/abstracts/search?q=artmaking" title=" artmaking"> artmaking</a>, <a href="https://publications.waset.org/abstracts/search?q=respect" title=" respect"> respect</a> </p> <a href="https://publications.waset.org/abstracts/182878/the-pedagogical-force-of-land-and-art-in-graduate-social-work-artographic-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182878.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">48</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">360</span> Students With Special Educational Needs in Regular Classrooms and their Peer Effects on Learning Achievement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jos%C3%A9%20Mar%C3%ADa%20Renteria">José María Renteria</a>, <a href="https://publications.waset.org/abstracts/search?q=Vania%20Salas"> Vania Salas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the impact of inclusive education on the educational outcomes of students without Special Educational Needs (non-SEN) in Peru, utilizing official Ministry of Education data and implementing cross-sectional regression analyses. Inclusive education is a complex issue that, without appropriate adaptations and comprehensive understanding, can present substantial challenges to the educational community. While prior research from developed nations offers diverse perspectives on the effects of inclusive education on non-SEN students, limited evidence exists regarding its impact in developing countries. Our study addresses this gap by examining inclusive education in Peru and its effects on non-SEN students, thereby contributing to the existing literature. the findings reveal that, on average, the presence of SEN students in regular classrooms does not significantly affect their non-SEN counterparts. However, we uncover heterogeneous effects contingent on the specific type of SEN and students’ academic placement. These results emphasize the importance of targeted resources, specialized teachers, and parental involvement in facilitating successful inclusive education, particularly for specific SEN types and students positioned at the lower end of the academic achievement spectrum. In summary, this study underscores the need for tailored strategies and additional resources to foster the success of inclusive education and calls for further research in this field to expand our understanding and enhance educational policy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title="inclusive education">inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20educational%20needs" title=" special educational needs"> special educational needs</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20achievement" title=" learning achievement"> learning achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=Peru" title=" Peru"> Peru</a>, <a href="https://publications.waset.org/abstracts/search?q=Basic%20education" title=" Basic education"> Basic education</a> </p> <a href="https://publications.waset.org/abstracts/176236/students-with-special-educational-needs-in-regular-classrooms-and-their-peer-effects-on-learning-achievement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176236.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">81</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">359</span> Telehealth Psychotherapy: A Comparison of Two Swedish Randomized Clinical Trials</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Madeline%20Foster">Madeline Foster</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Since the COVID-19 pandemic, telehealth usage for the delivery of psychotherapy has surged. The evidence base evaluating the success of telehealth interventions continues to grow, with both benefits as well as potential risks identified. This study compared two recent randomized clinical trials (RCTs) from Sweden that looked at the effectiveness of Cognitive Behavioral Therapy (CBT) delivered via telehealth (TH) versus face-to-face (FTF) for individuals with Obsessive Compulsive Disorder (OCD). The papers had mixed results. The first paper by Aspvall and colleagues compared the effect of a therapist-supported, internet-delivered stepped-care CBT program for children and adolescents aged 7 to 17 with face-to-face CBT (2021). In Aspvall’s study, the control scored a mean Y-BOCS of 10.57 and the TH intervention group scored a mean Y-BOCS of 11.57. The mean difference (0.91) met the criteria for noninferiority (p = 0.03). The second study by Lundström and colleagues also compared therapist-supported, internet-based CBT with FTF CBT for the treatment of those with DSM-5-diagnosed OCD. Conversely, while Lundström’s study reported improved symptoms across all groups, at follow up the difference in symptom severity between FTF and TH was clinically significant, with 77% of FTF participants responding to treatment compared to only 45% of TH participants. Due to the methodological limitations of Lundström’s study, it was concluded that Aspvall’s paper made a stronger scientific argument. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=telehealth" title="telehealth">telehealth</a>, <a href="https://publications.waset.org/abstracts/search?q=Sweden" title=" Sweden"> Sweden</a>, <a href="https://publications.waset.org/abstracts/search?q=RCT" title=" RCT"> RCT</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive-behavioral%20therapy" title=" cognitive-behavioral therapy"> cognitive-behavioral therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=obsessive-compulsive%20disorder" title=" obsessive-compulsive disorder"> obsessive-compulsive disorder</a> </p> <a href="https://publications.waset.org/abstracts/159068/telehealth-psychotherapy-a-comparison-of-two-swedish-randomized-clinical-trials" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159068.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">61</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">358</span> Development and Validation for Center-Based Learning in Teaching Science</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Julie%20Berame">Julie Berame</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study probed that out of eight (8) lessons in Science Six have been validated, lessons 1-3 got the descriptive rating of very satisfactory and lessons 4-8 got the descriptive rating of outstanding based on the content analysis of the prepared CBL lesson plans. The evaluation of the lesson plans focused on the three main features such as statements of the lesson objectives, lesson content, and organization and effectiveness. The study used developmental research procedure that contained three phases, namely: Development phase consists of determining the learning unit, lesson plans, creation of the table of specifications, exercises/quizzes, and revision of the materials; Evaluation phase consists of the development of experts’ assessment checklist, presentation of checklist to the adviser, comments and suggestions, and final validation of the materials; and try-out phase consists of identification of the subject, try-out of the materials using CBL strategy, administering science attitude questionnaire, and statistical analysis to obtain the data. The findings of the study revealed that the relevance and usability of CBL lessons 1 and 2 in terms of lesson objective, lesson content, and organization and effectiveness got the rating of very satisfactory (4.4) and lessons 3-8 got the rating of outstanding (4.7). The lessons 1-8 got the grand rating of outstanding (4.6). Additionally, results showed that CBL strategy helped foster positive attitude among students and achieved effectiveness in psychomotor learning objectives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=development" title="development">development</a>, <a href="https://publications.waset.org/abstracts/search?q=validation" title=" validation"> validation</a>, <a href="https://publications.waset.org/abstracts/search?q=center-based%20learning" title=" center-based learning"> center-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=science" title=" science"> science</a> </p> <a href="https://publications.waset.org/abstracts/59914/development-and-validation-for-center-based-learning-in-teaching-science" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59914.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">237</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">357</span> Self-Regulation in Socially Rejected Pupils</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Karla%20Hrbackova">Karla Hrbackova</a>, <a href="https://publications.waset.org/abstracts/search?q=Irena%20Balaban%20Cakirpaloglu"> Irena Balaban Cakirpaloglu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper is a report on self-regulation in socially rejected pupils. A certain form of social rejection can be found in almost every class within the school environment. Research shows that due to social rejection mechanisms supporting the individual´s effort of reintegration into the group are not triggered. Paradoxically the opposite tendency arises, i.e., an increase in selfish and defeating behaviour. The link between peer exposure and self-regulation is likely to vary as a function of a type and quality of peer interaction (e.g., rejection or acceptance). The paper aims to clarify the level of self-regulation related to interpersonal cognitive problem-solving within the process of social rejection in a school class. The research was done on a sample of 1,133 upper-primary school pupils using the Means-Ends Problem Solving technique (MEPS) and peer sociometric nomination. The results showed that the level of self-regulated skills is related to the status of social rejection. Socially rejected pupils achieve lower levels of self-regulation than other classmates. We found deficiency in the regulation of behaviour, emotions and the regulation of will in the peer rejected pupils with the exception of cognitive regulation in which no differences were detected between socially rejected pupils and other classmates. The results have implications for early prevention and intervention efforts to foster adaptive self-regulation and reduce the risk of later social rejection. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interpersonal%20cognitive%20problem-solving" title="interpersonal cognitive problem-solving">interpersonal cognitive problem-solving</a>, <a href="https://publications.waset.org/abstracts/search?q=self-regulation" title=" self-regulation"> self-regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=socially%20rejected%20pupils" title=" socially rejected pupils"> socially rejected pupils</a>, <a href="https://publications.waset.org/abstracts/search?q=upper-primary%20school%20pupils" title=" upper-primary school pupils"> upper-primary school pupils</a> </p> <a href="https://publications.waset.org/abstracts/94311/self-regulation-in-socially-rejected-pupils" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94311.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">170</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">356</span> D3Advert: Data-Driven Decision Making for Ad Personalization through Personality Analysis Using BiLSTM Network</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sandesh%20Achar">Sandesh Achar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Personalized advertising holds greater potential for higher conversion rates compared to generic advertisements. However, its widespread application in the retail industry faces challenges due to complex implementation processes. These complexities impede the swift adoption of personalized advertisement on a large scale. Personalized advertisement, being a data-driven approach, necessitates consumer-related data, adding to its complexity. This paper introduces an innovative data-driven decision-making framework, D3Advert, which personalizes advertisements by analyzing personalities using a BiLSTM network. The framework utilizes the Myers–Briggs Type Indicator (MBTI) dataset for development. The employed BiLSTM network, specifically designed and optimized for D3Advert, classifies user personalities into one of the sixteen MBTI categories based on their social media posts. The classification accuracy is 86.42%, with precision, recall, and F1-Score values of 85.11%, 84.14%, and 83.89%, respectively. The D3Advert framework personalizes advertisements based on these personality classifications. Experimental implementation and performance analysis of D3Advert demonstrate a 40% improvement in impressions. D3Advert’s innovative and straightforward approach has the potential to transform personalized advertising and foster widespread personalized advertisement adoption in marketing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=personalized%20advertisement" title="personalized advertisement">personalized advertisement</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20Learning" title=" deep Learning"> deep Learning</a>, <a href="https://publications.waset.org/abstracts/search?q=MBTI%20dataset" title=" MBTI dataset"> MBTI dataset</a>, <a href="https://publications.waset.org/abstracts/search?q=BiLSTM%20network" title=" BiLSTM network"> BiLSTM network</a>, <a href="https://publications.waset.org/abstracts/search?q=NLP." title=" NLP."> NLP.</a> </p> <a href="https://publications.waset.org/abstracts/184326/d3advert-data-driven-decision-making-for-ad-personalization-through-personality-analysis-using-bilstm-network" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/184326.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">44</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">355</span> Academic Entitlement And Grade Negotiation Styles Among Ug Students: A Correlation Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Athira%20M.">Athira M.</a>, <a href="https://publications.waset.org/abstracts/search?q=Prakasha%20G.%20S."> Prakasha G. S.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The rising prevalence of academic entitlement among school and college students necessitates a comprehensive investigation. This study focuses on discovering gender differentials in academic entitlement and their nexus with diverse grade negotiation behaviors within the undergraduate (UG) student cohort. Grade negotiation behaviors, encompassing a range from amicable discussions to more assertive tactics, are influenced by students' perceptions of their academic entitlement. The research delves into the broader significance of academic entitlement, considering its implications for student-teacher conflicts and the dynamics it introduces into the educational field. Employing a quantitative research approach, data from UG students is meticulously analyzed. Mann-Whitney U tests unveil pronounced gender difference in academic entitlement, with females demonstrating higher entitlement levels. Furthermore, the study unearths significant correlations between academic entitlement and specific negotiation styles, notably yielding and forcing strategies, albeit with minimal impact on academic performance. These findings provide a foundational understanding for educators and institutions to foster equitable learning environments and formulate effective conflict resolution strategies, ultimately elevating the quality of the educational experience. Moreover, this study opens avenues for future research, exploring interventions to enhance negotiation skills and diving deeper into the intricate dimensions of academic entitlement within academic life. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20entitlement" title="academic entitlement">academic entitlement</a>, <a href="https://publications.waset.org/abstracts/search?q=grade%20negotiation" title=" grade negotiation"> grade negotiation</a>, <a href="https://publications.waset.org/abstracts/search?q=negotiation%20styles" title=" negotiation styles"> negotiation styles</a>, <a href="https://publications.waset.org/abstracts/search?q=student-teacher%20conflict" title=" student-teacher conflict"> student-teacher conflict</a> </p> <a href="https://publications.waset.org/abstracts/181915/academic-entitlement-and-grade-negotiation-styles-among-ug-students-a-correlation-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/181915.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">43</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">354</span> Smart Growth Through Innovation Programs: Challenges and Opportunities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hanadi%20Mubarak%20Al-Mubaraki">Hanadi Mubarak Al-Mubaraki</a>, <a href="https://publications.waset.org/abstracts/search?q=Michael%20Busler"> Michael Busler</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Innovation is the powerful tools for economic growth and diversification, which lead to smart growth. The objective of this paper is to identify the opportunities and challenges of innovation programs discuss and analyse the implementation of the innovation program in the United States (US) and United Kingdom (UK). To achieve the objectives, the research used a mixed methods approach, quantitative (survey), and qualitative (multi-case study) to examine innovation best practices in developed countries. In addition, the selection of 4 interview case studies of innovation organisations based on the best practices and successful implementation worldwide. The research findings indicated the two challenges such as 1) innovation required business ecosystem support to deliver innovation outcomes such as new product and new services, and 2) foster the climate of innovation &entrepreneurship for economic growth and diversification. Although the two opportunities such as 1) sustainability of the innovation events which lead smart growth, and 2) establish the for fostering the artificial intelligence hub entrepreneurship networking at multi-levels. The research adds value to academicians and practitioners such as government, funded organizations, institutions, and policymakers. The authors aim to conduct future research a comparative study of innovation case studies between developed and developing countries for policy implications worldwide. The Originality of This study contributes to current literature about the innovation best practice in developed and developing countries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=economic%20development" title="economic development">economic development</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20transfer" title=" technology transfer"> technology transfer</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship" title=" entrepreneurship"> entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation%20program" title=" innovation program"> innovation program</a> </p> <a href="https://publications.waset.org/abstracts/147725/smart-growth-through-innovation-programs-challenges-and-opportunities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147725.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">145</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">353</span> Ubudehe: A Social Work Analysis of Indigenous Solutions to Poverty Reduction in Post-Genocide Rwanda</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Charles%20Rutikanga">Charles Rutikanga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As part of the effort to reconstruct Rwanda and foster a shared national identity after the 1994 genocide against Tutsi, the government of Rwanda has drawn on aspects of indigenous culture and traditional practices. One of these traditional practices and cultural values is Ubudehe, which has been re-introduced after it has been gradually lost since colonial times. It is a form of collective action at the village level, which is inclusive, covering men, women, and the most marginalized community members. The philosophy behind Ubudehe is to increase the level of participation and institutional problem-solving capacity at the local level by citizens and local government. Since the early 2000s, the government re-introduced Ubudehe as a neo-traditional cultural institution in order to support the implementation of the country’s poverty reduction and development programs. An empirical study on indigenous and innovative models of social work practice was conducted under the framework of the ‘Professional Social Work in East Africa’ (PROSOWO II) project. Field data were collected on traditional/indigenous approaches, including Ubudehe, from different categories of informants through focus group discussions (FGDs) and personal interviews. The research showed that professional social workers play a significant role in the whole Ubudehe process. While there have been some challenges in the administration and implementation, overall it has contributed to poverty reduction in a post-genocide Rwanda. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=development" title="development">development</a>, <a href="https://publications.waset.org/abstracts/search?q=indigenous%20approach" title=" indigenous approach"> indigenous approach</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20work" title=" social work"> social work</a>, <a href="https://publications.waset.org/abstracts/search?q=Ubudehe" title=" Ubudehe"> Ubudehe</a> </p> <a href="https://publications.waset.org/abstracts/106052/ubudehe-a-social-work-analysis-of-indigenous-solutions-to-poverty-reduction-in-post-genocide-rwanda" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/106052.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">117</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">352</span> Multidimensional Poverty and Child Cognitive Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bidyadhar%20Dehury">Bidyadhar Dehury</a>, <a href="https://publications.waset.org/abstracts/search?q=Sanjay%20Kumar%20Mohanty"> Sanjay Kumar Mohanty</a> </p> <p class="card-text"><strong>Abstract:</strong></p> According to the Right to Education Act of India, education is the fundamental right of all children of age group 6-14 year irrespective of their status. Using the unit level data from India Human Development Survey (IHDS), we tried to understand the inter-relationship between the level of poverty and the academic performance of the children aged 8-11 years. The level of multidimensional poverty is measured using five dimensions and 10 indicators using Alkire-Foster approach. The weighted deprivation score was obtained by giving equal weight to each dimension and indicators within the dimension. The weighted deprivation score varies from 0 to 1 and grouped into four categories as non-poor, vulnerable, multidimensional poor and sever multidimensional poor. The academic performance index was measured using three variables reading skills, math skills and writing skills using PCA. The bivariate and multivariate analysis was used in the analysis. The outcome variable was ordinal. So the predicted probabilities were calculated using the ordinal logistic regression. The predicted probabilities of good academic performance index was 0.202 if the child was sever multidimensional poor, 0.235 if the child was multidimensional poor, 0.264 if the child was vulnerable, and 0.316 if the child was non-poor. Hence, if the level of poverty among the children decreases from sever multidimensional poor to non-poor, the probability of good academic performance increases. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multidimensional%20poverty" title="multidimensional poverty">multidimensional poverty</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20performance%20index" title=" academic performance index"> academic performance index</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20skills" title=" reading skills"> reading skills</a>, <a href="https://publications.waset.org/abstracts/search?q=math%20skills" title=" math skills"> math skills</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20skills" title=" writing skills"> writing skills</a>, <a href="https://publications.waset.org/abstracts/search?q=India" title=" India"> India</a> </p> <a href="https://publications.waset.org/abstracts/14808/multidimensional-poverty-and-child-cognitive-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14808.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">593</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">351</span> Systems Thinking in Practice Supporting Competence and Sustainable Development Goal Implementation Capability in Student Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anette%20Hay">Anette Hay</a>, <a href="https://publications.waset.org/abstracts/search?q=Zama%20Simamane"> Zama Simamane</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Capacity-building and integration of practical activities is one of the key SDGs of the 2030 Agenda for Sustainable Development. This paper will focus on SDG# 17 – “the means of implementation” - and the role of systems thinking in practice (STiP) in supporting both competence and SDG implementation capability in teacher education curricula at North-West University, South Africa. The “Environmental Management for Sustainability” module (EDTM 312), which is compulsory for all students enrolled in the education program at North-West University, will be used as a case study. There is a need for higher education to implement and practically integrate SDG goals into their curricula, and one way to achieve this is through the development of competencies. Education for Sustainable Development (ESD) has the potential to offer approaches that can be useful in the development of capacity-building activities to foster sustainability. The methodological approach adopted is based on a participatory paradigm followed by two cycles and reflection. This paper focuses on systems thinking in practice demonstrating how students apply and reflect on competencies to situations and how praxis captures the actual experiences. The results of this research indicated how to re-orientate the EDTM 312 curriculum to include an environmental justice focus. This research shares practical knowledge of systems thinking as a sustainability competency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education%20for%20sustainable%20development" title="education for sustainable development">education for sustainable development</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20justice%20competencies" title=" environmental justice competencies"> environmental justice competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development%20goals" title=" sustainable development goals"> sustainable development goals</a>, <a href="https://publications.waset.org/abstracts/search?q=systems%20thinking%20in%20practice" title=" systems thinking in practice"> systems thinking in practice</a> </p> <a href="https://publications.waset.org/abstracts/170509/systems-thinking-in-practice-supporting-competence-and-sustainable-development-goal-implementation-capability-in-student-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170509.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">64</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">350</span> Knowledge, Attitudes and Preventive Practices of Indigenous Adolescents on Dog Associated Zoonotic Infections</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fairuz%20Fadzilah%20Rahim">Fairuz Fadzilah Rahim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Indigenous adolescents are at higher risk of dog associated zoonotic infections (DAZI) as they live closely with free-roaming dogs and have limited access to veterinary care. This study aims to determine the effectiveness of health education interventions towards knowledge, attitudes, and preventive practices (KAP) of adolescents on DAZI. Methods: This one-group pre-and post-intervention study in 5 months period was conducted among Jahai adolescents aged 12 years and above. Jahai is one of the three major tribes of indigenous people in Peninsular Malaysia. Health education intervention programs using posters, slide presentations, comics, video clips, and discussion on DAZI were employed. Repeated measures of within-subjects analysis were used to identify the pre- and post- KAP of the adolescents. Results: There were 54 adolescents participated in this study with a mean age of 15.72 (SD: 2.49) and equal proportions of males (50%) and females (50%). Among the adolescents, 22.2% were married, 5.6% were illiterate, and 44.4% not continuing education at the time of data collection. The majority of them keep dogs as pets (64.8%), and few used dogs for hunting (11.1%). There was significant increase in mean scores of knowledge (F = 40.92, p < 0.001) and attitudes (F = 6.43, p = 0.014) of the adolescents. However, the preventive practices towards DAZI showed non-significant improvement on the intervention. Conclusions: The health education intervention programs showed to be effective in improving the attitudes and practices related to dog associated zoonotic infections. Emphasis on sustained health education programs is important to foster good health and wellbeing of the indigenous community. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescent%20health" title="adolescent health">adolescent health</a>, <a href="https://publications.waset.org/abstracts/search?q=dog%20associated%20infection" title=" dog associated infection"> dog associated infection</a>, <a href="https://publications.waset.org/abstracts/search?q=zoonotic" title=" zoonotic"> zoonotic</a>, <a href="https://publications.waset.org/abstracts/search?q=KAP" title=" KAP"> KAP</a>, <a href="https://publications.waset.org/abstracts/search?q=indigenous" title=" indigenous"> indigenous</a> </p> <a href="https://publications.waset.org/abstracts/142874/knowledge-attitudes-and-preventive-practices-of-indigenous-adolescents-on-dog-associated-zoonotic-infections" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142874.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">166</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">349</span> A Study of Taiwanese Students' Language Use in the Primary International Education via Video Conferencing Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chialing%20Chang">Chialing Chang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Language and culture are critical foundations of international mobility. However, the students who are limited to the local environment may affect their learning outcome and global perspective. Video Conferencing has been proven an economical way for students as a medium to communicate with international students around the world. In Taiwan, the National Development Commission advocated the development of bilingual national policies in 2030 to enhance national competitiveness and foster English proficiency and fully launched bilingual activation of the education system. Globalization is closely related to the development of Taiwan's education. Therefore, the teacher conducted an integrated lesson through interdisciplinary learning. This study aims to investigate how the teacher helps develop students' global and language core competencies in the international education class. The methodology comprises four stages, which are lesson planning, class observation, learning data collection, and speech analysis. The Grice's Conversational Maxims are adopted to analyze the students' conversation in the video conferencing course. It is the action research from the teacher's reflection on approaches to developing students' language learning skills. The study lays the foundation for mastering the teacher's international education professional development and improving teachers' teaching quality and teaching effectiveness as a reference for teachers' future instruction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=international%20education" title="international education">international education</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=Grice%27s%20conversational%20maxims" title=" Grice's conversational maxims"> Grice's conversational maxims</a>, <a href="https://publications.waset.org/abstracts/search?q=video%20conferencing%20course" title=" video conferencing course"> video conferencing course</a> </p> <a href="https://publications.waset.org/abstracts/124122/a-study-of-taiwanese-students-language-use-in-the-primary-international-education-via-video-conferencing-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/124122.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">121</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">348</span> Determinants of Customer Value in Online Retail Platforms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mikko%20H%C3%A4nninen">Mikko Hänninen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the effect online retail platforms have on customer behavior and retail patronage through an inductive multi-case study. Existing research on retail platforms and ecosystems generally focus on competition between platform members and most papers maintain a managerial perspective with customers seen mainly as merely one stakeholder of the value-exchange relationship. It is proposed that retail platforms change the nature of customer relationships compared to traditional brick-and-mortar or e-commerce retailers. With online retail platforms such as Alibaba, Amazon and Rakuten gaining increasing traction with their platform based business models, the purpose of this paper is to define retail platforms and look at how leading retail platforms are able to create value for their customers, in order to foster meaningful customer’ relationships. An analysis is conducted on the major global retail platforms with a focus specifically on understanding the tools in place for creating customer value in order to show how retail platforms create and maintain customer relationships for fostering customer loyalty. The results describe the opportunities and challenges retailers face when competing against platform based businesses and outline the advantages as well as disadvantages that platforms bring to individual consumers. Based on the inductive case research approach, five theoretical propositions on consumer behavior in online retail platforms are developed that also form the basis of further research with this research making both a practical as well as theoretical contribution to platform research streams. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=retail" title="retail">retail</a>, <a href="https://publications.waset.org/abstracts/search?q=platform" title=" platform"> platform</a>, <a href="https://publications.waset.org/abstracts/search?q=ecosystem" title=" ecosystem"> ecosystem</a>, <a href="https://publications.waset.org/abstracts/search?q=e-commerce" title=" e-commerce"> e-commerce</a>, <a href="https://publications.waset.org/abstracts/search?q=loyalty" title=" loyalty"> loyalty</a> </p> <a href="https://publications.waset.org/abstracts/56838/determinants-of-customer-value-in-online-retail-platforms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56838.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">282</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">347</span> Novel Practices in Research and Innovation Management</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Ravinder%20Nath">A. Ravinder Nath</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Jaya%20Prakash"> D. Jaya Prakash</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Venkateshwarlu"> T. Venkateshwarlu</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Raja%20Rao"> P. Raja Rao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The introduction of novel practices in research and innovation management at the university are likely to make a real difference in improving the quality of life and boost the global competitiveness for sustainable economic growth. Establishment a specific institutional structure at the university level provides professional management and administrative expertise to the university’s research community by sourcing out funding opportunities, extending guidance in grant proposal preparation and submission and also assisting in the post award reporting and regulatory observance. In addition to these it can involve in negotiating fair and equitable research contracts. Further it administer research governance to provide support and encourage collaborations across all disciplines of the university with industry, government, community based organizations, foundations, and associations at the local, regional, national and international levels/scales. The partnerships in research and innovation are more powerful and far needed tools for knowledge-based economy, where the universities can offer the services of much wanted human resources to promote, foster, and sustain excellence in research. In addition to this the institutes provide amply desired infrastructure and expertise to work with the investigators, and the industry will generate required financial resources in a coordinated manner. Further it is possible to carryout high-end applied research and synergizes the research capabilities and professional skills of students, faculty, scientists, and industrial work force. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborations" title="collaborations">collaborations</a>, <a href="https://publications.waset.org/abstracts/search?q=competitiveness" title=" competitiveness"> competitiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=contracts" title=" contracts"> contracts</a>, <a href="https://publications.waset.org/abstracts/search?q=governance" title=" governance"> governance</a> </p> <a href="https://publications.waset.org/abstracts/5578/novel-practices-in-research-and-innovation-management" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5578.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">397</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">346</span> Poverty Status and Determinants of Income Diversification among Rural Households of Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saba%20Javed">Saba Javed</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdul%20Majeed%20Nadeem"> Abdul Majeed Nadeem</a>, <a href="https://publications.waset.org/abstracts/search?q=Imran%20Qaiser"> Imran Qaiser</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Asif%20Kamran"> Muhammad Asif Kamran</a>, <a href="https://publications.waset.org/abstracts/search?q=Azka%20Amin"> Azka Amin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is designed to determine the poverty status and determinants of income diversification in rural areas of Pakistan using cross sectional data of Pakistan Social and Living Standards Measurement (PSLM) for 2010-2011. The variables used for measuring income diversification are demographic indicators, poverty status, and income of households. Foster-Greer-Thorbecke (FGT) poverty measures show that 43.1% poor and 56.9% non-poor resided in rural areas of Pakistan. A Tobit model was employed to examine the determinants of livelihood diversification among households. The result showed that age, gender, marital status, household size and province have significant impact on income diversification. The data show that non-poor and female headed household with higher family size diversify more as compared to poor, male headed household with small size of family members. The place of residence (province used as proxy for place) also plays important role for income diversification as Sindh Province was found more diversified as compared to Punjab and Khyber Pakhtoon Kha (KPK). It is recommended to improve the ways of income diversification among rural household to reduce poverty among them. This can be done by more investment in education with universal access for poor and remote localities households. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=poverty" title="poverty">poverty</a>, <a href="https://publications.waset.org/abstracts/search?q=income%20diversification" title=" income diversification"> income diversification</a>, <a href="https://publications.waset.org/abstracts/search?q=rural%20Pakistan" title=" rural Pakistan"> rural Pakistan</a>, <a href="https://publications.waset.org/abstracts/search?q=Tobit%20regression%20model" title=" Tobit regression model"> Tobit regression model</a>, <a href="https://publications.waset.org/abstracts/search?q=FGT" title=" FGT "> FGT </a> </p> <a href="https://publications.waset.org/abstracts/12533/poverty-status-and-determinants-of-income-diversification-among-rural-households-of-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12533.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">354</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">345</span> The Level of Administrative Creativity and Its Obstacles From the Point of View of Workers in Youth Centers in Jordan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Basheer%20Ahmad%20Al-Alwan">Basheer Ahmad Al-Alwan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to assess the extent of administrative creativity and identify its barriers from the perspective of employees working in youth centers in Jordan. The sample comprised 156 individuals employed in youth centers within the Hashemite Kingdom of Jordan. Data collection involved the utilization of two measures: the administrative creativity scale and the obstacles to administrative work scale. Correlation and stepwise multiple regression analyses were conducted. The findings revealed a high level of administrative creativity, as indicated by a mean score of 3.82 and a standard deviation of 0.51. Furthermore, statistically significant gender-based differences in administrative creativity were observed, favoring males, with a mean score of 3.32 for males compared to 2.91 for females. The results also demonstrated statistically significant differences in the level of administrative creativity based on experience, with the highest mean score observed for individuals with 5 to less than 10 years of experience. Regarding the obstacles to administrative creativity, the findings revealed an average level, with a mean score of 2.86 and a standard deviation of 0.791. Based on these results, the study recommends the promotion of a culture of creativity among employees and the provision of a broader scope of authority to foster an environment conducive to administrative creativity. Additionally, it suggests offering training courses encompassing the annual plan for these centers and minimizing obstacles that hinder the creative process among employees in Jordanian youth centers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=administrative%20creativity" title="administrative creativity">administrative creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=obstacles" title=" obstacles"> obstacles</a>, <a href="https://publications.waset.org/abstracts/search?q=workers%20in%20youth%20centers" title=" workers in youth centers"> workers in youth centers</a>, <a href="https://publications.waset.org/abstracts/search?q=Jordan" title=" Jordan"> Jordan</a> </p> <a href="https://publications.waset.org/abstracts/174224/the-level-of-administrative-creativity-and-its-obstacles-from-the-point-of-view-of-workers-in-youth-centers-in-jordan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174224.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">87</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Norman%20Foster&page=6" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Norman%20Foster&page=1">1</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Norman%20Foster&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Norman%20Foster&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Norman%20Foster&page=4">4</a></li> <li class="page-item"><a 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