Search results for: lessons

Authors: Amber Brittain-Hale

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This research investigates the evolving role of social media in crisis situations by employing discourse analysis methodology and honing in on the Russo-Ukrainian War, particularly Ukraine's use of LinkedIn. The study posits that social media platforms, such as LinkedIn, play a crucial role in shaping communication, disseminating information, and influencing geopolitical strategies during conflicts. Focusing on Ukraine's official state account on LinkedIn and analyzing its posts and interactions, the research aims to unveil discourse dynamics in high-stakes scenarios and provide valuable insights for leaders navigating complex global challenges. A comprehensive analysis of the data will contribute to a deeper understanding of the tactics adopted by political leaders in managing communication, the bidirectional nature of discourse provided by online social networks, and the rapid advancement of technology that has led to the growing significance of social media platforms in crisis situations. Through this approach, the geopolitical factors that influenced the country's social media strategy during the Russo-Ukrainian War will be illuminated, offering a broader perspective on the role of social media in such challenging times. Ultimately, the study seeks to uncover lessons that can be drawn from Ukraine's LinkedIn approach, informing future strategies for utilizing social media during crises and advancing the understanding of how social media can be harnessed to address intricate global issues.

Keywords: russo-ukrainian war, social media, crisis, discourse analysis

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Authors: Timiebi Aganaba-Jeanty

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Accurate and transparent monitoring, reporting and verification of Greenhouse Gas (GHG) emissions and removals is a requirement of the United Nations Framework Convention on Climate Change (UNFCCC). Several countries are obligated to prepare and submit an annual national greenhouse gas inventory covering anthropogenic emissions by sources and removals by sinks, subject to a review conducted by an international team of experts. However, the process is not without flaws. The self-reporting varies enormously in thoroughness, frequency and accuracy including inconsistency in the way such reporting occurs. The world’s space agencies are calling for a new generation of satellites that would be precise enough to map greenhouse gas emissions from individual nations. The plan is delicate politically because the global system could verify or cast doubt on emission reports from the member states of the UNFCCC. A level playing field is required and an idea that an international system should be perceived as an instrument to facilitate fairness and equality rather than to spy on or punish. This change of perspective is required to get buy in for an international verification system. The research proposes the viability of a satellite system that provides independent access to data regarding greenhouse gas emissions and the policy and governance implications of its potential use as a monitoring and verification system for the Paris Agreement. It assesses the foundations of the reporting monitoring and verification system as proposed in Paris and analyzes this in light of a proposed satellite system. The use of remote sensing technology has been debated for verification purposes and as evidence in courts but this is not without controversy. Lessons can be learned from its use in this context.

Keywords: greenhouse gas emissions, reporting, monitoring and verification, satellite, UNFCCC

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Authors: Melissa Teo

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It is increasingly important that project managers develop greater capabilities to better manage the social, cultural, political, environmental and economic impacts on proposed construction projects. These challenges are best resolved in consultation with communities rather than in conflict with them. This is particularly important on controversial projects which are projects that have obtained government sanctioned ‘development approval’ but not ‘community approval’. While a rich body of research and intellectual frameworks exist in the fields of urban geography and planning to understand and manage community concerns during the pre-development approval stages of new projects, current theoretical frameworks guiding community engagement in project management are inadequate. A new and innovative research agenda is needed to guide thinking about the role of local communities in the construction process and is an important research gap that needs to be filled. Within this context, this research aims to assess the effectiveness of strategies adopted by project teams to engage with local communities so as to capture lessons learnt to apply to future projects. This paper reports a research methodology which uses Arnstein’s model of participation to better understand how power differentials between the project team and local communities can influence the adoption of community engagement strategies. A case study approach is utilizing interviews and documentary analysis of a large-scale controversial construction project in Queensland, Australia is presented. The findings will result in a number of recommendations to guide community engagement practices on future projects.

Keywords: community engagement, construction, case study, project management

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Authors: Sinead Impey, Damon Berry, Selma Furtado, Miriam Galvin, Loretto Grogan, Orla Hardiman, Lucy Hederman, Mark Heverin, Vincent Wade, Linda Douris, Declan O'Sullivan, Gaye Stephens

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Healthcare is a knowledge-rich environment. This knowledge, while valuable, is not always accessible outside the borders of individual clinics. This research aims to address part of this problem (at a study site) by constructing a maximal data set (knowledge artefact) for motor neurone disease (MND). This data set is proposed as an initial knowledge base for a concurrent project to develop an MND patient data platform. It represents the domain knowledge at the study site for the duration of the research (12 months). A knowledge elicitation method was also developed from the lessons learned during this process - the WICKED method. WICKED is an anagram of the words: eliciting and confirming data, information, knowledge, wisdom. But it is also a reference to the concept of wicked problems, which are complex and challenging, as is eliciting expert knowledge. The method was evaluated at a second site, and benefits and limitations were noted. Benefits include that the method provided a systematic way to manage data, information, knowledge and wisdom (DIKW) from various sources, including healthcare specialists and existing data sets. Limitations surrounded the time required and how the data set produced only represents DIKW known during the research period. Future work is underway to address these limitations.

Keywords: healthcare, knowledge acquisition, maximal data sets, action design science

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Authors: María-Dolores Afonso-Suárez, Nayra Pumar-Carreras, Juan Ruiz-Alzola

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This research addresses the use of an e-Learning creation methodology for learning objects. Throughout the process, indicators are being gathered, to determine if it responds to the main objectives of an engineering discipline. These parameters will also indicate if it is necessary to review the creation cycle and readjust any phase. Within the project developed for this study, apart from the use of structured methods, there has been a central objective: the establishment of a learning atmosphere. A place where all the professionals involved are able to collaborate, plan, solve problems and determine guides to follow in order to develop creative and innovative solutions. It has been outlined as a blended learning program with an assessment plan that proposes face to face lessons, coaching, collaboration, multimedia and web based learning objects as well as support resources. The project has been drawn as a long term task, the pilot teaching actions designed provide the preliminary results object of study. This methodology is been used in the creation of learning content for the African countries of Senegal, Mauritania and Cape Verde. It has been developed within the framework of the MACbioIDi, an Interreg European project for the International cooperation and development. The educational area of this project is focused in the training and advice of professionals of the medicine as well as engineers in the use of applications of medical imaging technology, specifically the 3DSlicer application and the Open Anatomy Browser.

Keywords: teaching contents engineering, e-learning, blended learning, international cooperation, 3dslicer, open anatomy browser

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Authors: Nasser Mansour, Ziad Said, Abdullah Abu-Tineh

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STEM teachers face the challenge of possessing expertise not only in their subject disciplines but also in the pedagogical knowledge required for integrated STEM lessons. However, research reveals a lack of pedagogical competencies related to project-based learning (PBL) in the STEM context. To bridge this gap, the study examines teachers' competencies and self-efficacy in TPACK (Technological Pedagogical Content Knowledge) and its specific integration with PBL and STEM content. Data from 245 specialized science and math teachers were collected using a questionnaire. The study emphasizes the importance of addressing gender disparities, supporting formal teacher education, and recognizing the expertise and experiences of STEM teachers in effective technology integration. The findings indicate that gender plays a role in self-efficacy beliefs, with females exhibiting higher confidence in pedagogical knowledge and males demonstrating higher confidence in technological knowledge. Teaching experience and workload factors have a limited impact on teachers' Technological Pedagogical Content Knowledge (TPACK). These findings enhance our understanding of contextual factors impacting science and math teachers' self-efficacy in utilizing TPACK for STEM and PBL. They inform the development of targeted interventions, professional development programs, and support systems to enhance teachers' competencies and self-efficacy in TPACK for teaching science and Mathematics through STEM and PBL.

Keywords: technological pedagogical content knowledge, TPACK, STEM, project-based learning, PBL, self-efficacy, mathematics, science

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Authors: Mohammed Sherzad

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The Sahara desert covers third of the total surface of Africa with a quarter of this area within the national boundaries of Algeria. Sand drift and deposition is considered one of the major factors of the desertification process in the area. It is estimated that a third of the world's hot arid lands are covered by aeolian sand deposits, forming extensive sand bedforms. The Gourrara region in the Grand Erg Occidental (west of Algerian Sahara) and the region of Souf in the Grand Erg Oriental (east of Algerian Sahara) have been chosen as case studies. These were significant cultural and trading centers for many centuries despite their remote location and their harsh desert environment particularly solar radiation and sand drift and deposition. The architecture of the sustained vernacular settlements in each of the two regions has unique design features for this environment. So do the irrigation systems used - palm groves and the foggara system for capturing and distributing groundwater. However, the ecological balance which enabled the Saharans to live with the desert has been upset. New buildings often use technology based on models imported or imposed from areas that climatically have little in common. These make the inhabitants live ‘in the desert’ rather than ‘with the desert’. This paper will describe the qualities of the vernacular architecture and demonstrate its effectiveness and adaptability to the region’s harsh desert environment in comparison with contemporary buildings. Developing design guides and approaches based on lessons from the traditional architecture is important to ensure sustained livelihoods of the inhabitants in these areas.

Keywords: vernacular architecture, desert architecture, hot climate, aeolian sand deposition

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Authors: Yu-Chi Chou

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The purpose of this study was to establish a logical path of an instructional model of empathy and social regulation, providing feasibility evidence on the model implementation in students with autism spectrum disorder (ASD). This newly developed Emotional Bug-Out Bag (BoB) curriculum was designed to enhance the empathy and socially shared regulation of students with ASD. The BoB model encompassed three instructional phases of basic theory lessons (BTL), action plan practices (APP), and final theory practices (FTP) during implementation. Besides, a learning flow (teacher-directed instruction, student self-directed problem-solving, group-based task completion, group-based reflection) was infused into the progress of instructional phases to deliberately promote the social regulatory process in group-working activities. A total of 23 junior high school students with ASD were implemented with the BoB curriculum. To examine the logical path for model implementation, data was collected from the participating students’ self-report scores on the learning nodes and understanding questions. Path analysis using structural equation modeling (SEM) was utilized for analyzing scores on 10 learning nodes and 41 understanding questions through the three phases of the BoB model. Results showed (a) all participants progressed throughout the implementation of the BoB model, and (b) the models of learning nodes and phases were positive and significant as expected, confirming the hypothesized logic path of this curriculum.

Keywords: autism spectrum disorder, empathy, regulation, socially shared regulation

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Authors: Nir Wittenberg, Moshe Farhi

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This mixed-methods study examines the integration of artificial intelligence (AI) tools in a first-year social work course to assess their potential for enhancing professional knowledge and skills. The incorporation of digital technologies, such as AI, in social work interventions, training, and research has increased, with the expectation that AI will become as commonplace as email and mobile phones. However, policies and ethical guidelines regarding AI, as well as empirical evaluations of its usefulness, are lacking. As AI is gradually being adopted in the field, it is prudent to explore AI thoughtfully in alignment with pedagogical goals. The outcomes assessed include professional identity, course satisfaction, and motivation. AI offers unique reflective learning opportunities through personalized simulations, feedback, and queries to complement face-to-face lessons. For instance, AI simulations provide low-risk practices for situations such as client interactions, enabling students to build skills with less stress. However, it is essential to recognize that AI alone cannot ensure real-world competence or cultural sensitivity. Outcomes related to student learning, experience, and perceptions will help to elucidate the best practices for AI integration, guiding faculty, and advancing pedagogical innovation. This strategic integration of selected AI technologies is expected to diversify course methodology, improve learning outcomes, and generate new evidence on AI’s educational utility. The findings will inform faculty seeking to thoughtfully incorporate AI into teaching and learning.

Keywords: artificial intelligence (AI), social work education, students, developing a professional identity, ethical considerations

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Authors: Nabil A. Albaser

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Background: There is a serious problem with adverse drug reactions (ADRs) everywhere, including Yemen. Since it helps with the detection, assessment, reporting and prevention of ADRs, pharmacovigilance (PV) is an essential part of the healthcare system. The unbiased reporting of ADRs remains the foundation of PV. Students majoring in healthcare should acquire the knowledge and skills necessary to conduct PV in a range of clinical settings. The primary objective of this study was to evaluate the understanding and attitudes of final-year Pharmacy, Nursing, and Midwifery students at Al-Razi University in Sana'a, Yemen, regarding PV and ADRs reporting. Methods: The study followed descriptive cross-sectional approach. A validated, self-administered questionnaire with three parts—demographic information, knowledge, and perceptions of Pharmacovigilance was online distributed to final-year Pharmacy, Nursing, and Midwifery students. The questionnaire was given to 175 students; 122 of them responded with a percentage (69.7%). Results: The majority of respondents were male (79.5%). More than the tow-third of the students, 68.9%, were beyond the age of 23. Although the majority of students, 80%, heard about the terms of ADRs and PV, but only 50% and 57.4% of the respondents, respectively, could define the both terms correctly. However, only 11.48 % of them, nevertheless, took a PV course. More than a half of them (56.6%) had a positive perceptions towards pharmacovigilance and ADR reporting and had a moderate degree of knowledge (68.9%). Conclusion: The study demonstrated that the participants lacked sufficient knowledge of pharmacovigilance and ADR reporting. They showed a moderate level of understanding of reporting ADRs as well as a favorable opinion of dealing with and reporting ADRs. Yemen's health care curriculum should include lessons on pharmacovigilance.

Keywords: adverse drug reaction reporting, pharmacovigilance, yemen, knowlegde

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Authors: S. Muogbo Uju, Akpunonu Uju,

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The prevailing harsh environment factors couple with poverty rate and unemployment propels a high rate of entrepreneurial activities in developing countries of the world. Women entrepreneurs operate within gender bias among other constraint that can constitute a threat or create opportunity for women entrepreneurs. This empirical paper investigates and critically examines women entrepreneurship as an inventive approach to sustainable development in Anambra State. The study used descriptive statistics (frequencies, mean, and percentages) to answer the three research questions posed. Hypotheses testing were done with person product moment correlation and multiple regressions were employed in data analysis. SPSS [statistical package for Social Science] software was used to run the analysis. Three hundred and fifty three (353) copies of questionnaires were administered, and one hundred and forty six (146) copies were returned. Consequently, the findings of this study portrayed a significant impact between women entrepreneurship activities, job creation, wealth creation, youth empowerment, poverty reduction, employment generation, and increase in standard of livings of people. Therefore, the findings prescribe that government should ensure that managerial lessons are accompanied with the skill acquisition programs in order for them to understand the rudiment of owing and sustaining a business. The study also recommends that women entrepreneurs that have overcome the inertia of starting a business should come together to create platforms that can help those women who are yet to take a step or kick-start such venture.

Keywords: women entrepreneurship, skill acquisition, sustainability, wealth creation

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Authors: Sameen Masood, Muhammad Ali Jibran

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The frequent flood history in Pakistan has pronounced the need for disaster risk management. Various policies are formulated and steps are being taken by the government in order to cope with the flood effects. However, a much promising pro-active approach that is globally acknowledged is educating the masses regarding living with risk and uncertainty. Unfortunately, majority of the flood victims in Pakistan are poor and illiterate which also transpires as a significant cause of their distress. An illiterate population is not risk averse or equipped intellectually regarding how to prepare and protect against natural disasters. The current research utilizes a cross-disciplinary approach where the role of education (both formal and informal) and indigenous knowledge is explored with reference to disaster preparedness. The data was collected from the flood prone rural areas of Punjab. In the absence of disaster curriculum taught in formal schools, informal education disseminated by NGOs and relief and rehabilitation agencies was the only education given to the flood victims. However the educational attainment of flood victims highly correlated with their awareness regarding flood management and disaster preparedness. Moreover, lessons learned from past flood experience generated indigenous knowledge on the basis of which flood victims prepared themselves for any uncertainty. If the future policy regarding disaster preparation integrates indigenous knowledge and then delivers education on the basis of that, it is anticipated that the flood devastations can be much reduced. Education can play a vital role in amplifying perception of risk and taking precautionary measures for disaster. The findings of the current research will provide practical strategies where disaster preparedness through education has not yet been applied.

Keywords: education, disaster preparedness, illiterate population, risk management

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Authors: Noran Adel Emara, Elham Ghazi Mohammad

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Qatar University is engaged in a systemic education reform that includes integrating the latest and most effective technologies for teaching and learning. ICube is high-immersive virtual reality technology is used to teach educational scenarios that are difficult to teach in real situations. The trends toward delivering science education via virtual reality applications have accelerated in recent years. However, research on students perceptions of integrating virtual reality especially ICube technology is somehow limited. Students often have difficulties focusing attention on learning science topics that require imagination and easily lose attention and interest during the lesson. The aim of this study was to examine students’ perception of integrating ICube technology in the solar system lesson. Moreover, to explore how ICube could engage students in learning scientific concept of the solar system. The research framework included the following quantitative research design with data collection and analysis from questionnaire results. The solar system lesson was conducted by teacher candidates (Diploma students) who taught in the ICube virtual lab in Qatar University. A group of 30 students from eighth grade were randomly selected to participate in the study. Results showed that the students were extremely engaged in learning the solar system and responded positively to integrating ICube in teaching. Moreover, the students showed interest in learning more lessons through ICube as it provided them with valuable learning experience about complex situations.

Keywords: ICube, integrating technology, science education, virtual reality

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Authors: Adeyemi Adeyinka, Yemisi Ilesanmi

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This study investigated parental involvement and motivation as predictors of students’ learning outcomes in value concepts in Yoruba language in Ibadan, Nigeria. Value concepts in Yoruba language aimed at teaching moral lessons and transmitting Yoruba culture. However, feelers from schools and the society reported students’ poor achievement in examinations and negative attitude to the subject. Previous interventions focused on teaching strategies with little consideration for student-related factors. The study was anchored on psychosocial learning theory. The respondents were senior secondary II students with mean age of 15.50 ± 2.25 from 20 public schools in Ibadan, Oyo-State. In all, 1000 students were selected (486 males and 514 females) through proportionate to sample size technique. Instruments used were Students’ Motivation (r=0.79), Parental Involvement (r=0.87), and Attitude to Yoruba Value Concepts (r=0.94) scales and Yoruba Value Concepts Achievement Test (r=0.86). Data were analyzed using descriptive statistics, Pearson product moment correlation and Multiple regressions at 0.05 level of significance. Findings revealed a significant relationship between parental involvement (r=0.54) and students’ achievement in and attitude to (r=0.229) value concepts in Yoruba. The composite contribution of parental involvement and motivation to students’ achievement and attitude was significant, contributing 20.3% and 5.1% respectively. The relative contributions of parental involvement to students’ achievement (β = 0.073; t = 1.551) and attitude (β = 0.228; t = 7.313) to value concepts in Yoruba were significant. Parental involvement was the independent variable that strongly predicts students’ achievement in and attitude to Yoruba value concepts. Parents should inculcate indigenous knowledge in their children and support its learning at school.

Keywords: parental involvement, motivation, predictors, learning outcomes, value concepts in Yoruba

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Authors: Surichai Butcha, Dararat Khampusaen

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As the Internet is recognized as a high potential and powerful educational tool to access sources of knowledge, plagiarism is an increasing unethical issue found in students’ writing. This paper is deriving from the 1st phase of an on-going study investigating the effects of the supplementary on citing sources on undergraduate students’ writing. The 40 participants were divided into 1 experimental group and 1 control group. Both groups were administered with a questionnaire on knowledge and an interview on attitude related to using sources in writing. Only the experimental group undertook the 4 lessons focusing on using outside sources and citing the original work (quoting, synthesizing, summarizing and paraphrasing) were delivered to them via e-learning tools throughout a semester. Participants were required to produce 4 writing tasks after each lesson. The results were concerned with types and factors on using outside sources in writing of Thai undergraduate EFL students from the survey. The interview results supported and clarified the survey result. In addition, the writing rubrics confirmed the types of plagiarism frequently occurred in students’ writing. The results revealed the types and factors on plagiarism including their perceptions on using the outside sources in their writing from the interview. The discussion shed the lights on cultural dimensions of plagiarism in student writing, roles of teachers, library, and university policy on the rate of plagiarism. Also, the findings promoted the awareness on ethics in writing and prevented the rate of potential unintentional plagiarism. Additionally, the results of this phase of study could lead to the appropriate contents to be considered for inclusion in the supplementary on using sources for writing for future research.

Keywords: citing source, EFL writing, e-learning, Internet, plagiarism

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Authors: E. Sahar

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Civic political knowledge is crucial for the stability of democratic countries. In the USA, Americans have poor knowledge about their constitution and their political systems. Some states such as Florida State suffers from a huge decline in civics comparing to the National Average. This study concerns with using new technologies such as augmented reality to engage students in learning civics in classrooms. This is a participatory study, which engage teachers in the process of designing augmented reality civic games. The researcher used survey to find out the materials that teachers struggle with while teaching civics. Four lessons were found the most difficult to teach for middle school students: SS7C1.1 Enlightenment thinkers, SS7C1.2 influencing documents, SS7C1.7-Weakness of the Articles of Confederation, and Forms and systems of governments. For the limited scope of this study, we focused on “Forms and Systems of governments’ as the main project. Augmented Reality is used to help students to engage in learning civics through building a game that is based on the pedagogy constructivism theory. The resulted project meets the educational requirements for civics, provide students with more knowledge in at stake issues such as migration and citizenship, and help them to build leadership skills while playing in groups. The augmented reality game is also designed to test the students learning for each stage. This study helps to generate insightful implications for the use of augmented reality by educators, researchers, instructional designers, and developers who are interested in integrating technology in teaching civics for students in middle school classrooms.

Keywords: augmented reality, games, civics teaching, Florida middle school

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Authors: Lisdey Espinoza Pedraza

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In places from Latin America to Africa, a big number of authoritarian regimes have given way to democratic forces and increasingly responsive and open societies. Many countries have embarked upon a process of democratisation for the first time while many others have moved to restore their democratic roots. Mexico is one of these countries, and although the Mexican state is not democratic neither dictatorial in the strict sense the Anglo-Saxon and European tradition has defined these concepts, it is possible to find elements that combine both concepts. History helps us understand and study the past, interpret the present and predict the future. In the case of the Mexican political system, history has had a very specific effect in each of the areas that comprise the making of what it is now the contemporary Mexican system. Each of the different historical periods has left a legacy that has marked the way the political system has evolved. The historical periods that Mexico has undergone since its emergence as an independent state, have permeated until modern days and some of these legacies are the ones which will help us understand and interpret many of the structures of the current Mexican political system. The most notorious characteristic of contemporary Latin America is its dependency, underdevelopment and economic disparity once this region if compared with Europe and North America. There is a widespread persistence of economic dependence and social problems despite the creation of independent countries. The role of the state is to supervise the development of relations among actors. The political phenomenon is full of a constant process of transitions and the particular case of the formation of the Mexican state evidences this.

Keywords: Mexico, democratisation process, PRI, authoritarian regimes, political transitions, Latin America

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Authors: Jutta Ransmayr

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The German language is known to be one of the most varied and diverse languages in Europe. This variance in the standard language can be conceptualized using the pluricentric concept, which has been useful for describing the German language for more than three decades. Up to now, there have hardly been any well-founded studies of how Austrian teachers and pupils conceptualize the German language and how they view the varieties of German and especially Austrian German. The language attitudes and norms of German teachers are of particular interest in the normative, educational language-oriented school context. The teachers’ attitudes are, in turn, formative for the attitudes of the students, especially since Austrian German is an important element in the construction of Austrian national identity. The project 'Austrian German as a Language of Instruction and Education' dealt, among other things, with the attitude of language laypeople (pupils, n = 1253) and language experts (teachers, n = 164) towards the Austrian standard variety. It also aimed to find out to what extent external factors such as regional origin, age, education, or media use to influence these attitudes. It was examined whether language change phenomena can be determined and to what extent language change is in conflict with loyalty to variants. The study also focused on what norms prevail among German teachers, how they deal with standard language variation from a normative point of view, and to what extent they correct exonorm-oriented, as claimed in the literature. Methodologically, both quantitative (questionnaire survey) and qualitative methods were used (interviews with 21 teachers, 2 group discussions, and participatory observation of lessons in 7 school classes). The data were evaluated in terms of inference statistics and discourse analysis. This paper reports on the results of this project.

Keywords: Austrian German, language attitudes and linguistic identity, linguistic loyalty, teachers and students

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Authors: María Elena Menéndez Ibáñez

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After the terrorist attacks of 9/11, new measures were adopted by powerful countries and regions like the United States and the European Union in order to safeguard their security. In 2002, the US created the Department of Homeland Security with one sole objective; to protect American soil and people. The US adopted new policies that made every immigrant a potential terrorist and a threat to their national security. Stronger border control became one of the key elements of the fight against organized crime and terrorism. The main objective of this paper is to compare some of the most important and radical measures adopted by the US, even those that resulted in systematic violations of human rights, with some of the European measures adopted after the 2015 Paris attacks of 2015, such as unlawful detainment of prisoners and other measures against foreigners. Through the Schengen agreement, the European Union has tried to eliminate tariffs and border controls, in order to guarantee successful economic growth. Terrorists have taken advantage of this and have made the region vulnerable to attacks. Authorities need to strengthen their surveillance methods in order to safeguard the region and its stability. Through qualitative methods applied to social sciences, this research will also try to explain why some of the mechanisms proven to be useful in the US would not be so in Europe, especially because they would result in human rights violations. Finally, solutions will be offered that would not put the whole Schengen Agreement at risk. Europe cannot reinstate border control, without making individuals vulnerable to human rights violations.

Keywords: border control, immigration, international cooperation, national security

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Authors: Mariana Paz Sajon, Paula Cecilia Primogerio, Mariana Albarracin

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This study recovers an experience of teacher training carried out in an Undergraduate Business School from a private university in Buenos Aires, Argentina. The purpose of the project was to provide teachers with an opportunity to reflect on their teaching practices at the university. The aim of the study is to systematize lessons and challenges that emerge from this teacher training experience. A group of teachers who showed a willingness to learn teaching abilities was selected to work. They completed a formative journey working in learning communities starting from the immersion in different aspects of teaching and learning, class observations, and an individual and collaborative reflection exercise in a systematic way among colleagues. In this study, the productions of the eight teachers who are members of the learning communities are analyzed, framed in an e-portfolio that they prepared during the training journey. The analysis shows that after the process of shared reflection, traits related to powerful teaching and meaningful learning have appeared in the classes. For their part, teachers reflect having reached an awareness of their own practices, identifying strengths and opportunities for improvement, and the experience of sharing their own way and knowing the successes and failures of others was valued. It is an educational journey of pedagogical transformation of the teachers, which is infrequent in business education, which could lead to a change in teaching practices for the entire Business School. The present study involves theoretical and pedagogic aspects of education in a business school in Argentina and its flow-on implications for the workplace that may be transferred to other educational contexts.

Keywords: Argentina, learning community, meaningful learning, powerful teaching, reflective practice

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Authors: Carolyne Ndungu, Wesley Too, Diana Kassaman

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Diabetes is a global public health problem with an increasing morbidity and mortality rate across the globe. It is reported that 422 million people worldwide have diabetes with type 2 diabetes more common in people of African descent. Whilst prevalence of diabetes is four times more than it was in the last three decades, making it the world's ninth greatest cause of mortality, treatment of complications resulting from poor glycemic control is still high, contributing to poverty level in sub-Saharan. Poor treatment adherence has also been identified as a major contributing factor poor glycemic control among diabetic patients and still remains a significant challenge especially among patients living in rural Kenya. This study therefore seeks to identify gaps, barriers and challenges towards medication non-adherence among diabetic patients on follow-up at Kiambu County Referral Hospital, Kenya. Methods: A cross- sectional descriptive study was carried out at Gatundu Level five Hospital in Kiambu County. The study population consisted of adult patients with type two diabetes mellitus (T2DM) on follow up, at the Diabetes clinic between the month of June to July 2022. Systematic sampling of 200 participants was carried out. Ethical approvals from relevant authorities were done and ethical aspects of the study were also observed. Data analysis is ongoing using logistic regression analysis. Results, recommendations -contribution of this study will be highlighted within the next one month.

Keywords: adherence, diabetes, medication, Kenya

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Authors: Li Lin, Hein Roelfsema

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To achieve aggressive expansion goals, many Chinese companies are seeking resources and market around the world. To an increasing extent, Chinese enterprises recognized the Netherlands as their gateway to Europe Market. Yet, large cultural gaps (e.g. individualism/collectivism, power distance) may influence expat leaders’ influencing process, in turn affect intercultural teamwork. Lessons and suggestions from Chinese expat leaders could provide profound knowledge for managerial practice and future research. The current research focuses on the cultural difference between China and the Netherlands, along with leadership tactics for coping and handling differences occurring in the international business work. Exclusive 47 in-depth interviews with Chinese expat leaders were conducted. Within each interview, respondents were asked what were the main issues when working with Dutch employees, and what they believed as the keys to successful leadership in Dutch-Chinese cross-cultural workplaces. Consistent with previous research, the findings highlight the need to consider the cultural context within which leadership adapts. In addition, the findings indicated the importance of recognizing and applying the cultural advantages from which leadership originates. The results address observation ability as a crucial key for Chinese managers to lead Dutch/international teams. Moreover, setting a common goal help a leader to overcome the challenges due to cultural differences. Based on the analysis, we develop a process model to illustrate the dynamic mechanisms. Our study contributes to the better understanding of transference of management practices, and has important practical implications for managing Dutch employees.

Keywords: Chinese managers, Dutch employees, leadership, interviews

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Authors: Nanyombi Lubimbi, Josette Niyokindi

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Background: As in many other developing countries in Africa, Rwanda suffers from a chronic shortage of skilled Health Care professionals including Clinical Instructors. This shortage negatively affects the clinical instruction quality therefore impacting student-learning outcomes. Due to poor clinical supervision, it is often noted that students have no structure or consistent guidance in their learning process. The Clinical Educators and the Rwandan counterparts identified the need to create a favorable environment for learning. Description: During orientation the expectations of the student learning process, collaboration of the clinical instructors with the nurses and Clinical Educators is outlined. The ward managers facilitate structured learning by helping the students identify a maximum of two patients using the school’s objectives to guide the appropriate selection of patients. Throughout the day, Clinical Educators with collaboration of Clinical Instructors when present conduct an ongoing assessment of learning and provide feedback to the students. Post-conference is provided once or twice a week to practice critical thinking skills of patient cases that they have been taking care of during the day. Lessons Learned: The students are found to be more confident with knowledge and skills gained during rotations. Clinical facility evaluations completed by students at the end of their rotations highlight the student’s satisfaction and recommendation for continuation of structured learning. Conclusion: Based on the satisfaction of both students and Clinical Instructors, we have identified need for structured learning during clinical rotations. We acknowledge that more evidence-based practice is necessary to effectively address the needs of nursing and midwifery students throughout the country.

Keywords: Rwanda, clinical rotation, structured learning, critical thinking skills, post-conference

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Authors: Sofia Hartati

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This research is aimed at describing training in early childhood education program empirically, describing teachers ability to plan lessons empirically, and acquiring empirical data as well as analyzing the influence of guided and independent training toward teachers competence in planning early childhood learning program. The method used is an experiment. It collected data with a population of 76 early childhood educators in Tunjung Teja Sub District area through random sampling technique and grouped into two namely 38 people in an experiment class and 38 people in a controlled class. The technique used for data collections is a test. The result of the research shows that there is a significant influence between training for guided educators toward Teachers Ability toward Planning Early Childhood Learning Program. Guided training has been proven to improve the ability to comprehend planning a learning program. The ability to comprehend planning a learning program owned by teachers of early childhood program comprises of 1) determining the characteristics and competence of students prior to learning; 2) formulating the objective of the learning; 3) selecting materials and its sequences; 4) selecting teaching methods; 5) determining the means or learning media; 6) selecting evaluation strategy as a part of teachers pedagogic competence. The result of this research describes a difference in the competence level of teachers who have joined guided training which is relatively higher than the teachers who joined the independent training. Guided training is one of an effective way to improve the knowledge and competence of early childhood educators.

Keywords: competence, planning, teachers, training

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Authors: Douglas J. Kube

Abstract:

At the beginning of the COVID-19 pandemic, the Canadian Red Cross deployed workers into long-term care homes across Canada to support our most vulnerable citizens. It began by recruiting and training small teams of workers to provide non-clinical services for facilities in outbreak. Deployed workers were trained on an approach based on successful Red Cross deployments used with Ebola in which zones were established, levels of protection used, and strict protocols followed to prevent exposure. This paper addresses aspects of human performance through a safety culture lens. The Red Cross deployments highlight valuable insights and are an excellent case study in the principles of human performance and organizational culture. This paper looks at human performance principles, including human fallibility, predictability of error-likely situations, avoiding events by understanding reasons mistakes occur, and the influence on behaviour by organizational factors. This study demonstrates how the Red Cross’s organizational culture and work design positively influenced performance to protect workers and residents/clients. Lastly, this paper shares lessons that can be applied in many workplaces to improve worker health and safety and safety culture. This critical examination is based on the author’s experience as a Senior Occupational Health and Safety Advisor with the Red Cross during the pandemic as part of the team responsible for developing and implementing biological safety practices in long-term care deployments.

Keywords: COVID, human performance, organizational culture, work design

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Authors: Longondjo Etambakonga Clement

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Local municipality responsible for solid waste management (SWM) in many developing countries is facing real challenge. This is even more critical in the country facing political instability. Few decades ago, it has emerged new urban governance including partnerships and involvement of formal and informal actors for an effective and sustainable solid waste management. This paper identifies SWM actors and analyzes their roles to sustainable development in Kinshasa. An attempt has been to examine the challenges facing the actors in managing effectively waste in the city. The study is based on the empirical data gathered in the years 2009 and 2014 in Kinshasa using expert interviews, observation and documentation. The findings indicate that solid waste in the city is poorly managed, activities not coordinated and fragmented, as consequence severe public health and environmental problems. Five group actors are involved in SWM in the city including government, private business, NGOs/CBOs/donors, household, scavengers, in which, scavengers are more visible in collection and recycling activities. The results suggest that recognition of informal collectors and recyclers (scavengers) and strengthening alliances among all SWM stakeholders can lead to greater effective SWM in the city. The key lessons learned include lack of city’s SWM culture over SWM, unwillingness to pay and lack of environmental consciences are the main obstructions to sustainable SWM, therefore there is a need for social capital approach to empower individual and group actors as to create capabilities for an sustainable SWM.

Keywords: challenges, institutions, political instability, scavengers, solid waste management, sustainable development

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Authors: Anna Zoli

Abstract:

In recent years, we have been witnessing a surge of locally-sustained communities committed to promoting new ethical economies while fostering the full participation of socially excluded groups and individuals into the labor market. This article explores the practices of a particular community development model, Transition Towns, as implemented in Monteveglio, Italy. Data were gathered throughout two years long ethnography, using multiple qualitative techniques, namely participant observation, document analysis, and semi-structured interviews. Data were analyzed triangulating from multiple sources of evidence and using hybrid thematic analysis. Major findings show that Transition Town movement works on two main axes, vertical and horizontal. Vertical transition involves interactions with an overreaching political, economic, and social structure which is not transitioning, and therefore poses structural resistances to the transformative social change fostered by the TT. Conversely, horizontal transition involves intragroup dynamics within the communal relational and geographical spaces and therefore poses process resistances between 'self and others' to the interpersonal communication between TT members. The study concludes that a psychosocial approach to community development is essential in order to conflate macro-social dynamics and psychological processes that may obstacle grassroots social movements to thrive. Skills from psychosocial disciplines are a unique set that could facilitate communication and relational processes for community development, and ultimately enabling social change.

Keywords: community development, grassroots social movements, psychosocial approaches, Transition Towns

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Authors: Sara Shuger Fox, Oscar Reynaga

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This session explains the process and lessons learned as Central College (USA) faculty and staff developed undergraduate research opportunities within the model of a short-term faculty-led study abroad program in Costa Rica. The program in Costa Rica increases access to research opportunities across the disciplines and was developed by faculty from English, Biology, and Exercise Science. Session attendees will benefit from learning how faculty and staff navigated the program proposal process at a small liberal arts college and, in particular, how the program was built to be inclusive of departments with lower enrollment, like those currently seen in the humanities. Vital to this last point, presenters will explain how they negotiated issues of research supervision and disciplinary authority in such a way that the program is open to students from multiple disciplines without forcing the program budget to absorb costs for multiple faculty supervisors traveling and living in-country. Additionally, session attendees will learn how scouting laid the groundwork for mutually beneficial relationships between the program and the communities with which it collaborates. Presenters will explain how they built a coalition of students, faculty advisors, study abroad staff and local research hosts to support the development of research questions that are of value not just to the students, but to the community in which the research will take place. This program also incorporates principles of fair-trade learning by intentionally reporting research findings to local community members, as well as encouraging students to proactively share their research as a way to connect with local people.

Keywords: Costa Rica, research, sustainability, transdisciplinary

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Authors: Eng Rima Al-Awadhi, Abdul Jaleel Tharayil

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In a project-centric organization like KOC, managing the knowledge of the project is of critical importance to the success of the project and the organization. However, due to the very nature and complexity involved, each project engagement generates a lot of 'learnings' that need to be factored into while new projects are initiated and thus avoid repeating the same mistake. But, many a time these learnings are localized and remains as ‘tacit knowledge’ leading to scope re-work, schedule overrun, adjustment orders, concession requests and claims. While KOC follows an asset based organization structure, with a multi-cultural and multi-ethnic workforce and larger chunk of the work is carried out through complex, long term project engagement, diffusion of ‘learnings’ across assets while dealing with the natural entropy of the organization is of great significance. Considering the relatively higher number of mega projects, it's important that the issues raised during the project life cycle are centrally harvested, analyzed and the ‘learnings’ from these issues are shared, absorbed and are in-turn utilized to enhance and refine the existing process and practices, leading to improve the project performance. One of the many factors contributing to the successful completion of a project on time is the reduction in the number of variations or concessions triggered during the project life cycle. The project process integrated knowledge sharing framework discusses the knowledge harvesting methodology adopted, the challenges faced, learnings acquired and its impact on project performance. The framework facilitates the proactive identification of issues that may have an impact on the overall quality of the project and improve performance.

Keywords: knowledge harvesting, project integrated knowledge sharing, performance improvement, knowledge management, lessons learn

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Authors: Hashim Chunpir

Abstract:

Support processes play an important role to facilitate researchers (users) to accomplish their research activities with the help of cyber-infrastructure(s). However, the current user-support process in cyber-infrastructure needs a feasible tool to support users. This tool must enable the users of a cyber-infrastructure to communicate efficiently with the staffs of a cyber-infrastructure in order to get technical and scientific assistance, whilst saving resources at the same time. This research paper narrates the real story of employing various forms of tools to support the user and staff communication. In addition, this paper projects the lessons learned from an exploration of the help-desk tools in the current state of user support process in Earth System Grid Federation (ESGF) from support staffs’ perspective. ESGF is a climate cyber-infrastructure that facilitates Earth System Modeling (ESM) and is taken as a case study in this paper. Finally, this study proposes a need for a tool, a framework or a platform that not only improves the user support process to address support servicing needs of end-users of e-Science infrastructures but also eases the life of staffs in providing assistance to the users. With the help of such a tool; the collaboration between users and the staffs of cyber-infrastructures is made easier. Consequently, the research activities of the users of e-Science infrastructure will thrive as the scientific and technical support will be available to users. Finally, this results into painless and productive e-Research.

Keywords: e-Science User Services, e-Research in Earth Sciences, Information Technology Services Management (ITSM), user support process, service desk, management of support activities, help desk tools, application of social media

Procedia PDF Downloads 452