www.iafor.org/about/partners

IAFOR Global Partners

University of Belgrade

IAFOR has entered into a number of strategic partnerships with universities across the world to form
the IAFOR Global Partnership Programme. These academic partnerships support and nurture IAFOR’s
goals of educational cooperation without borders, connecting the organisation with institutions thathave an international and internationalising profile, and a commitment to interdisciplinary research.
The IAFOR Global Partnership Programme provides mutual recognition and scope for Global Partner
institutions and organisations to showcase their research strengths, as well as engage in thedevelopment of projects and programmes with IAFOR.
Programme Design by Thaddeus Pope, IAFOR Media

www.iafor.org/iafor.official (#iafor)/iaforjapan@iafor (#iafor)

ECE2019
LONDON, UK

The European Conference on Education 2019
Birkbeck, University of London & University College London (UCL)
July 19–21, 2019
Conference Theme: “Independence & Interdependence”
Early Bird Abstract Submission Deadline: March 07, 2019
Final Abstract Submission Deadline: May 07, 2019
Registration Deadline for Presenters: June 07, 2019
IAFOR offers a 10% discount on ECE2019 registration fees to all IICEHawaii/IICSEEHawaii2019
delegates. IAFOR Members get 15% off all registration fees. Learn more at www.iafor.org/membership.

www.ece.iafor.org

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IICEHawaii/IICSEEHawaii2019

Organising Committee

Failautusi ‘Tusi’ Avegalio Xu Di
University of Hawai‘i at Mānoa, USA

University of Hawai‘i at Mānoa, USA

David P. Ericson

Joseph Haldane

Curtis Ho

Barbara Lockee

The International Academic Forum(IAFOR), Japan

University of Hawai‘i at Mānoa, USA

University of Hawai‘i at Mānoa, USA

Virginia Tech, USA

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James W. McNally

Michael Menchaca

Sela V. Panapasa

Hiagi M. Wesley

University of Michigan, USA& NACDA Program on Aging, USA

University of Michigan, USA

University of Hawai‘i at Mānoa, USA

Ted O’Neill

Gakushuin University, Japan

Brigham Young University – Hawaii, USA

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IICEHawaii/IICSEEHawaii

Welcome Letter
Aloha! Welcome!
Dear Colleagues,
I am very excited for IAFOR to be coming back to Hawai‘ifor the fourth year running, and am happy to report that
this year’s event, comprised of jointly run conferences on
education and social sciences and sustainability will growto welcome around 320 delegates from some 40 different
countries, making it our biggest gathering in Oahu, “thegathering place”, since we began.
Questions of sustainability, energy and the environment areissues at the very heart of these beautiful islands, which have a long, storied, rich but troubled
history, the social and environmental effects of which are ongoing. Scratching the surface
reveals a lot more than the tropical paradise presented by the tourism industry that plays sucha large role in both the identity and economy of Hawai‘i.
An international conference like this offers an immense opportunity for information andresearch to be shared, highlighting the local context to an international audience, and inviting
discussion from the delegates from many different countries. This gathering and sharing,
inviting comparative and contrastive discussion, and informing future research paths is themost important part of a conference, and I encourage your active participation. There is somuch for us to learn from each other, and in a world which seems ever more divided andpolarised, the coming together of people from across the world to discuss issues related toeducation and sustainability is something to be celebrated.
Leafing through the conference programme, I am truly inspired by the exciting range and depthof presentations on offer, and I would like to thank the Organising Committee for their roleand energy in making this event, particularly to our colleagues at the University of Hawai‘i at
Mānoa, and most especially to Professors Xu Di and Curtis Ho. A conference comes and goesin a few days, but I would like to acknowledge the year round dedication and hard work whichgoes toward making an event like this happen. I would also like to thank the Keynote andFeatured Speakers who have agreed to support this event, most especially to the occupants ofthree of the most senior positions in education in Hawaii; Dr Kishimoto, who as superintendentof education oversees all public education, Dr Lassner, who is president of the University of
Hawai‘i, and Dr Vuylsteke, who is president of the renowned East-West Center.
I look forward to meeting you all, to forging new partnerships, and to making new friends overwhat promises to be a great event.
Mahalo! Thank you!
Dr Joseph Haldane
Chairman & CEO, IAFOR

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Conference Theme

Independence & Interdependence
IICEHawaii
The 2019 conference theme for the IAFOR conference series in Hawaii is "Independence &Interdependence", and invites reflections on the desirability, extent and limits of our individual
independence and autonomy, of that of our students, and of the institutions and structures
within which we work, teach and learn. We do not educate, and are not educated in vacuums,
but in such contexts and constraints as families, groups, and societies; of nations and cultures;of identities and religions; and of political and financial realities.
Ever changing technologies offer new ways for us to be independent and autonomous learners,
encouraging students to be self-directed and confident in making choices, and enabling andempowering students and teachers to be proactive and to tailor content. However, myriad technologies
and services make us more dependent on the very things allowing autonomy. How do we help students
and teachers alike navigate and curate the vast information available? How do we encourage individual
growth while also underlining the importance of belonging and of the reciprocal responsibilities andprivileges of education? How do we help students build the skills and attitudes necessary for positive
engagement in distributed, globalised communities that so often lead to polarisation and alienation
instead? How do we educate with independence and interdependence in mind?

IICSEEHawaii
The technological and logistical advances of globalisation have enabled us to become independentand empowered as never before, but at the same time they have made us more dependent on
the very things allowing autonomy. While technologies allow us to communicate with those on
the other side of the world, they can also make us detached from those immediately around us,
and in some cases alienated, or lonely. And yet this increased interconnectedness offers great
opportunities to work together to solve some of the world’s most pressing issues, and reminds
us of our responsibilities towards each other. Our independence is contextualised in the relations
we enjoy with others; in our families and communities, shared institutions, in our wider societies,
geographical and political entities, and finally as a part of the one world we all share.
The 2019 conference theme for the IAFOR conference series in Hawaii is Independence &Interdependence, and we hope and expect this important thematic lens to encourage widereflections on the importance and interrelation of such concepts as autonomy and identity, rights andresponsibilities, and power and control; and within a variety of contexts from politics and geopolitics
to energy, sustainability and the environment; and from education, technology and logistics, to culture
and language; from psychology and security, to considerations of equity and justice.
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Become an IAFOR Member
IAFOR provides an excellent personal and professional environment for academics and scholarsof all ages and backgrounds to come together and exchange the latest ideas, and inform eachother’s perspectives through their own cultural and disciplinary background and experiences.
We are able to do this thanks to the exceptional network of individuals and institutions aroundthe world who support our work and help shape our exceptional events globally. We emphasise
the nurturing and supporting of young academics from different backgrounds, providing mutualadvice and guidance, and offer more senior academics the chance to forge working relationships
outside of their traditional networks.
In a world where division and strife are underlined and played up in national and local contexts,
and political posturing frequently seeks to ostracise and demonise, IAFOR is committed toworking across cultural and national borders, and to work to bring people together. We believethat mature human interaction and academic and cultural exchange are essential to offering
positive versions of the future, where cooperation happens with individuals and institutions
who share a commitment to bridge divides, to being good global citizens, and to making theworld a better place.
By becoming a member, you will become a stakeholder in the IAFOR mission of facilitatinginternational exchange, encouraging intercultural awareness, and promoting interdisciplinary
discussion in the hope and expectation of generating and sharing new knowledge. Join us now
in this growing global organisation, and help make a difference today.
To learn more about IAFOR membership, please visit:www.iafor.org/membership

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About IAFOR’s Conferences on Education
The International Academic Forum (IAFOR) promotes and facilitates multifaceted approaches to oneof the core issues of our time, namely globalisation and its many forms of growth and expansion.
Awareness of how it cuts across the world of education, and its subsequent impact on societies,
institutions and individuals, is a necessity in creating effective and equitable educational policies
and practices across the globe. IAFOR’s conferences on education have these issues at their core.
The conferences present academics with three unique dimensions of experience; encouraging
interdisciplinary discussion, facilitating heightened intercultural awareness and promotinginternational exchange. In short, IAFOR’s conferences on education are about change, transformationand social justice. As IAFOR’s previous conferences on education have shown, education has thepower to transform and change whilst it is also continuously transformed and changed.
Globalised education is becoming increasingly socially, ethnically and culturally diverse. However,at the same time education is often defined through discourses embedded in Western paradigms
as desired outcomes become increasingly determined by dominant knowledge economies.
Policies, practices and ideologies of education help define and determine ways in which social
justice is perceived and acted out. What counts as "education" and as "knowledge" can appear
uncontestable but is in fact both contestable and partial. Discourses of learning and teachingregulate and normalise gendered and classed, racialised and ethnicised understandings of what
learning is and who counts as a learner.
In many educational institutions and systems anywhere in the world, we often face a stubborn
assumption that teachers are the possessors of knowledge to be imparted to students, and that
this transmission is neutral, impartial and objective. However, learning is about making meaning,
and in so doing learners experience the same instance of teaching in very different ways.
Learners and teachers share complex social, cultural, political, ideological and personal
circumstances; therefore all learning will depend in part on previous educational experiences, aswell as on age, gender, social class, culture, ethnicity, individual capacities and more.
IAFOR’s calendar includes several annual conferences on education where participants, explore
common themes in different contexts to develop a shared interdisciplinary research agenda, build
intercultural awareness, and promote international exchange.
Information on all upcoming IAFOR conferences here:

www.iafor.org/conferences
Conference resources available here: www.iafor.org/conference-resources
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Submit your research to the

IAFOR Journal of Education
The IAFOR Journal of Education is an internationally reviewed and editorially independentinterdisciplinary journal associated with IAFOR’s international conferences on Education.
Editor: Dr Yvonne Masters, University of New England, Australia
ISSN: 2187-0594
Contact: publications@iafor.org

Aims & Scope
The IAFOR Journal of Education is an Open Access, peer-reviewed, international
and intercultural journal. The journal encourages interdisciplinary research, with theprimary focus being on addressing critical issues and current trends and research ineducation. Papers submitted by academic researchers, theorists, practising teachers,
policy-makers and educational administrators are welcomed. All papers published in
the journal have been subjected to the rigorous and accepted processes of academic
peer review. Submissions should be original, previously unpublished papers which are
not under consideration for publication in any other journal. All articles are submitted
through the submission portal on the journal website and must conform to the journal
submission guidelines. Please note that papers already submitted to or published in
IAFOR Conference Proceedings will not be accepted for publication in IAFOR’s journals.
Indexed in: DOAJ, ERIC, EBSCO Discovery Service, Education Source, MIAR, TROVE, SHERPA/RoMEO and Google Scholar. DOIs are assigned to each published issue and article via Crossref.

IAFOR Commitment
IAFOR believes in “Open Access” publishing, and since 2009, has been committed tomaintaining an online searchable research archive that offers free access to anyone,
anywhere, where there is Internet access, regardless of institutional affiliation or
scholarly rank. IAFOR publications are accessible on the website (Open Access) toresearchers all over the world, completely free of charge and without delay or embargo.
Authors and contributors are not required to pay charges of any sort towards the
publication of IAFOR journals.
For more information please visit:www.ije.iafor.org

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Conference
Guide
Conference at a Glance
Room Schedule
Directions & Access
General Information
Presentation Guide
Lunch & DinnerProfessor Stuart D. B. Picken (1942–2016)
IAFOR Academic Grant & Scholarship Recipients
IAFOR Journals

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January 03, 2019

Thursday at a Glance
09:15-10:00		

Conference Registration & Morning Coffee | Room 304 (3F)

10:00-10:05		
			

Announcements | Room 306 (3F)
Brian Aycock, IAFOR, Japan

10:05-10:25
Featured Cultural Presentation | Room 306 (3F)
			Hawaiian Oli Opening			
Uncle Bruce Yoshio Keaulani, Living Life Source Foundation			
Aunty Kehaulani Lum, Living Life Source Foundation
10:25-10:30
			

Welcome Address | Room 306 (3F)
Joseph Haldane, IAFOR, Japan

10:30-10:40
						

Welcome on Behalf of University of Hawai‘i at Mānoa | Room 306 (3F)Nathan Murata, University of Hawai‘i at Mānoa, USA
Curtis Ho, University of Hawai‘i at Mānoa, USA

10:40-10:50
			
			
			

Welcome on Behalf of the IAFOR Executive Committee & 		
Recognition of IAFOR Scholarship Winners | Room 306 (3F)
James W. McNally, University of Michigan, USA
Sela V. Panapasa, University of Michigan, USA

10:50-11:00

Conference Photograph | Pakaloka Charlot Courtyard

11:00-11:30		

Coffee & Tea Break | Room 304 (3F)

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January 03, 2019

Thursday at a Glance
11:30-13:00
			
			
			
			
			

Keynote Panel Presentation | Room 306 (3F)
Education and Sustainability: Local Lessons from Hawai‘i
Christina M. Kishimoto, Hawaii State Board of Education, USA
David Lassner, University of Hawai‘i, USA
Richard R. Vuylsteke, East-West Center, USA
Joseph Haldane, IAFOR, Japan (Chair)

13:00-14:00		

Lunch Break | Room 304 (3F)

14:00-15:00
						

Featured Workshop Presentation | Room 306 (3F)
Opportunities Gained Through Interdisciplinary Research
Amanda Müller, Flinders University, Australia

15:00-15:30
			
			
			

Featured Presentation | Room 306 (3F)
SDGs and Education: Sustainable Financing for Early Childhood
Care and Education (ECCE) in Vietnam, Laos and Cambodia
Keiichi Ogawa, Kobe University, Japan

15:30-15:45

IAFOR Documentary Photography Award | Room 306 (3F)

15:45-16:00		

Coffee & Tea Break | Room 304 (3F)

16:00-17:00

Conference Poster Session | Room 304 (3F)

17:00-18:00

Welcome Reception | Room 306 (3F)

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January 04, 2019

Friday at a Glance
08:30-09:00		

Coffee & Tea Break | Room 304 (3F)

09:00-11:00

Parallel Session I

11:00-11:15		

Coffee & Tea Break | 304 (3F)

11:15-12:45

Parallel Session II

12:45-13:45		

Lunch Break | Room 304 (3F)

13:45-15:15

Parallel Session III

15:15-15:30		

Coffee & Tea Break | 304 (3F)

15:30-17:00

Parallel Session IV

17:00-17:15		

Coffee & Tea Break | 304 (3F)

17:15-18:15
Featured Panel Presentation | Room 302B (3F)
			Independence and Interdependence			
Deane Neubauer, University of Hawai‘i at Mānoa (emeritus), USA (Chair)			Joshua Mok Ka Ho, Lingnan University, Hong Kong SAR			David Ericson, University of Hawai‘i at Mānoa, USA			
Curtis Ho, University of Hawai‘i at Mānoa, USA			
Sela V. Panapasa, University of Michigan, USA
This panel is organised in association with the Asia Pacific Higher Education ResearchPartnership (APHERP)
19:00-21:00
						

Conference Dinner (Optional Ticketed Event)Meeting time & location: 18:15 at Room 304 (3F)Group leaves for restaurant at 18:30

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January 05, 2019

Saturday at a Glance
08:30-09:00		

Coffee & Tea | Room 304 (3F)

09:00-11:00

Parallel Session I

11:00-11:15		

Coffee & Tea Break | Room 304 (3F)

11:15-12:15

Parallel Session II (Workshop Session)

12:15-13:15		

Lunch Break | Room 304 (3F)

13:15-14:45

Parallel Session III

14:45-15:00		

Coffee & Tea Break | Room 304 (3F)

15:00-16:30

Parallel Session IV

16:30-17:00

Closing Session | Room 302A (3F)

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Coffee & Tea Break

10:00-11:00

11:00-11:30–––
Coffee & Tea BreakConference Poster Session–

14:00-15:00

15:00-15:30

15:30-15:45

15:45-16:00

16:00-17:00

17:00-18:00

13:00-14:00

11:30-13:00

Conference Registration (+ Morning Coffee & Tea)

09:15-10:00

Room 304

Lunch Break

Welcome Reception––

IAFOR Documentary Photography Award

Featured Presentation

Featured Workshop Presentation

Keynote Panel Presentation–

Welcome Addresses & Featured Cultural Presentation–

Room 306

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17:15-18:15

17:00-17:15

15:30-17:00

15:15-15:30

13:45-15:15

12:45-13:45

11:15-12:45

11:00-11:15

09:00-11:00

08:30-09:00

Education,
Interdisciplinary,
Pedagogy, Education& Difference

Room 303B

Teaching
Experiences,
Pedagogy, Practice &PraxisLearning Experiences,
Student Learning& Learner Diversity

Language
Development& Literacy

Education,
Sustainability& Society:Social Justice,
Development& Political
Movements

Foreign Languages Professional Training,
Development
Education & Applied
Linguistics (including& Concerns in
ESL/TESL/TEFL)
Education

Education,
Administration& Assessment

Room 303A

Foreign Languages
Education & Applied
Linguistics (including
ESL/TESL/TEFL)

Design,Implementation& Assessment of
Innovative
Technologies in
Education

Design,Implementation& Assessment of
Innovative
Technologies in
Education

Teaching
Experiences,
Pedagogy, Practice &PraxisRoom 305A

Room 307A

Interdisciplinary:Higher Education

Educational Policy,
Leadership,
Management& Administration–

Economic Growth,
Employment& WorkConsumption,
Production & Waste

Water & Sanitation

Room 307B

Interdisciplinary:
Climate Change& Natural Disasters

Interdisciplinary,Multidisciplinary& Transdisciplinary
Education

Culture, Peace& Social Justice

Room 302A

Economic
Learning Experiences,
Agriculture: Forestry & Sustainability: Climate
Student Learning
Industry
Change& Learner Diversity& Higher Education

Coffee & Tea Break (Room 302)

Design,Implementation& Assessment of
Innovative
Technologies in
Education

Coffee & Tea Break (Room 302)

Teaching
Educational Research,
Experiences,
Development
Pedagogy, Practice && Publishing
PraxisLunch BreakLearning Experiences,
Student Learning& Learner Diversity

Coffee & Tea Break (Room 302)

Education,
Sustainability& Society:Social Justice,
Development& Political
Movements

Morning Coffee & Tea (Room 302)

Room 305B

Featured Panel
Presentation

Social Justice in
Education

Clean & Affordable
EnergyEducation & Skills
Training

Higher Education

Room 302B

Friday Schedule | January 04, 2019

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16:30-17:00

15:00-16:30

14:45-15:00

13:15-14:45

12:15-13:15

Learning Experiences,
Student Learning& Learner Diversity

Higher Education

Education: Technology,
Pedagogy & Special
Needs

Education, Sustainability& Society: Social Justice,
Development & Political
Movements
Curriculum Design& Development

Lunch Break (Room 302)

Mind, Brain &Psychology: Human
Emotional & Cognitive
Development &Outcomes within
Educational Contexts–

Challenging &Preserving: Culture,
Inter/Multiculturalism &LanguageWorkshop

Foreign Languages
Education & Applied
Linguistics (including
ESL/TESL/TEFL)

Foreign Languages
Education & Applied
Linguistics (including
ESL/TESL/TEFL)

Coffee & Tea Break (Room 302)

Teaching Experiences,
Pedagogy, Practice& Praxis

Workshop

Room 307A

Intercultural Education:
Identity, Language& Technology

WorkshopWorkshop

Teaching Experiences,
Pedagogy, Practice& Praxis

11:15-12:15

Workshop

Room 305B
Morning Coffee & Tea (Room 302)

Curriculum Design& Development

Room 305A

Coffee & Tea Break (Room 302)

Professional Training,
Development &Concerns in Education

Mind, Brain &Psychology: Human
Emotional & Cognitive
Development &Outcomes within
Educational Contexts

Room 303B

11:00-11:15

09:00-11:00

08:30-09:00

Room 303A

Urban Ecosystems

Health & Wellbeing

WorkshopInterdisciplinary: Policy,
Education& Environment

Room 307B

Closing Session

Economic & Social
Inequality

Teaching Experiences,
Pedagogy, Practice &PraxisWorkshop

Climate Change

Room 302A

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Directions & Access
The Hawai‘i Convention Center is centrally located in the heart of Honolulu, at the gateway to Waikiki,on the corner of Kalakaua Avenue and Kapiolani Boulevard. The venue can easily be reached by bothcar and bus.

Venue Address
Hawai‘i Convention Center, 1801 Kalakaua Ave, Honolulu, Hawaii, HI 96815, United States

Driving Directions from Honolulu International Airport
•
•
•
•
•
•
•

Upon exiting the airport terminal, take the H-1 east on-ramp
Stay in your right lane and exit onto Nimitz Highway
Drive approximately six miles on Nimitz Highway (which later becomes Ala Moana Blvd)
Turn left onto Atkinson Drive
Turn right onto Kapiolani Avenue
Turn right onto Kalakaua Avenue
Entrance to the parking garage is on the rightPublic Bus Transportation (“TheBus”)
Public transportation to the Hawai‘i Convention Center from the airport and all parts of Oahu isavailable on “TheBus”. For information on routes, times and fares, call (808) 848-5555 or visit theirwebsite at www.thebus.org.

Around the Conference Venue
Located within walking distance of Waikiki, the Hawai‘i Convention Center is a large, modern events
venue conveniently located 8 miles (12 km) from the Honolulu International Airport, within 1.5 milesof 28,000 hotel rooms in all price categories, and adjacent to an array of shopping, dining, andentertainment venues.

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General Information
Registration
You will be able to pick up your registration pack and name card at the Conference Registration Desk.
The Conference Registration Desk and Publications Desk will be situated in the following locations
during the conference:
Thursday 		
09:15-13:00 					14:00-16:00
Friday 			
08:30-17:00 		
Saturday 		
08:30-15:00 		

Room 304 (3F)
Room 304 (3F)
Room 304 (3F)

If you have any questions or concerns, IAFOR staff and volunteers will happily assist you in any way
they can.

Name Badges
When you check in, you will receive a registration pack, which includes your name badge. Wearing
your badge is required for entrance to the sessions. You must wear your badge at all times during
the conference.

Internet AccessFree WiFi for light use like reading emails and web browsing is available in all public spaces. If you
want to stay connected in all common areas and lobbies, you can purchase Instant Internet fromyour device. Streaming video will not be possible. If your presentation includes video, please bring it
on a file that can be played without an internet connection.

Purchasing Additional Internet
Open your browser (Internet Explorer, Firefox, Safari, or other standard browser). You should see
a Smart City splash page. If you do not see the splash page when you open your browser, pleaserefresh your browser. If you still do not see this page you may need to manually select the network
name, "Instant Internet", by following your computer’s procedure for viewing and selecting a wirelessnetwork. If this is your initial purchase, enter your username (email address) and password in thearea shown on the left and click BUY NOW. Follow additional prompts to complete your purchaseor log-in. Refer to service options and limitations shown to the right. If you have already created an
account and are returning for an additional session, click LOGIN.
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General Information
Refreshment Breaks
Complimentary coffee, tea, and water will be available during the scheduled coffee breaks at the
Plenary Session on Thursday morning and during the rest of the conference in Room 304 (3F). Lightsnacks will also be provided.
Food and drink (excluding water) are not allowed in the presentation rooms.

Printing
For your convenience, we are able to offer a complimentary printing service of up to ten A4 sheets
should you need this. Please ask for assistance with printing and be advised that printing may not
be available at peak times.

Smoking
Smoking is not permitted in the Hawai‘i Convention Center. Please smoke outside of the building indesignated smoking areas.

What to Wear & Bring
Attendees generally wear business casual attire. You may wish to bring a light jacket or sweater as
meeting rooms are air-conditioned and sometimes cool.

Photo/Recording Waiver
Human interaction through networking and dissemination of this knowledge is at the core of what
IAFOR does as an academic research organisation, conference organiser and publisher. As part of
the archiving of the conference event, IAFOR takes photos in and around the conference venue,
and uses the photos to document the event. This also includes the filming of certain sessions.
We consider this documentation important and it provides evidence of our activities to members,
partners and stakeholders all over the world, as well as to current and potential attendees like you.
Some of these photos will therefore appear online and in print, including on social media. The above
are the legitimate interests of the organisation that we assert under the new European Union law on
General Data Protection Regulation (GDPR). Under this legislation, you have an absolute right to opt
out of any photo. We are committed to protecting and respecting your privacy. Read our full privacy
policy – www.iafor.org/about/privacy-policy
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Presentation Guide
Conference Abstracts
All conference abstracts are available online. Please visit papers.iafor.org for a searchable databaseof abstracts.

Oral & Workshop Presentations
Oral Presentation Sessions will run from 09:00 on Friday and Saturday. They are generally organised
into parallel sessions by streams. Oral Presentations are normally scheduled in sessions comprising
three presentations, lasting 90 minutes in total. In sessions with two Oral Presentations, the session
will last 60 minutes, and in the case of four Oral Presentations, an extended session lasting 120
minutes will be scheduled.
The time in the sessions is to be divided equally between presentations. We recommend that an Oral
Presentation should last 15–20 minutes to include time for question and answers, but should last no
longer than 25 minutes. Any remaining session time may be used for additional discussion.

Equipment
All rooms will be equipped with a MacBook computer pre-installed with PowerPoint and Keynote
and connected to a LCD projector or LCD screen. If you wish, you may directly link your own PC
laptop, although we advise you to use the computer provided by plugging in your USB flash drive. We
recommend that you bring two copies of your presentation in case one fails, and suggest sending
yourself the presentation by email as a third and final precaution.

Session Chairs
Session Chairs are asked to introduce themselves and other speakers (briefly) using the provided
printouts of speaker bios, hand out the provided presentation certificates at the end of the session,
ensure that the session begins and ends on time, and that the time is divided fairly between thepresentations. Each presenter should have no more than 25 minutes in which to present his or her
paper and respond to any questions. The Session Chair is asked to assume this timekeeping role,and to this end yellow and red timekeeping cards are used as a visual cue for presenters, letting
them know when they have five minutes remaining, and when they must stop.
Please follow the order in the programme, and if for any reason a presenter fails to show up, pleasekeep to the original time slots as delegates use the programme to plan their attendance.
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Presentation Guide
Conference Poster Session
The Conference Poster Session is 60 minutes in length and takes place on Thursday in Room 304(3F) in the Hawai‘i Convention Center from 16:00-17:00. The poster display boards are 1800 mm
high x 900 mm wide. Tape will be provided for putting posters up. Please be aware that there are no
on-site facilities for printing posters. Please print your posters in portrait format.

Presentation Certificates
Poster Presenters can pick up a certificate of presentation from the Registration Desk. All otherpresenters will receive a certificate of presentation from their Session Chair or a member of staff at
the end of their session.

Conference Proceedings
The Conference Proceedings are published on the IAFOR website (papers.iafor.org), and can be
freely accessed as part of IAFOR’s research archive. All authors may have their full paper publishedin the online Conference Proceedings.
Full text submission is due by February 05, 2019 through the online system. The proceedings will
be published on March 05, 2019. Authors will have PDF copies of their offprints emailed to them byApril 05, 2019.

A Polite Request to All ParticipantsParticipants are requested to arrive in a timely fashion for all presentations, whether to their own orto those of other presenters. Presenters are reminded that the time slots should be divided fairly andequally between the number of presentations, and that presentations should not overrun.
Participants should refrain from talking amongst themselves and ensure that mobile phones are
switched off or set to silent mode during presentations.

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Lunch & Dinner
Lunch
Lunch on Thursday, Friday and Saturday is included in the conference registration fee. Lunches
will be distributed at the times shown below in Room 304 (3F). Please remember to bring yourconference name badge as you will need to show this in order to claim your lunch. There is also an
excellent choice of restaurants and cafes within walking distance of the conference venue.

Lunch Times
Thursday 		Friday			Saturday		

13:00-14:00		
12:45-13:45 		
12:15-13:15 		

Room 304 (3F)
Room 304 (3F)
Room 304 (3F)

Official Conference Dinner
The official Conference Dinner is a ticketed optional event ($100). Please remember to bringyour name tag to the Conference Dinner. Conference Dinner attendees should meet in Room 304(3F) at 18:15 on Friday, January 4, 2019. The group leaves for the restaurant at 18:30. It takes
approximately 5 minutes to walk to the restaurant.
Restaurant name: The Signature Prime Steak & Seafood
Restaurant address: 36, Ala Moana Hotel, 410 Atkinson Drive

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The Reverend Professor
Stuart D. B. Picken (1942–2016)
The late Reverend Professor Stuart D. B. Picken began his distinguished career in academia asa Rotary Scholar on a research trip to Japan. A native of Scotland who had dedicated himself toreligious studies, he immediately became fascinated by Japanese culture and the practice of Shinto.
He was particularly drawn to the parallels and differences he saw in Western pedagogy comparedto that of the East and began a lifelong mission to bridge the communication and knowledge gap
between the two worlds.
Picken was appointed Professor of Philosophy at the International Christian University (ICU) in
1972. Here he turned his Western theological and philosophical training to comparative religious
and cultural studies of Japan, at a time when the country was emerging from the shadows of theSecond World War.
His groundbreaking and controversial work on suicide in Japan made his name within the country,
but it was his subsequent work on Shinto that influenced the rehabilitation of the religion at a time
when it was dismissed in the West as pagan and primitive, or unjustly caricatured for its wartime
associations.
Whether in his research or teaching, Picken devoted much of his life to increasing understanding
between his adopted country of Japan and the West, and in 2007 he was recognised with the Order of
the Sacred Treasure, an imperial decoration for his pioneering research and outstanding contribution
to the promotion of friendship and mutual understanding between Japan and the United Kingdom.
He also served as the International Adviser to the High Priest of the Tsubaki Grand Shrine, one ofJapan’s largest and oldest shrines.
From 2009 he was the founding Chairman of The International Academic Forum (IAFOR), where he
was highly active in helping nurture and mentor a new generation of academics, and facilitating
better intercultural and international awareness and understanding.
Stuart D. B. Picken was a cherished friend and an inspiration to IAFOR and its community of
supporters. In honour of Professor Picken and his dedication to academia, the ideals of intercultural
understanding and the principles of interdisciplinary study, IAFOR has created the Stuart D. B. Picken
Grant and Scholarship, an award supported by the Stuart D. B. Picken Memorial Fund. Awards will
be made to PhD students and early career academics who are in need of funding to complete
their research, and whose work demonstrates excellence in the core values of academic rigour,intercultural sensitivity and interdisciplinarity.
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www.iafor.org/financial-support

IAFOR Academic Grant & Scholarship Recipients

Our warmest congratulations go to Akiko Ohta, Madiha Zahid Pervez, Tanya Manning-Lewis, Reem
Al-Samiri and Simoni Valadares, who have been selected by the conference Organising Committee
to receive IAFOR Scholarships to present their research at The IAFOR International Conference on
Education – Hawaii 2019 (IICEHawaii2019) and The IAFOR International Conference on Sustainability,
Energy & the Environment – Hawaii 2019 (IICSEEHawaii2019).
IAFOR's grants and scholarships programme provides financial support to PhD students and early
career academics, with the aim of helping them pursue research excellence and achieve their academic
goals through interdisciplinary study and interaction. Awards are based on the appropriateness of theeducational opportunity in relation to the applicant's field of study, financial need, and contributions
to their community and to IAFOR's mission of interdisciplinarity. Scholarships are awarded based on
availability of funds from IAFOR and vary with each conference.
Find out more about IAFOR grants and scholarships: www.iafor.org/financial-support

Akiko Ohta | Stuart D. B. Picken Grant and Scholarship Recipient
44504
Through my Autoethnographic Lens: ITAs Experience and Identity in Teaching at a Canadian University
Akiko Ohta, Simon Fraser University, Canada
Akiko Ohta is currently a PhD student in the Faculty of Education at Simon Fraser University in
Canada. Her current research interests include the challenges and identities of the International
Teaching Assistants in North American universities and the community-based educational support
for new immigrants and refugees in Canada.

Madiha Zahid Pervez | IAFOR Scholarship Recipient
43773
Effect of Reflective Teaching Practices on the Performance of Prospective Teachers
Madiha Zahid Pervez, Lahore College for Women University, Pakistan
Afifa Khanam, Lahore College for Women University, Pakistan
Ghazala Noureen, Lahore College for Women University, Pakistan
Miss Madiha Zahid is currently a PhD Scholar of Education at Lahore College for Women University
in Lahore, Pakistan. Born in Lahore, Madiha Zahid is a postgraduate at the institute of research andevaluation in Lahore College for Women University, and also graduated with a master of philosophy
degree in education at Lahore College for Women University. Madiha Zahid then attended University
College, University of Punjab gaining her master and bachelor degree. Her master degree research
was in the area of measurement and assessment and her master of philosophy area was educational
administration. She recently completed a project under teacher entrepreneurship. She is currently a
PhD scholar and visiting lecturer at Lahore College for Women University Lahore.

26 | IAFOR.ORG | IICEHawaii/IICSEEHawaii2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)Tanya Manning-Lewis | IAFOR Scholarship Recipient
44204
Identity Crossroads: Exploring the Impact of an Inner-City Community's Language Practices on Four
Jamaican Boys' Gendered Identities and Academic SuccessTanya Manning-Lewis, University of Victoria, Canada
Tanya Manning-Lewis is a 3rd-year PhD student at the University of Victoria in the department ofCurriculum and Instruction. Her research focuses on Jamaican boys’ use of Jamaican Creole andthe impact on their gendered identities and acquisition of English. She is a graduate of the Universityof the West Indies, Jamaica and is passionate about doing research work that can be beneficial to
the youths in her home country. Her future interest is to do further research work with at-risk youths
in Jamaica, while forging a career as a professor in curriculum development and literacy.

Reem Al-Samiri | IAFOR Scholarship Recipient
44406
The Investment of Saudi Mothers in the US in Their Children's Arabic Heritage Language Learning
Reem Al-Samiri, University of Kansas, United States
Reem Al-Samiri is a doctoral candidate in the Curriculum & instruction TESOL program at the
University of Kansas. Her research interests include heritage language learning, TESOL teacher
education, and language teacher identity. Reem is also affiliated with King Abdulaziz University in
Saudi Arabia, where she was an instructor for adult EFL learners and a member of the Professional
Development Team. Reem is currently a member of Phi Kappa Phi honor society and has been
published in the Arab World English Journal.

Simoni Valadares | IAFOR Scholarship Recipient
44532
Voluntarism in a Sustainable-Service-Learning-Engagement Basis for Fostering Graduate Students'
Success in Higher Education
Simoni Valadares, University of New Mexico, United States
Glenda Lewis, University of New Mexico, United States
Ms Simoni Valadares is currently a PhD candidate of the Department of Linguistics of the Universityof New Mexico. She is a member of the Graduate and Professional Student Association of the UNM.
She is a mentor at the Peer-Mentoring Program of the UNM's Program of New Mexico Graduates ofColor UNM.

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28 | IAFOR.ORG | IICEHawaii/IICSEEHawaii2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

www.iafor.org/journals

IAFOR Journals

The International Academic Forum’s journals conform to the highest academic standards ofinternational peer review, and are published in accordance with IAFOR’s commitment to make all ofour published materials available online.
How are journal editors appointed? Journal editors are appointed by The International Academic
Forum’s leadership, under the guidance of the International Advisory Board. The term of appointment
is for one issue, to be renewed by mutual consent.
How do we ensure academic integrity? Once appointed, the journal editor is free to appoint his or her
own editorial team and advisory members. All papers published in the journal have been subjectedto the rigorous and accepted processes of academic peer review. Neither editors nor members of theeditorial team are remunerated for their work. Authors will never be asked to contribute to publication
costs.
How are papers submitted? Submissions should be original, previously unpublished papers which
are not under consideration for publication in any other journal. All articles are submitted through thesubmission portal on the journal website and must conform to the journal submission guidelines.
How are IAFOR journals related to IAFOR conferences? IAFOR’s journals reflect the interdisciplinary
and international nature of our conferences and are organised thematically.

Journal Editors
IAFOR Journal of Arts & Humanities
Alfonso J. García Osuna, Hofstra University, USA

IAFOR Journal of Literature & Librarianship
Richard Donovan, Kansai University, Japan

IAFOR Journal of Asian Studies
Seiko Yasumoto, University of Sydney, Australia

IAFOR Journal of Media, Communication & Film
Celia Lam, University of Nottingham Ningbo
China, China

IAFOR Journal of Business & Management
Anshuman Khare, Athabasca University, Canada
IAFOR Journal of Cultural Studies
Holger Briel, Xi’an Jiaotong-Liverpool University,
China
IAFOR Journal of Education
Yvonne Masters, University of New England,
Australia
IAFOR Journal of Ethics, Religion & Philosophy
Lystra Hagley-Dickinson, Plymouth Marjon
University, UK
IAFOR Journal of Language Learning
Melinda Cowart, Texas Woman’s University, USA

IAFOR Journal of Politics, Economics & Law
Craig Mark, Kyoritsu Women’s University, Japan(journal currently on hiatus)
IAFOR Journal of Psychology & the Behavioral
Sciences
Shahrokh Shafaie, Southeast Missouri State
University, USA
Deborah G. Wooldridge, Bowling Green State
University, USA
IAFOR Journal of the Social Sciences
Tingting Ying, Ningbo University of Technology,
China

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Thursday, January 03 | 10:05-10:25 | Room 306 (3F)

Cultural Presentation: Hawaiian Oli Opening
For the first time, the IAFOR Hawaii Conference Series 2019, with the theme Independence
and Interdependence will be opened with a Hawaiian Oli – the spiritual chant whichconnects powerfully with Hawaiian ʻāina and Aloha as well as Hawaiian ancestors andall spiritual lineages. This indigenous and cultural tradition will honour all diversity
and unity of humanity as we gather to create a meaningful and new scholarly andeducational direction and destiny for all. Uncle Bruce Keaulani and Auntie Kehaulani,
featured speakers of the 2017 event, will lead us in this very special opening.
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Thursday
January 03
Plenary Session

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Welcome Address: Nathan Murata & Curtis Ho

Welcome on Behalf of University of Hawai'iat Mānoa
Thursday, January 03 | 10:30-10:40 | Room 306 (3F)Nathan Murata
Nathan Murata completed his PhD from The Ohio State University andjoined the faculty at Chaminade University to start their special education
program. He left Chaminade to pursue a position at the University of Toledo.
Nathan returned to Hawaii as an Assistant Professor in the Kinesiology andRehabilitation Science (KRS) department, University of Hawai‘i at Mānoa.
He became a Full Professor, served as Department Chair and Associate
Dean prior to becoming Dean of the College of Education.
He co-authored two textbooks, numerous publications and local, state,national and International presentations. He secured over $2.5 million
dollars in U.S. DOE, Office of Special Education and Rehabilitation
Programs training grants, and contracts worth over $1.5 million fromthe State of Hawaii, Department of Health focusing on the Hawaii Concussion Awareness and Management
Program (HCAMP) in collaboration with the Hawaii Department of Education. HCAMP is the only state
supported concussion awareness and education program in the country. Working within the context of
Adapted Physical Education, and with the support of external partners, he organized the first Interscholastic
high school basketball games featuring both students with disabilities and those who are at-risk. His program
has received a State Senate resolution in 2018 from the honorable Sen. Michelle Kidani.

Curtis Ho
Curtis Ho is Professor, Department Chair and Graduate Chair of the
Learning Design and Technology department at the University of Hawai‘iat Mānoa. He has been a UH faculty member for over 30 years, teaching
graduate and undergraduate courses in educational media research,
interactive multimedia, web-based instruction, distance education, video
technology, and computer-based education. He has taught courses in
American and Western Samoa and Saipan, and was the first to offer acourse statewide over the Hawai‘i Interactive Television System.
Curtis Ho received his PhD in Educational Technology from ArizonaState University where he served as instructional designer. He has
consulted for public and private schools, financial institutions, andhigher education. For several years he directed the Office of Faculty Development and Academic Support
for the University of Hawaii’s Manoa campus. He has presented extensively at national and international
conferences at locations including Beijing, Copenhagen, Eskisehir, Hanoi, Ho Chi Minh City, Lugano, Rome,
Kumamoto, Kyoto, Melbourne, Montreal, Osaka, Panang, Taipei, Takamatsu, Tokyo, Toronto, and Vancouver.
Professor Ho was a Principal Investigator, Co-Principal Investigator and Project Director for three US Departmentof Education grants totalling over $9.8 million US dollars. He is a co-organiser of TCC Worldwide Online
Conference, an executive committee member of E-Learn, Association for the Advancement of Computers in
Education, and is also past-President of the Pan Pacific Distance Learning Association, a chapter of the UnitedStates Distance Learning Association and of the Pacific Association for Communications and Technology, achapter of the national Association for Educational Communications and Technology.
32 | IAFOR.ORG | IICEHawaii/IICSEEHawaii2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)Welcome Address: James W. McNally & Sela V. Panapasa

Welcome on Behalf of the IAFOR Executive
Committee & Recognition of IAFOR
Scholarship Winners
Thursday, January 03 | 10:40-10:50 | Room 306 (3F)

James W. McNally
Dr James W. McNally is the Director of the NACDA Program on
Aging, a data archive containing over 1,500 studies related tohealth and the aging lifecourse. He currently does methodologicalresearch on the improvement and enhancement of secondary
research data and has been cited as an expert authority on
data imputation. Dr McNally has directed the NACDA Programon Aging since 1998 and has seen the archive significantly
increase its holdings with a growing collection of seminal studies
on the aging lifecourse, health, retirement and international
aspects of aging. He has spent much of his career addressing
methodological issues with a specific focus on specialized application of incomplete or deficient
data and the enhancement of secondary data for research applications. Dr McNally has also worked
extensively on issues related to international aging and changing perspectives on the role of family
support in the later stages of the aging lifecourse.

Sela V. Panapasa
Dr Sela V. Panapasa studies family support and intergenerational
exchanges among aged Pacific Islanders living in the US and
Pacific region. Her work examines changes in elderly living
arrangements and headship status in response to demographic
and socioeconomic change. Her interests include family
demography, race and ethnicity, measuring health disparities andcomparative studies.

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Keynote Panel Presentation: Christina M. Kishimoto, David Lassner,
Richard R. Vuylsteke & Joseph Haldane (Chair)

Education and Sustainability:
Local Lessons from Hawai‘i
Thursday, January 03 | 11:30-13:00 | Room 306 (3F)

The technological and logistical advances of globalisation have enabled us to become independentand empowered as never before, but at the same time they have made us more dependent on
the very things allowing autonomy. While technologies allow us to communicate with those on
the other side of the world, they can also make us detached from those immediately around us,
and in some cases alienated, or lonely. And yet this increased interconnectedness offers great
opportunities to work together to solve some of the world’s most pressing issues, and reminds
us of our responsibilities towards each other. Our independence is contextualised in the relations
we enjoy with others; in our families and communities, shared institutions, in our wider societies,
geographical and political entities, and finally as a part of the one world we all share.
This plenary panel will invites reflections on the desirability, extent and limits of our individual
independence and autonomy, of that of our students, and of the institutions and structures within
which we work, teach and learn. We do not educate, and are not educated in vacuums, but in suchcontexts and constraints as families, groups, and societies; of nations and cultures; of identities
and religions; and of political and financial realities.
Ever-changing technologies offer new ways for us to be independent and autonomous learners,
encouraging students to be self-directed and confident in making choices, and enabling andempowering students and teachers to be proactive and to tailor content. However, myriad
technologies and services make us more dependent on the very things allowing autonomy. How
do we help students and teachers alike navigate and curate the vast information available? How
do we encourage individual growth while also underlining the importance of belonging and of thereciprocal responsibilities and privileges of education? How do we help students build the skills
and attitudes necessary for positive engagement in distributed, globalised communities that so
often lead to polarisation and alienation instead? How do we educate with independence andinterdependence in mind?
This panel will draw on this joint theme of Independence & Interdependence across the Educationand Sustainability, Energy and Environment conferences, with short keynote presentations
from three distinguished leaders in Hawai‘i, before opening up to a panel discussion and thenaudience Q and A.

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Christina M. Kishimoto
Dr Christina M. Kishimoto began a three-year contract as
superintendent on August 1, 2017. She is responsible for
efficiently and effectively administering the Hawaii public school
system in accordance with law and educational policies adopted
by the Board of Education. On October 3, 2017, Dr Kishimoto
presented an Implementation Plan to advance the goals of the
DOE/BOE Strategic Plan. Her plan is targeted around three highimpact strategies: School Design, Student Voice, and Teacher
Collaboration.
Dr Kishimoto is a former Superintendent and Chief Executive Officer for Gilbert Public Schools in
Gilbert, Arizona, a district with an enrollment of 36,500 students and an annual budget of $305 million.
She also served as Superintendent and Assistant Superintendent of School Design at Hartford
Public Schools in Connecticut, was the Founder and Director of The Center for School Improvement& Leadership Development at Area Cooperative Education Services, and Assistant Dean of Student
Services for Wesleyan University. She earned a Doctorate in Education Administration from Columbia
University Teachers College, a Master of Public Administration in Public Affairs and Policy from the
University of Connecticut, and a Bachelor of Arts in English from Barnard College.

David LassnerDavid Lassner is the 15th president of the University of Hawaii
and concurrently serves as the Chancellor of the University of
Hawai‘i at Mānoa. He has worked at the university since 1977, andwas most recently its vice president for information technology
and chief information officer. Lassner is also a member of theuniversity’s cooperating graduate faculty and has taught bothonline and in-person in computer science, communications,business and education.
In his prior positions Lassner played an active leadershiprole in a variety of local, national and international information and communications technology
organizations. He served on the boards of Hawai‘i’s High Technology Development Corporation andPublic Broadcasting Service affiliate and he chaired the state’s Broadband Task Force. Lassner also
served on the board of Internet2 and was a co-founder and board member of the Kuali Foundation,a founding steering committee member and past-chair of the Western Interstate Commission forHigher Education’s Cooperative for Educational Technologies (WCET) cooperative and past chairof the boards of the Pacific Telecommunications Council and of EDUCAUSE, the major professional
association for information technology in higher education.
He is currently a WICHE commissioner, a board member for the National Association of System
Heads (NASH), and on Board of Governors of the East-West Center. He also serves on the boards of
the Aloha United Way and the Blood Bank of Hawai‘i.
Lassner led Hawai‘i’s major statewide federally funded project that interconnected all public schools,
libraries and campuses on six islands with fiber optics and is an active principal investigatorwith the National Science Foundation, from which he has received multiple grants over the past
20 years focused on research and education networking and cyberinfrastructure. He is principal
investigator for the Maui High Performance Computing Center and for the Pacific Disaster Center,major Department of Defense programs on Maui.
Lassner earned an AB in economics summa cum laude and MS in computer science at the University
of Illinois at Urbana-Champaign and a PhD in communication and information sciences from the
University of Hawai‘i. He has been recognized with Internet2’s Richard Rose Award, WCET’s Richard
Jonsen Award and as a Distinguished Alumnus of the University of Hawai‘i.
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Richard R. Vuylsteke
Dr Richard R. Vuylsteke (pronounced VUL-stek) took office as
the East-West Center’s 11th Chief Executive on January 1, 2017.
A former EWC grantee and staff member, he rejoined the Center
after several decades living in Asia and serving most recently as
President of the American Chamber of Commerce in Hong Kong.
Previously he served as President of the American Chamber in
Taipei, Editor-in-Chief of the Taiwan Review, and Area Studies
Coordinator for the US Department of State Foreign Service
Institute in Taipei. Earlier in his career, he was a research fellow
in East Asian Legal Studies at Harvard Law School as well as a
Fulbright scholar at the University of Rajasthan, India.
Originally from Illinois, and a Phi Beta Kappa graduate of Illinois College, Dr Vuylsteke was an EastWest Center grantee in the 1970s while he earned MA and PhD degrees from the University of Hawai‘iat Mānoa, specializing in Western and Chinese political philosophy. While still a graduate student hejoined the Center’s staff as a research assistant to the Director of the Culture Learning Institute, andlater worked as a special assistant to the EWC president with focus on Pacific Community topics. In
addition, he taught courses at the University of Hawai'i and Chaminade University in Asian history andsocial, political and legal philosophy. He also worked at the Pacific Forum (now Pacific Forum/CSIS).
Prior to graduate school, he served three years in the US Army, leaving active duty as a 1st Lieutenant.
While in the service, he was stationed in Hawai‘i at the US Army Pacific Command (USARPAC) as Chiefof the China Desk and later seconded to CINCPAC (now PACOM) as Chief of the Soviet Far East Desk.
His areas of expertise include strategic and operational leadership of multicultural organisations;
Asia Pacific business and trade, and Asian and Western history and philosophy.
Dr Vuylsteke is married to Josephine Wu Vuylsteke, a former broadcast journalist; they have three sons.

Joseph Haldane (Chair)
Joseph Haldane is the Chairman and CEO of IAFOR. He is
responsible for devising strategy, setting policies, forging
institutional partnerships, implementing projects, and overseeing
the organisation’s business and academic operations, including
research, publications and events.
Dr Haldane holds a PhD from the University of London in 19thcentury French Studies, and has had full-time faculty positions at
the University of Paris XII Paris-Est Créteil (France), Sciences Po
Paris (France), and Nagoya University of Commerce and Business(Japan), as well as visiting positions at the French Press Institutein the University of Paris II Panthéon-Assas (France), The School of Journalism at Sciences Po Paris(France), and the School of Journalism at Moscow State University (Russia).
Dr Haldane’s current research concentrates on post-war and contemporary politics and international affairs,
and since 2015 he has been a Guest Professor at The Osaka School of International Public Policy (OSIPP)
at Osaka University, where he teaches on the postgraduate Global Governance Course, and Co-Director of
the OSIPP-IAFOR Research Centre, an interdisciplinary think tank situated within Osaka University.
He is also a Visiting Professor in the Faculty of Philology at the University of Belgrade, a Memberof the International Advisory Council of the Department of Educational Foundations at the Collegeof Education of the University of Hawai‘i at Mānoa, and a Member of the World Economic Forum’s
Expert Network for Global Governance.
From 2012 to 2014, Dr Haldane served as Treasurer of the American Chamber of Commerce in Japan(Chubu Region) and he is currently a Trustee of the HOPE International Development Agency (Japan). He
was elected a Fellow of the Royal Asiatic Society in 2012, and a Fellow of the Royal Society of Arts in 2015.
A black belt in judo, he is married with two children, and lives in Japan.
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Featured Workshop Presentation: Amanda Müller

Opportunities Gained ThroughInterdisciplinary Research
Thursday, January 03 | 14:00-15:00 | Room 306 (3F)Dr Müller will discuss the opportunities gained through conducting interdisciplinary research andthe benefits of team-based research projects. She will give practical strategies for publishingin reputable journals and provide examples of the lessons learned from her own journey, both
positive and negative. Dr Müller will give her own key principles about forming effective researchteams, and then discuss how to go about choosing an appropriate outlet to disseminate researchfindings. Following on from the main presentation, a hands-on workshop will help members to
identify their own individual strengths (such as the skill sets they can bring to a research project
and team) and discover their own opportunities for future research.

Amanda Müller
Dr Amanda Müller is a Senior Lecturer at Flinders University,where she teaches English for Specific Purposes. Among
her achievements, she has been a top-three finalist for anational innovation award in nursing, an invited speaker on
language testing and clinical communication, a consultant for
multicultural aged care support, has two international quality
badges for her computer games, awarded Flinders University’sVice-Chancellor’s Award for Early Career Researcher, Flinders
University’s Vice-Chancellor’s Award for Teaching Excellence,and Executive Dean’s Individual Prize for Innovation. She is anationally accredited editor and a current member of the governing Council of Flinders University.
Dr Müller has been involved in eight successful research grants.
Dr Müller has worked in many multidisciplinary research groups and published on a diverse range of
topics, including simulation-based learning, English language testing and policy, nursing English,
computer-assisted language learning, teaching kanji, academic English, teaching psychomotor
skills in ultrasound, higher education, childbirth, English dialects, phonological awareness, andnursing registration policy. Her articles have appeared in top international journals, such as
International Journal of Nursing Studies, Medical Teacher, Women & Birth, Journal of Furtherand Higher Education, Internal Journal of Pedagogies and Learning, and Journal of Educational
Computer Research. She has produced a number of book chapters and two books. She has
also presented papers at many international conferences. She is constantly looking for newopportunities to conduct and disseminate research.

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Featured Presentation: Keiichi Ogawa

SDGs and Education: Sustainable Financing
for Early Childhood Care and Education(ECCE) in Vietnam, Laos and Cambodia
Thursday, January 03 | 15:00-15:30 | Room 306 (3F)In 2015, the Sustainable Development Goal (SDG) 4-Education 2030 was adopted with an ambitious Target 4.2
on Early Childhood Care and Education (ECCE), which states, "By 2030, ensure that all girls and boys have accessto quality early childhood development and pre-primary education so that they are ready for primary education”.
However, despite the global commitment and established benefits of investing in ECCE, it is still a sub-sector thatis seriously underfunded in the Asia and the Pacific region. Public spending is often not sufficient, and externalfunding is, at times, not large enough or sustainable. However, a few studies have been conducted to identify
specific challenges and innovative practices for financing ECCE, considering the detailed contexts of each country.
Against this background, this study explores strategies for sustainable financing of ECCE in Cambodia, Laos,and Vietnam, employing the mixed methods approach. In its qualitative component, semi-structured interviews
were conducted with stakeholders at central, provincial, district, and institutional levels. The key findings
show that Cambodia and Laos depend on external funding, while a community preschool system is applied in
Cambodia to expand access to ECCE in rural/remote areas. In Vietnam, there are some innovative practices,such as collaboration with private sector actors, in urban areas on an ad hoc basis. The study implied that, in
addition to ensure adequate, efficient, and equitable funding, governments are recommended to set a framework
to promote strategic engagement with the private sector in promoting sustainability in financing ECCE.

Keiichi Ogawa
Dr Keiichi Ogawa is a Professor/Department Chair in the Graduate
School of International Cooperation Studies at Kobe University in Japan,
where he teaches the human capital development, education finance/
administration, and development management. His research interest
lies in economics of education, education finance, and comparativeinternational education.
His professional experiences include serving as Education Economist
at the World Bank, Senior Advisor at the Japan Bank for International
Cooperation (JBIC), Advisor at the Japan International Cooperation
Agency (JICA), Consultant at the Asia Development Bank (ADB), InterAmerican Development Bank (IDB), UNICEF and UNESCO, and Advisory
Committee Member at the Japanese Ministry of Education (MEXT).
He has also served in various graduate schools, including Honorary
Professor at Kyrgyz National University, Visiting Professor at Columbia University, and Adjunct Professor at
George Washington University.
He has served as a Governing Board Member of the UNESCO IIEP, Secretary General/Board Member of the Japan
Society for International Development (JASID), and Board Member of the Japan Comparative Education Society(JCES). He has also served on the Advisory Editorial Board for BAICE (British Association for International &Comparative Education), Lao Journal of Economics and Management, and Souphanouvong Academic Journal,
as well as Editorial Board Member for Comparative Education (Japan Comparative Education Society), Journalof Economics and Business Administration, Journal of International Cooperation Studies, Africa Education
Research Journal, and Journal of International Educational Cooperation.
Professor Ogawa received Distinguished Services Awards from the Yemeni Ministry of Education, in 2005
and 2009 and from the Lao Ministry of Education and Sports, in 2011 and 2018, for his contributions to
the development of education. He also received the Early Career Award from Teachers College, Columbia
University, in 2009; the President's Award from Kobe University, in 2010; the Professional Achievement Award
from Hawai'i Pacific University in 2011; and the Evaluation Award from the Prime Minister of Uganda, in 2014.
He has worked on development assistance activities in over 30 countries and has co-authored or co-edited six
books and over 70 journal articles/book chapters. Many of these works are related to educational development
and cooperation in international settings. He holds his PhD in Comparative International Education andEconomics of Education from Columbia University.
38 | IAFOR.ORG | IICEHawaii/IICSEEHawaii2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

The IAFOR
Documentary
PhotographyAward 2018
Join us as we celebrate the winners of this year's IAFOR Documentary Photography Award – aninternational photography competition that seeks to promote and assist in the professional
development of emerging documentary photographers and photojournalists.

www.iaforphotoaward.org

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Thursday, January 03 | 15:30-15:45 | Room 306 (3F)

IAFOR Documentary Photography Award 2018
Award Winners Screening

The IAFOR Documentary Photography Award was launched by The International Academic Forum (IAFOR)
in 2015 as an international photography award that seeks to promote and assist in the professional
development of emerging documentary photographers and photojournalists. Another important
objective of this contest is to help bridge the divide between the world of practicing photojournalists/
documentary photographers and the world of academic scholars, and create an accessible and exciting
ground for dialogue and discussion at our conference events, and beyond. The award has benefitted
since the outset from the expertise of an outstanding panel of internationally renowned photographers,
including Dr Paul Lowe as the Founding Judge, and Ed Kashi, Simon Roberts, Simon Norfolk, Emma
Bowkett, Monica Allende, Jocelyn Bain Hogg, Maria Teresa Salvati and Ziyah Gafić as Guest Judges.
As an organisation, IAFOR’s mission is to promote international exchange, facilitate interculturalawareness, encourage interdisciplinary discussion, and generate and share new knowledge.
In keeping with this mission, and in appreciation of the great value of photography as a mediumthat can be shared across borders of language, culture and nation, and to influence and inform
our academic work and programmes, the IAFOR Documentary Photography Award was launched
as a competition that would help underline the importance of the organisation’s aims, and would
promote and recognise best practices and excellence. In support of up-and-coming talent, the
IAFOR Documentary Photography Award is free to enter.
Now in its fourth year, the award has already been widely recognised by those in the industry and has
been supported by World Press Photo, British Journal of Photography, Metro Imaging, MediaStorm,
Think Tank Photo, University of the Arts London and RMIT University, among others.
The work of the 2018 winners will be screened at IICEHawaii/IICSEEHawaii2019.
Image by Subhrajit Sen | 2018 Third Place Winner

40 | IAFOR.ORG | IICEHawaii/IICSEEHawaii2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

Paul Lowe | Founding Judge
Our Founding Judge, Dr Paul Lowe is a Reader in Documentary
Photography and the Course Leader of the Masters program in
Photojournalism and Documentary Photography at the London
College of Communication, University of the Arts London, UK.
Paul is an award-winning photographer who has been published
in TIME, Newsweek, Life, The Sunday Times Magazine, The
Observer, and The Independent, amongst others. He has covered
breaking news the world over, including the fall of the Berlin Wall,
Nelson Mandela’s release, famine in Africa, the conflict in theformer Yugoslavia, and the destruction of Grozny.
His book, Bosnians, documenting 10 years of the war and post-war situation in Bosnia, was publishedin April 2005 by Saqi books. His research interest focuses on the photography of conflict, and hehas contributed chapters to the books Picturing Atrocity: Photography in Crisis (Reaktion, 2012)
and Photography and Conflict. His most recent books include Photography Masterclass publishedby Thames and Hudson, and Understanding Photojournalism, co-authored with Dr Jenny Good,published by Bloomsbury Academic Press. Paul is an Emeritus Member of VII Photo Agency.

Maria Teresa Salvati | Guest Judge
Maria Teresa is Founder and editor-in-chief at Slideluck Editorial,
which exhibits a selection of the best photographic works andmultimedia presented during Slideluck events worldwide, as well
as works from guest artists.
Maria Teresa conceived and curated the project Born the Same,a selection of ten different works exploring sub-cultures andmicro-stories working as reminders that we are all born the same,
despite cultural, emotional and political conditions. The project
was first presented at Les Rencontres De La Photographie Arles
2017, during La Nuit de l’Année, and is now travelling globally.
She co-edited and co-curated Hungry Still, an exhibition and publication produced and designed bySlideluck London, FORMAT Festival and QUAD, and printed by AKINA Factory. The collective project
showcases twenty-four of the best works that have contributed to the English platform, since its
inception, with a selection of images combined with personal anecdotes and recipes.
Maria Teresa is also a personal branding consultant. She helps photographers find their “spot of
beauty” and vision, advises them on how to build their identity, and helps them communicate via themost appropriate channels (i.e. social media). Now she teaches in Bari, Italy at F.Project School of
Photography and Cinematography, in Rome at Officine Fotografiche, and as a guest lecturer at the
London College of Communication (LCC).

Ziyah Gafić | Guest Judge
Ziyah Gafić is an award winning photojournalist with 19 yearsof experience, focusing on societies in conflict and Muslim
communities across the globe. He covered major news stories
in over 50 countries. His work has appeared in TIME, Le Monde,
The New York Times, GEO, The Sunday Times Magazine, La
Repubblica, The Telegraph Magazine, The New Yorker, among
others. He authored five books including Troubled Islam, Quest
for Identity, and Heartland. His work won a plethora of awards,
including multiple awards at World Press Photo, Visa pourl’image, Arles Rencontres de la photographie and grants from
Magnum Foundation, Getty Images and Prince Claus Fund.
Ziyah is member of VII Photo Agency and a TED Speaker.
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Supporters
The IAFOR Documentary Photography Award is supported by a number of leading institutions, organisations
and publications around the world in its aim to promote and recognise best practice and excellence indocumentary photography and photojournalism. These partnerships are a testament to the high regard inwhich the award is held within the photography industry.
The IAFOR Documentary Photography Award would like to thank the following organisations for their support:

Sponsorship Opportunities
As a key organisation involved with the IAFOR Documentary Photography Award, you will add to theexperience of these emerging professionals while showcasing the authenticity and responsibility of yourbrand. Through social media, product integration, logo placement, potential press coverage, promotion at
the award ceremony and subsequent exhibitions in Japan, Spain, USA and UK, you have the opportunity tohelp bring attention to the work of highly talented photographers.
For information on sponsorship opportunities or becoming a supporter of the IAFOR Documentary
Photography Award, please contact Thaddeus Pope, Creative Director, IAFOR Documentary PhotographyAward (tpope@iafor.org).

42 | IAFOR.ORG | IICEHawaii/IICSEEHawaii2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

Thursday
January 03
Poster Session
Abstracts appear as originally submitted by theauthor. Any spelling, grammatical, or typographicalerrors are those of the author.

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16:00-17:00 | Room 304 (3F)

Conference Poster Session
42523

16:00-17:00 | Room 304 (3F)

Women Elementary Principals' Perceptions of Work-Life Balance Within Their Organizational and Personal Contexts
Joyce Lee Yang, Biola University, United States

Work-life balance (WLB) is a challenge for principals to navigate as the ever-increasing responsibilities of the role as principal requires
more time. Because time is limited, achieving balance between principals' workloads and home responsibilities can cause a significant
amount of stress. Often, women principals face additional challenges because of childcare and household responsibilities. In thisqualitative study, I conducted in-depth interviews with 11 women elementary principals in Southern California from 10 different districts.
I asked questions about their perceptions of their personal and organizational contexts and how those impacted their WLB. I also
investigated how they managed WLB. Within their organizational contexts, the participants reported factors such as their site team,parents, superintendent, and special education programs as impacting their WLB. Within their personal contexts, they reported factors
such as spousal support, children, and financial need as impacting their WLB. These participants also reported the emotional toll of theprincipalship, how they managed WLB through logistical strategies, and shared other personal insights. Given the data, I recommend thatorganizations should support women principals in their practice and encourage them to enter and persist in the role by implementing
better policies and practices at the district level. By providing more site level staffing support, fostering a culture where WLB is valued,
releasing principals from non-essential meetings and obligations, and training principles to prioritize tasks, districts can help mitigate thestress and conflict women principals experience due to the challenges of WLB.
44347

16:00-17:00 | Room 304 (3F)

Exit Slips: Feedback, Formative and Fulfilling
Joyce Laben, Northern Illinois University, United States

The use of exit slips and reflection have been researched for the use in the classroom. During the fall semester a goal of improving
instruction using exit slips was implemented. At the end of each class, each student was provided an exit slip (post-it). On the last slideof the powerpoint was either a reflection or a formative assessment of the content of the next class. Reflective prompt was 'comments,
concerns, need to know, suggestions, jokes.' Formative assessment prompt was for example 'Rate your knowledge base of on concepts:
1. Social Cognitive Theory, 2. Zone of Proximal Development, 3. Scaffolding. Rating scale: A- good knowledge base; B- fair; C- need toknow more.' The completion of the exit slip was anonymous. The results of the formative assessment determined the instruction in thenext class. The amount of time spent on each concept was driven by the students' responses. The questions were usually insightful andprovided guidance for discussion and instruction. The exit slip provided quick communication with the instructor. In the age of shortmessaging (text, twitter), student's communication provided a form of empowerment. The results of the survey indicated the students
agreed with the use of exit slips for communication, instruction in the next class, and ability to express concerns. The students mildlyagreed that exit slips should be used in all 'face to face' classes. The student agreed on the anonymity of exit slips.
44351

16:00-17:00 | Room 304 (3F)

An Education Model for Coding and Software to Improve Computational Thinking
HeeSeon Jang, Pyeongtaek University, South Korea

The regular coding (programming or software) education in elementary, middle and high school has been begun in Korea since this year(2018). Many models for efficient coding education have been proposed, and Scratch is widely used as acceptable easy tool. However,under previous education models and tools, the computational thinking capability of the students does not improve. In this paper, a newcoding education model to improve the computational thinking which is critical in software development is proposed. In addition to,
645 questionnaire survey for teachers, programmers, and students is analyzed, and its results are reflected on the proposed model. The
model consists of following 4 steps; 1) problem definition and understanding of mathematical concept, 2) problem solving and algorithm
design, 3) raptor flowchart development, and 4) understanding of source code. Note that the raptor is the free software tool based on
visual flowchart of international standard organization (ISO-97N90), downloaded at http://raptor.martincarlisle.com, in which the definedproblem can be solved with visual tool, and furthermore, the source code can be easily generated by using the raptor menu. From survey
results, it is observed that total of 93% of the respondents is shown as the positive opinion for the usefulness of the visual tools such as
raptor and UML for coding education. Finally, under statistical analysis (chi-square test), we also observe that the experienced respondents
for coding (or programming) show the more positive opinion (about 10% deviation) for the visual tools rather than those of inexperienced.
44394

16:00-17:00 | Room 304 (3F)

Agile-Model Based Dynamic Curriculum Development and Refinement Approach
Leon Pan, University of the Fraser Valley, Canada

High-quality curriculums play a key role in successful education, and curriculum development is one of the mandatory tasks forevery educator. Dysfunctional curriculums not only degrade learning outcomes but also result in students complains. Educators andresearchers have put significant efforts into developing high quality curriculums and a number of curriculum development models havebeen established. However, a curriculum is by no means static. No single curriculum can meet every student's requirements and suit for
all situations. Curriculums should actually be under continuous refinement in order to adapt to the constantly changing environment,
including the demographic of students. Thus, the effective method and guidance that assist dynamic curriculum development andrefinement are required. This research is to adapt and utilize a widely used software engineering Agile-model to guide and support
dynamic curriculum development and refinement. The adapted Agile model, like the original one, consists of a number of iterations eachof which achieves one of the course learning objectives. The curriculum is dynamically refined and enhanced in each iteration to best
suit the students' background and achieve the current iteration learning objective. Each iteration is organized into four phases and thetasks and activities in each phase are specified to continuously refine, enhance, and optimize the curriculum. A step-by-step easy-tofollow guidance, which leads to adaptive high quality curriculums, will also be created and presented. It is expected that the teaching andlearning outcomes will be promoted significantly by applying this system.

44 | IAFOR.ORG | IICEHawaii/IICSEEHawaii2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

16:00-17:00 | Room 304 (3F)

Conference Poster Session
44408

16:00-17:00 | Room 304 (3F)

The Impact of a Literacy Strategies Course Taught in a Public-School Setting on Teacher Candidates andStudents with EBD
Stephen Wills, Georgia College & State University, United States

School-university partnerships have been among the most frequently recommended approaches to educational reform. From theuniversity perspective, the goal of these partnerships is to bridge the disconnect between what teacher candidates are taught in oncampus courses and what they implement in P-12 settings with students. This study describes the impact of a literacy strategies course
taught at a local public school that includes special education teacher candidates working with students with Emotional Behavioral
Disorders (EBD) on literacy strategies that are taught in the classroom portion of the course. Within the framework of the course,
participating students with EBD receive 45 minutes of small group literacy strategy instruction from special education teacher candidates
each week as they implement the instructional strategies taught in the course. Resulting data relating to the impact of the participating
students with EBD include growth on curriculum-based measures of reading comprehension. The results also show that EBD student
participation in the reading strategies activities increased over time as relationships were formed with the teacher candidates. Data on theimpact on teacher candidate growth include positive ratings on course evaluations on the school-based literacy strategies course whencompared to sections of the same course taught on the college campus and the results of a questionnaire given to teacher candidates atthe conclusion of the semester that show the positive impact of the course on their professional growth as well as their attitudes toward
students with EBD.
44428

16:00-17:00 | Room 304 (3F)

Community-Based School: The Case of an Indigenous School in Mindanao
Celeste Vallejos, University of the Philippines, The Philippines
Reginald Vallejos, University of the Philippines Manila, The Philippines

This case study examines the history and processes in building a community-based school for the indigenous people of Mindanao
particularly the Alternative Learning Center for Agricultural and Livelihood Development (ALCADEV). ALCADEV was established in 2004
as an alternative learning system designed to provide secondary education to poor indigenous youth – Mamanwa, Manobo, Higaonon,
Banwaon, and Talaandig. Community-based schools provide education that is relevant to the culture and needs of the community. The
role and level of participation of the community in the development of the school curriculum is also examined.
44464

16:00-17:00 | Room 304 (3F)

The Impact of Quality Matters Training on Student Success Among Student Groups
Erick Kong, California State University East Bay, United States

According to California State East Bay (CSUEB) office of Faculty Development, 25% of instruction is online or hybrid with more than 17%
of instruction in completely online courses; 5% of students take courses exclusively online and nearly one-third of our students enrolled
in at least one online course. The most recent enrollment counts for online and hybrid courses show that there were 37,700 students
enrolled in 1,300 sections during the last academic year. Quality Matters (QM) has been the benchmark of faculty training and certifying
online or hybrid courses in many universities. QM is an international organization that is recognized as a leader in quality assurance foronline education. It provides professional development in the use of rubrics, tools, peer review, and practices to improve the quality of
online education. CSUEB has been using QM to ensure quality assurance are in place. The purpose of this study is to explore the impact
of QM training on student success during an academic year at CSUEB. It will look at whether or not QM certified courses improves student
success. Furthermore, it will analyze the success among student groups: First Generation (FirstGen), Under Represented Minority (URM),
Pell Grant Eligibility (PellElig), and Remediation (Remed). In addition, the Findings and Recommendations section will summarize theresult findings and make recommendations on future study along with delimitation of this study.
44580

16:00-17:00 | Room 304 (3F)

Use of Contextualized Programming Projects for Computational Thinking Learning
Chiung-Fang Chiu, National Chi Nan University, Taiwan

Computational thinking emphasized the ability to use computer science knowledge to solve problems. The importance of learning
computational thinking has been highlighted by many research. However, the learning material or teaching approach for computational
thinking learning is still limited. Numerous of studies have documented the benefits of contextual methods of instruction, such as increasing
engagement, enhancing motivation, and providing relevance. Tools or solutions combining software and hardware, such as Arduino, havebeen classified as a suitable tool for contextualized programming education. Arduino, as an open-source platform, can be utilized tocoding and designing different applications. Contextualized programming projects facilitated by Arduino could bridge the connection of
instructional content with real-world applications to teaching computational thinking concepts. Different Arduino application projects
including basketball arcade machine, ticket fetching machine, and barcode scanner that are highly relevant to daily life were introduced
to students. Meanwhile, computational thinking concepts including problem decomposition, algorithm design and simulation wereenhanced in these contextualized programming projects. Six classes junior high school students participated in this study to finish theprogramming projects. Students were asked to write one questionnaire after finishing the programming project to express their attitudes
toward this study. The questionnaire results reveal that most students appreciated the learning activities of contextualized programming
projects. Implementation of these projects not only improved their understanding of the different authentic programming applications indaily life, but also enhanced their skills of computational thinking and programming.

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16:00-17:00 | Room 304 (3F)

Conference Poster Session
44619

16:00-17:00 | Room 304 (3F)

Education Assessment in Intelligent Tutoring System
Su Chen, The University of Memphis, United States
Art Graesser, The University of Memphis, United States

Classical education methods are gradually being replaced with computer assisted learning, such as virtual education, online school, anddistance learning systems. Computer software programs, including Intelligent Tutoring Systems (ITS) are created to facilitate interactive
teaching between students and the tutor. As a modern teaching method, ITS are not only more attractive and dynamic to users, but also
more effective for instructors to monitor and assess users' performance. We propose a novel automated disengagement tracing system(DTS) that detects mind wandering in students using AutoTutor, an ITS with conversational agents. DTS is based on an unsupervised
learning method and thus does not rely on any self-reports of disengagement. We analyzed the reading time and response accuracyof 52 low literacy adults (from literacy classes in Atlanta and Toronto) who interacted with AutoTutor to learn reading comprehension
strategies. All participants read at 3.0–7.9 grade levels. On average, the 52 participants completed 23 lessons and each lesson contained
14.6 questions ranging from 6 to 30 questions. Our results show that students completing a lesson with 20 questions tend to start mind
wandering at the 11th-15th question. Question chunks with mind-wandering have an accuracy of 20%, in contrast to 70% in accuracy
for non-mind wandering. These feedbacks from the proposed disengagement monitoring system can elucidate factors that lead to
distractions. Accordingly, effective interventions can help engage the off-track learner at the right time.
44639

16:00-17:00 | Room 304 (3F)Is There a Language Choice in Macao Primary Schools?
Ana Cristina Neves, University of Saint Joseph, MacaoJoão N. Garrot, University of Saint Joseph, Macao

Macao has a very peculiar education system based on a longstanding coexistence of church, government and community-run schools(Adamson & Li, 2005) that were influenced by the local community, but also the Portuguese presence. Currently, the decentralized education
system (Tang, 2000) comprises 77 schools (DSEJ, 2017), 10 of which are public Luso-Chinese schools whose main purpose is to preserve
the heritage of the Portuguese language, along with the main local language, Cantonese, while not neglecting the learning of Mandarin.
Five of those institutions are primary schools. Portuguese is the means of instruction of two local schools, one being government-run andthe other private. The target population of this study are the Luso-Portuguese and the Portuguese-medium primary schools. The data wascollected from a total of 148 fourth and sixth graders aged between 9-12 years of four institutions, in the years of 2011 and 2017. Basedon an end-closed questionnaire, the poster describes the target population and attempts to shed light onto language practices in theschool domain, more specifically in the interaction with school stakeholders. The findings show the presence of seven Chinese language
varieties, that are outnumbered by the Cantonese speakers. Thai and Tagalog are two further Asian languages that also set presence inthis context. Portuguese is the major but not the only European language present in this community. There is also a statistically relevant
relationship between the type of school and the children's home language and, by extension, the children's birthplace.
44886

16:00-17:00 | Room 304 (3F)

Comparing Vocabulary Profiles of Asian L2 Written English in the ICNALE Corpus
Dax Thomas, Meiji Gakuin University, Japan

This brief study examines the vocabulary profiles of Asian EFL students' written English in the International Corpus Network of Asian
Learners of English (ICNALE; Ishikawa). The ICNALE corpus is a collection of written and spoken texts from 2800 learners of English
across 10 different Asian countries. The texts included in this corpus were composed under controlled conditions (content and length)
and are grouped by CEFR level (A2, B1-1, B1-2, B2+). The corpus also includes samples of native-speaker English. In this study, vocabulary
profiles were constructed for written essays from the corpus along three bands - GSL1, GSL2, and AWL - using AntWordProfiler (Anthony,2013). It was found that: 1) while there appeared to be a slight difference in AWL type percentages between low and high CEFR levels, thesepercentages varied much more greatly by country; 2) essays written by Japanese EFL learners had the lowest percentage of AWL types inthe entire corpus while those written by ESL learners in Singapore had the highest; and 3) there was no statistical difference between the
AWL type percentages of native speakers and those of CEFR levels B1-2, and B2+.
44965

16:00-17:00 | Room 304 (3F)

Challenges to Serve Disadvantaged High-Ability Students and Relationship Between Self-Concept and Their
Academic Achievement
Mihyeon Kim, The College of William and Mary, United States

Examining lessons learned through 7 years of experience of hosting Camp Launch, a university-based residential STEM enrichment
program for low-income, high-ability middle school students. This study used the Self-Description Questionnaire-I (SDQ-I; Marsh, 1992)
and self-reported GPA. Regression was conducted to explore relationships between students' self-concept and academic achievement.
The results showed that students' academic achievement were significantly predictive from general self-concept related to achievementin schools. A positive self-concept has been associated with happiness of individuals (Holder & Coleman, 2008; O'Rourke, Cooper, & Gray,2012), and there have been studies on the effect of self-concept and academic achievement. This session shares information about
components of the program and suggestions for implementing programs that serve this population. Also, the presentation explores
relationships among students' self-concept and academic achievement. This study suggests that a positive self-concept related toschool achievement is potentially important in the prediction of academic achievement. The study provides implications and suggestions
for developing positive self-concept of academically disadvantaged middle school students.

46 | IAFOR.ORG | IICEHawaii/IICSEEHawaii2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

16:00-17:00 | Room 304 (3F)

Conference Poster Session
44984

16:00-17:00 | Room 304 (3F)

How the Research-Based Science News Regarding Healthy Diet Were Narrated in Taiwan
Sung-Tao Lee, National Taichung University of Education, Taiwan
Wen-Yi Hsu, National Taichung University of Education, Taiwan
Yu-Yun Nien, National Taichung University of Education, Taiwan

Science news is one of the most common access of science information for people in daily lives and students for science learning andthe diversified sources of them were often derived from original academic research findings. Accordingly, the purpose of this study was
to explore how these research-based science news were presented in the internet news agencies and if there are any narrative patterns
or the nature of science could be revealed. The related elements in scientific inquiries and specific terms regarding the nature of science
were chosen for this narrative analysis. A total number of 97 articles from four Taiwan local daily newspapers were collected for analysis(2017/9~2018/4). The analysis showed that 'Results' and 'Experiment' were the two most common elements appeared (33.4% for results
and 15.1% for experiment) in these research-based science news and the uncertainty features of science were scarcely indicated forpotential audiences. A further content analysis also showed that most of the conclusions are causal assertions about a healthy diet andsome specific suggestions were also firmly instructed. Considering the attainment of a scientifically literate society and citizenship, theseresults may provide some implications for science education and science communication and the related reflections will be discussed
during the conference.
45033

16:00-17:00 | Room 304 (3F)

Hands-On Environmental Education with Scientific Data Improves Science Self-Efficacy, The Weakness ofJapanese Students in PISA?
Yoshinori Saitoh, Gunma Prefectural Institute of Public Health and Environmental Sciences, Japan
Hiroshi Tago, Gunma Prefectural Institute of Public Health and Environmental Sciences, Japan
Shunichi Miwa, Ibaraki Kasumigaura Environmental Science Center, Japan
Naoto Hosoda, Ibaraki Kasumigaura Environmental Science Center, Japan

Aiming for sustainable development, the OECD requires all people to develop key competencies, and conducts a triennial international
survey for evaluating those of 15- year-old students, Program for International Student Assessment (PISA). In PISA, Japan has usuallyranked high in science literacy as well as in reading and mathematics performances. On the contrary, â€˜students' attitudes towards
science' like index of science self-efficacy is much low. In exchange for the success of scoring high, the Japanese educational system
might fail to cultivate ones' curiosity or aspiring thinking power to help us address uncertainties in lives. This might be background of thesocial problems in the past in Japan such as reputational damage relating to environmental problems by vague anxiety. Those responses
run counter to sustainability. For addressing environmental problems which include uncertainties due to the limited scientific knowledge,
a competency for getting reasonable understanding and taking informed decisions with positive attitude is critical. We consider thiscompetency to be fostered by practical opportunities to handle scientific data and to make decision on environmental problems. To
provide such opportunities, we have shed light on Local Government Institute for Environment (LGIE) in Japan, who mainly monitor andassess pollutants in various environments and secondarily implement Environmental Education (EE) using their hands-on skill too. This
study object is to validate the effect of LGIE's hands-on EE by whether it improve the weakness of Japanese, the index of science selfefficacy. We developed an evaluation method using PISA and tested it when implementing EE for students.
45039

16:00-17:00 | Room 304 (3F)

Utilizing Simulation Training to Enhance Dental Hygiene Student's Knowledge and Skills in Pediatric Care
Deborah Mattheus, University of Hawai'i at Mānoa, United States
Maureen Shannon, University of Hawai'i at Mānoa, United States
Katherine Burke, University of Hawai'i at Mānoa, United States

Dental caries is the most common chronic disease in pediatrics. This preventable condition can be mitigated with frequent preventive
dental visits starting at or before 1 year of age. Few dental hygiene (DH) programs include specific pediatric courses, resulting inlimited exposure and comfort in providing pediatric care. This evidence led the UHM SONDH to evaluate and revise the DH program
to increase student's pediatric exposure and to create a Post-BS Advance Certificate in Expanded Function Dental Hygiene (EFDH) in
Pediatrics. Simulations using low fidelity (manikins) and patient/parent (actors) were utilized to prepare students to provide care tochildren and families. A pre-simulation survey (n=41) assessed student's confidence in obtaining pediatric vital signs; documenting
growth; recognizing social determinants of health and obesity risk factors; and communicating with parents. Post-simulation results(n=39) indicated improvements in all areas with greatest changes in confidence (scale 0-4) in recognizing obesity risk factors (pre=1.90;
post=3.23); obtaining vital signs (pre=1.73; post=2.74); and recognizing social determinants of health contributing to children's oral andoverall health (pre=1.90; post=2.90). Simulation in DH offers training that utilizes realistic scenarios, where students can practice skills ina safe and controlled environment while reducing patient exposure to inexperienced trainees. The survey results demonstrate the impactof simulation for DH student's to gain confidence in pediatric hands on skills and also improving communication skills including theprovision of culturally sensitive education to high risk families with the goal of improving oral health outcomes.

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16:00-17:00 | Room 304 (3F)

Conference Poster Session
45090

16:00-17:00 | Room 304 (3F)

Study of the Effect of a Freshman Orientation Event Program
Fumika Kimura, Tokyo Kasei Gakuin University, JapanThe main purpose of our study is to examine the effects of a freshman orientation event program for women's university students. The
program was intended to be a university itself. And this program also intended to make their relationships with classmates and university
educational staffs include professors, associate professors, assistant professors and assistant good. The administration of the program
was carried out by university educational staffs along with senior students. This program consists of one day special event and thetechnique of the group work was being used by this program. Participants of this program were 131 students. The students major inhome economics, and half of them were taking teaching courses with teaching license of home economics at junior high school and highschool. I conducted a survey of the description formula for the participants after the program and also conducted an interview survey
for the educational staffs who participated in the program. The educational staffs who participated in the program observed freshmen
concerning their behavior during the program. The survey of the description formula included items to ask the comment of the program
and the feelings after the program was over. In this study, two aspects of the freshman orientation event program were revealed. One
aspects were effects of the program for students, and the other aspects were for educational staffs. The program was effective forstudents relationships and also effective for educational staffs to assess students.
45094

16:00-17:00 | Room 304 (3F)The Effect of Childhood Emotional Trauma on Relationship Addiction Tendency: Mediating Role of Internalized
Shame and Social Support
Yeon Joo Song, Dongshin University, South Korea

The purpose of this study was to investigate the mediating effects of Internalized shame and perceived social support on the relation
between childhood emotional trauma and relationship addiction tendency in the unmarried. For this study, self-reports data were collectedfrom 566 unmarried men and women for childhood emotional trauma, internalized shame, perceived social support and relationshipaddiction tendency. Correlation analysis and Structural Equation Modeling were employed to examine the hypothesis. The results wereas follows. First, there were significant correlations among childhood emotional trauma, internalized shame, perceived social support andrelationship addiction tendency. Second, the association between childhood emotional trauma and relationship addiction tendency wasmediated by internalized shame, while not by perceived social support. Additionally, childhood emotional trauma did not show direct effecton relationship addiction tendency. Third, perceived social support and relationship addiction tendency was mediated by internalized
shame, while perceived social support did not show direct effect on relationship addiction tendency. These results imply that it is required
to consider psychological mechanisms of childhood emotional trauma, internalized shame and perceived social support in developing the
program for preventing and treating relationship addiction tendency. Also, when counseling a client with the same tendency, it gives anopportunity to be aware of the emotional problem, and an opportunity to positively perceive its own social resources, so as not to reachinterpersonal problems such as relationship addiction.
45102

16:00-17:00 | Room 304 (3F)

Addressing Deficiencies in Skin Cancer Prevention Knowledge Via a Community-Based Educational Intervention
Within a Predominantly Uninsured Minority Population
Shayan Cheraghlou, Yale School of Medicine, United States
Herbert Castillo Villadares, Yale School of Medicine, United States
Alison Lee, Yale School of Medicine, United States
Amanda Zhou, Yale School of Medicine, United States
Sarika Ramachandran, Yale School of Medicine, United States

Introduction: The incidence of both melanoma and nonmelanoma skin cancer is increasing rapidly within minority populations. Minority
populations are also known to have delayed detection and treatment of cancers, ultimately resulting in poorer health outcomes. These
differences are thought to be due to barriers to access such as less knowledge about skin cancers and limited access to specialty caredue to lack of insurance. In this community-based project, we assess barriers to care and provide skin cancer screening and prevention
education to a predominantly minority population. Methods: At a SPOTme ® Skin Cancer Screening held at a student-run free clinic, medical
students led 15-minute information sessions on skin cancer after total body skin exams (TBSEs). We collected data on patient knowledge
about skin cancer risk, prevention, and self-examinations before and after the TBSE and educational module. Patient knowledge levels
were assessed for improvement using the paired McNemar's exact test. Results: We screened and enrolled 24 participants, the majority ofwhich were uninsured (79%), Hispanic (71%), and female (63%). The most significant barrier to seeking care was lack of health insurance(83%), followed by cost (46%). We found that our educational intervention led to a significant increase in knowledge, risk awareness,and self-efficacy for self-screening (p<0.001). Conclusions: Educational modules aimed at increasing skin cancer knowledge among
uninsured minority modules can be effectively employed in a free clinic screening setting. Further research is indicated to assess whether
improvements in patient knowledge can address outcome disparities among underserved minority populations.

48 | IAFOR.ORG | IICEHawaii/IICSEEHawaii2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

16:00-17:00 | Room 304 (3F)

Conference Poster Session
45106

16:00-17:00 | Room 304 (3F)

Designing an Educational Intervention for Families and Medical Providers to Improve Breastfeeding Outcomesin Rural and Indigenous Communities in Mexico
Paulina Luna, Yale University, United States
Rafael Perez-Escamilla, Yale University, United States
Diana Bueno, Universidad Autonoma de Baja California, Mexico
Angelica Garcia, Un Kilo de Ayuda, Mexico

Background: Breastfeeding offers multiple health and economic benefits to children and mothers. Mexico has one of the lowest prevalencesof breastfeeding worldwide, with rates far below the WHO's recommendations. This leads to serious health and economic repercussions,particularly for its most vulnerable populations. In this qualitative study, we aimed to understand the influence of family members andmedical providers on breastfeeding practices in indigenous and rural communities in Mexico in order to design an educational intervention
to promote breastfeeding. Methods: We conducted interviews with mothers, fathers, and grandparents of children under two as well as
their medical providers in two Mexican communities. In total, we completed 65 interviews and two focus groups (with mothers and nurses).
Results: Our study revealed that families believe that breastfeeding is the best nutrition for infants, yet, mothers are not breastfeedingexclusively nor for the recommended duration. The majority of medical providers believed mothers do not follow their recommendations
due to cultural practices, however, this was refuted by most families. This discrepancy may explain the lack of quality support and caregiven for breastfeeding at clinics, including time of consults, provider sensibility, and clarity and uniformity in the information provided tofamilies. Conclusions: To ensure that children receive the benefits of breastfeeding, an educational intervention must focus on increasing
the rates of exclusive breastfeeding and duration. Medical providers should make clear and homogenous recommendations, especiallyfor first-time and working mothers. Family education should focus on simple messages that address specific misconceptions propagatedin communities.
45113

16:00-17:00 | Room 304 (3F)The Moderating Effect of Strength Use in the Influence of Female College Student's Career Barriers on Career
Adapt-Ability
Hee Jung Yu, Catholic University of Pusan, South Korea
Jung Hee Lee, Dong-eui University, South Korea

Purpose: The purpose of this research study was to identified the mediating effect of strength use in the influence of female college
student's career barrier on career adaptability. Method: Data was collected from 212 female college Students in Busan. The results wereinterpreted and analyzed by using multiple–regression analysis. Results: First, Career barrier was negatively correlated with strength
use and career adapt-ability and strength use was positively correlated with career adaptability. Second, Career barrier had significantly
effected on career adaptability, especially sub-factors of career barrier were indecisive personality, the lack of self-clarification, and thelack of necessity recognition had significantly effected on career adapt-ability. Finally Strength use moderated on the relationship between
career barrier and career adaptability. Conclusion: This study is meaningful to find the role of strength use on the relationship between
female college student's career barrier and career adapt-ability. Limitations of this study and suggestions for future investigations areincluded in the discussion.
44461

16:00-17:00 | Room 304 (3F)

Mechanistic Study of a New Phenol Reduction Process Involving Nascent Hydrogen
Yoshiki Kawai, Prefectural University of Hiroshima, Japan
Yumi Katayama, Hachinohe Institute of Technology, Japan
Yoshiharu Mitoma, Prefectural University of Hiroshima, Japan

Highly performing reduction method for the quantitative hydrodechlorination/ring reduction of hexachlorobenzene to cyclohexane wasdeveloped by using a mixture consisting of metallic calcium as a reductant, methanol as a hydrogen donor and a solvent, in the presence of
5% wt. Rh/C as a catalyst, under mild mixing conditions at 60 °C for 4 h. However, the issue of shortening the reaction time remains by far adifficult challenge. Therefore, the reaction conditions were shifted from alkaline to acidic solutions, with a more energetic hydrogen donor:
thus a iron and sulfuric acid was used. After the reaction time was reduced to only 50 min for the complete transformation of p-cresol
to 4-methyl-cyclohexanol. We have taken a keen interest in the mechanistic study of the process, in order to assess the true nature of
the reactive intermediates: is it really atomic hydrogen? Our zeta potential measurements strongly suggest it, as it did, for example, for
our investigation of the hydrodechlorination process, in the presence of the same Rh catalyst (Mitoma et al, Chemosphere, 2016). In thispresentation, we wish to clear out the aspect of the mass balance of total amount of hydrogen species, consisting of molecular hydrogen
evolved as gas, dissolved molecular hydrogen, atomic hydrogen on catalyst surfaces, nascent hydrogen in the solution as well as free
protons in the aqueous acidic solution (pH). We have also been able to demonstrate that there possibly is a direct relationship between
zeta potential values and the amount of atomic hydrogen produced during the process.

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16:00-17:00 | Room 304 (3F)

Conference Poster Session
44463

16:00-17:00 | Room 304 (3F)

Highly Efficient Detoxification Process of PCBs-Contaminated Soils with a Mixture of Ca(OH)2, Iron and
MgSO4.7H2O at Moderate Temperature
Yusaku Imasaka, Prefectural University of Hiroshima, Japan
Yumi Katayama, Hachinohe Institute of Technology, Japan
Cristian Simion, University Politehnica of Bucharest, Romania
Yoshiharu Mitoma, Prefectural University of Hiroshima, Japan

PCBs-contaminated soils are generally decontaminated by indirect heating decomposition methods, at more than 500 °C. However,this method has some problems such as generating other (and sometimes more toxic) organic pollutants (e.g. dioxins and dioxin-likecompounds), wasting too much energy, and requiring longer reaction time in order to remain effective. Thus far, in our previous studies, wefound that this new method of using a mixture of iron powder, Ca(OH)2, and MgSO4 »7H2O allows good yields for the hydrodechlorination of
PCBs trapped in soil matrixes, along with diminished consumption of energy. In this presentation, we wish to demonstrate that it is possible
to hydrodechlorinate 2-chlorobiphenyls and/or decachlorobiphenyl as model compounds of PCBs using these new materials (Ca(OH)2, Fe
and MgSO4 »7H2O), under inert gas and at moderate reaction temperature (such as 200 to 250°C). As the result of our investigations, wefound that lower chlorine-substituted PCBs were separated by direct heating of polluted soil through steam distillation. On the other hand,the number of chlorine atoms on higher chlorine-substituted PCBs was easily reduced to obtain the corresponding lower chlorinatedbiphenyls and/or benzenes derivatives, which were subsequently hydrodistilled. Finally, the efficiency of soil detoxification from PCBs-likecompounds reached almost quantitative yields.
44501

16:00-17:00 | Room 304 (3F)

What Makes Energy Transition Possible in Germany: Focusing on Factors at Macro-Level
Seoyong Kim, Ajou University, South Korea
Jaesun Wang, Honam University, South Korea

A lot of countries experienced the change of energy system, i.e., energy transition. Germany is the leading countries in energy transition.
After Fukushima accident, German government announced the phaseout of nuclear power energy and new version of energy transition,i.e., Energiewende. The Energiewende is the planned transition by Germany to a low carbon, environmentally sound, reliable, and affordable
energy supply. It includes greenhouse gas (GHG) reductions of 80–95% by 2050 (relative to 1990) and a renewable energy target of 60%
by 2050. Germany has made on its GHG emissions reduction target, making a 27% reduction between 1990 and 2014. Our study aims
to analyze what factors contribute to making the energy transition in Germany. In particular, we will focus on the macro-factors such
political, environmental, social and geographical factors. We argued that the configuration of various factors at the macrolevel makes
energy transition possible in Germany.
44718

16:00-17:00 | Room 304 (3F)

Sejong Puzzle: An AR Based Fun Geometric Math Teachware

Young Jo In, Seoul National University of Science and Technology, South Korea
Sean Hay Kim, Seoul National University of Science and Technology, South Korea
We are developing a teachware app implemented by Augmented Reality (AR) technology. Recent interests on AR technology have promoted anumber of AR-based teachwares for children. However, most of them simply show users 3D images to intrigue them when users attach cards
or books onto camera. Sejong Puzzle is designed not only to give fun to children, but also to help them understanding spatial perception
and developing logical reasoning, and to eventually teach them geometric math. We first have identified user's needs on geometric mathteachwares by user segmentation with surveying and deeper interviews with prospected client children. Then we have developed detailed
design guidelines using user journey maps. The prototype app presents introductory examples to make puzzles in the AR environment withdiverse pictures, illustrations, 3D objects, and cartoon characters for intriguing children. Currently we are on verification process that how
children react over the puzzles that they have perceived difficult, and eventually we plan to measure how much their spatial perception havedeveloped and logical reasoning have been improved, compared to when they do not know of Sejong Puzzle.
44779

16:00-17:00 | Room 304 (3F)High-Efficiency Arsenic Immobilization in Soil Using Nano-Sized Ca/CaO and Phosphate Compound
Yumi Katayama, Hachinohe Institute Technology, Japan
Misato Takahashi, Prefectural University of Hiroshima, Japan
Yoshiki Kawai, Prefectural University of Hiroshima, Japan
Yusaku Imasaka, Prefectural University of Hiroshima, Japan
Yoshiharu Mitoma, Prefectural University of Hiroshima, Japan

Contamination of soil by heavy metals caused by naturally occurring or human factors (e.g. elution from landfill waste) has become
increasingly common in economically developing countries. Recently, in pursuit of Green Chemistry efforts, many researchers havedeveloped environmentally friendly insolubilization techniques that use milder conditions and which entail lower costs. We have developed
an insolubilization method incorporating a simple grinding process that achieves approximately 95–99% immobilization of heavy metals(As, Cd, Cr, and Pb) in soil using a new dispersion mixture (25 wt%) of nano-sized metallic calcium (Ca) and calcium oxide (CaO) (Y. Mitoma
et al., Arch. Environ. Contam. Toxic. 2013). Moreover, in the presence of interstitial water in soil, an improved mixture of nanoCa/CaO with
NaH2PO4 / 5H2O achieved immobilization with greater than 99% efficiency (Y. Mitoma et al., Environ. Prog. Sustain. Energy 2016). Results
show that hydroxy apatite formed as a strong coating by this method. This study investigated a sophisticated immobilization method
using various phosphate materials to form apatite. As-polluted granite soil (100 ppm) was mixed with nano Ca/CaO (2:5) and phosphate(e.g. Ca3(PO4)2 or Ca2P2O7) by mortar under ordinary N2 pressure for 60 min. The 1 g of treated soil was added to 10 mL of distilled waterand shaken for 6 h at 200 rpm for elution test as a Japanese standard method. After filtration, the solution was measured using ICP-OES(As = 189.042 nm). Results showed greater than 99% immobilization efficiency using only 1 wt% of nanoCa/CaO and calcium phosphate.

50 | IAFOR.ORG | IICEHawaii/IICSEEHawaii2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

16:00-17:00 | Room 304 (3F)

Conference Poster Session
44840

16:00-17:00 | Room 304 (3F)

Analysis on Determinants of the Public's Energy Preference: Comparison Between Countries
Sangryool Kim, Chosun University, South Korea
Jaesun Wang, Honam University, South Korea

This study investigates the public's preference for energy sources in a situation where, after the Fukushima nuclear power plant accident, thepublic's risk perception on nuclear power energy and the expectation of alternative energy are increasing. The higher the interest in alternative
energy, called renewable energy, it is also intensified debate about it. The choice of an energy source is an important policy issue of the country.
Therefor, the opinions of the public who are affected by the policy should be an important factor in the decision of the country's energy source.
In this study, as increasing of global debate on pros and cons of nuclear energy, increased interest in alternative energy, and various debates in
the process of selection of energy sources, we analyze what are the people's preferences for energy sources, and what factors influence theirpreferences.Since the debate on energy sources, including nuclear energy, has become a global issue after the Fukushima accident, this study
compares the preference and influence factors of national energy sources on the data of major countries.The purpose of this study is to elucidate
the tendency of global energy preference system and common influence factors by analyzing the difference of preference system of energy
sources and influence factors by countries.
45098

16:00-17:00 | Room 304 (3F)Green Reusable Adsorbents: Magnetic Nanocomposites for Cost-Effective Remediation of Contaminated Water
Angela Maria Gutierrez, University of Kentucky, United States
Thomas Dziubla, University of Kentucky, United States
J. Zach Hilt, University of Kentucky, United States

The constant growth in population worldwide continues to put forward the need for access to safe, clean water to meet human needs. Thereis a need for cost-effective technologies for water and wastewater treatment that can meet the global demands and the rigorous water quality
standards, all whilst maximizing pollutant efficiency removal. Current remediation technologies have failed to meet these needs. Nanotechnology
has recently been sought as a promising field to help achieve these goals. The use of iron oxide magnetic nanoparticles as nanoadsorbents has led
to a new class of magnetic separation strategies for water treatment. In our work, we developed magnetic nanocomposite systems able to capture
polychlorinated biphenyls (PCBs), as model organic pollutants, in aqueous solution, providing a cost-effective water remediation technique. As
binding agents, we have incorporated modified forms of nutrient polyphenols found in berries (quercetin) and turmeric (curcumin) with expectedaffinity for chlorinated organics, providing a green approach to remediation. Furthermore, when exposed to an alternating magnetic field (AMF) the
adsorbents can be regenerated offering a low energy and low-cost regeneration alternative to traditional used methods. Overall we have been able
to develop a water remediation technology with widely available materials that maintains low production and operation costs, is reusable and does
not require intensive training, allowing for its use in contaminated areas around the world.
45140

16:00-17:00 | Room 304 (3F)

A Solution for the Educated Cosmetic Choice to Reduce Cosmetics Waste and Replacement Cycle
Gayoung Kang, Seoul National University of Science and Technology, South Korea
Sean Hay Kim, Seoul National University of Science and Technology, South Korea

There are increasing international concerns in reducing plastic waste. Although cosmetic companies proclaim environment-friendly marketingstrategies, it seems to be still hard to replace the plastic cosmetic containers with dissolvable materials. Also if the purchased cosmetics do not fit
for customer's demands, they are likely to be thrown away. Eventually it causes significantly shorter life cycle of cosmetics and plastic wastes. This
study intends to prolong the life cycle of cosmetics by exactly informing consumers what their skin conditions are, thereby what cosmetics theyshould select. Therefore, this study introduces an application that accurately diagnose the skin condition by the Big Data analysis, and also helps
customers select the right cosmetics. First of all, a device with diagnosing functions periodically measure customers' skin conditions, and thenthe measured data are analyzed to search for appropriate chemicals and ingredients. Based on the analytics, customers are eventually educatedconcerning the cosmetics appropriate for my skin type among numerous types of cosmetics. The more the customer accumulate the historicalskin data and their purchase, the more refined choices of cosmetics would be recommended. Additionally, when customers purchase cosmetics,
the application indicates whether or not the cosmetics of interest fit for customer's skin condition intuitively and quickly using the AR (Augmented
Reality) based ingredient analytics. In short, this paper purpose to promote the educated choice of cosmetics with which customers are satisfied
for a long term, and reduce the plastic wastes due to the wrong choice of the cosmetics.
44775

16:00-17:00 | Room 304 (3F)

Comparing Adolescent Stress Between Asian and Pacific Islander in the US: Evaluating the Kessler 6 Scale for NHPI Populations
Sarah McNally, Wayne State University, United States
James McNally, University of Michigan, United States
Sela Panapasa, University of Michigan, United States

Little research exists regarding patterns of emotional health among young people in Asian and Pacific Islander households in the United States.
This lack of understanding is particularly acute for native Hawaiian and Other Pacific Islander groups. More importantly, we have little evidenceof the within-group heterogeneity found across this broad aggregate of the groups commonly summarized under the generic rubric of Asian
Pacific Islander 'API'. The lack of comprehensive mental health information, has resulted in these groups being underserved and at greater risk ofthe negative outcomes associated with depression and high levels of social anxiety. Of equal importance is the fact that this lack of information
makes it difficult if not impossible to provide classroom instruction on the mental health of underserved Asian and Pacific Islander adolescentpopulations. The recent release of data on the National Center for Health Statistics for the year 2014 provides the first opportunity to examine
nationally representative samples of both Asian and NHPI families as distinct populations. This poster will present new information on the levels ofsocial anxiety among API adolescents aged 14 to 17 and illustrate the importance of comparative mental health information for teaching purposes.
It will also further validate the use of the Kessler 6 anxiety scale among NHPI populations. This analysis is consistent with both the conference
theme and its location as teaching resources associated with mental health of Asian and NHPI populations are relevant within the Hawaiian
cultural context.

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Join us in Virginia for The IAFOR Conferenceon Educational Research & Innovation 2019
ERI2019 is organised by IAFOR in partnership with Virgina Tech and
IAFOR’s Global University Partners.
Conference Theme: "Learning Beyond Boundaries"
Dates: Monday, May 06, 2019 ​to Wednesday, May 08, 2019
Location & Venue: Virginia Tech, Blacksburg, Virginia, USA
Final Abstract Submission Deadline: February 28, 2019
Registration Deadline: March 29, 2019
Discovery is sparked through opportunities to examine contemporary knowledge
and practices from differing perspectives, beyond well-defined areas of expertise.
In educational research, the opportunity to explore current educational issues andchallenges through a different lens can serve as a valuable catalyst for innovationsin teaching and learning. Toward this goal, the International Academic Forum isproud to partner with Virginia Tech to examine the latest research and innovationsin education, with a specific focus on perspectives that cross the traditionalboundaries of disciplines, geographies, contexts, and cultures to inform the next
generation of teaching and learning. Leveraging IAFOR’s globally-renowned
offering of international, intercultural, and interdisciplinary scholarly exchanges, the“Learning Beyond Boundaries” conference organisers welcome original researchand best practices related to current trends and issues in education that movebeyond traditional paradigms.
Held at Virginia Tech, Blacksberg, Virginia, USA, The IAFOR Conference on
Educational Research & Innovation (ERI) is a multidisciplinary conference organisedby The International Academic Forum (IAFOR). In conjunction with IAFOR's Global
Partners, we look forward to welcoming you to Virginia Tech!
IAFOR offers a 10% discount on ERI2019 registration fees to all IICEHawaii/
IICSEEHawaii2019 delegates. IAFOR Members get 15% off all registration fees.

www.eri.iafor.org
Held at Virginia Tech, USA – an IAFOR Institutional Partner

52 | IAFOR.ORG | IICEHawaii/IICSEEHawaii2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)ERI2019 Keynote Speakers

Amy Azano

Steve Harmon

Virginia Tech, USA

Georgia Tech, USA

Rich Ingram

Mark Pegrum

James Madison University, USA

The University of Western Australia, Australia

Keynote Speakers will provide a variety of perspectives from different academic andprofessional backgrounds on the conference theme, "Learning Beyond Boundaries".
For their biographies, please visit the following page on the conference website:www.eri.iafor.org/speakers
Like us on Facebook at www.facebook.com/iaforjapan | IICEHawaii/IICSEEHawaii2019 | IAFOR.ORG | 53

Thursday, January 03 | 17:00-18:00 | Room 306 (3F)

Conference Welcome Reception

Join fellow delegates for a drink or two at the Conference Welcome Reception. This
event provides a great opportunity for delegates to network and get to know eachother. All registered presenters and audience members are welcome to attend.
Admission is included in the conference registration fee.

54 | IAFOR.ORG | IICEHawaii/IICSEEHawaii2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

Friday
January 04
Parallel Sessions
Abstracts appear as originally submitted by theauthor. Any spelling, grammatical, or typographicalerrors are those of the author.

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09:00-11:00 | Room 303A (3F)

Friday Session I

Education, Administration & Assessment
Session Chair: Amanda Müller
44634

09:00-09:30 | Room 303A (3F)

Independence Meets Interdependence Within a Cohort Model of Special Education Teacher Candidates
Robert Sumowski, Georgia College and State University, United States
Roddran Grimes, Georgia College and State University, United States

Students who experience educator preparation via cohort-based teaching models find themselves experiencing the occasionallycontrasting dynamics of independence and interdependence on a daily basis. While the performance of teacher candidates' work productat the college level is measured individually through both college-based and independent external assessments, the cohort-based teachingmodel is largely dependent upon collaboration, shared experiences, and encourages candidates to view themselves as part of the wholerather than as individuals pursuing the goal of becoming P-12 teachers. While there are instances where this dichotomy is pronounced
such as in the assignment of grades, the independent nature of field-based student-teaching experiences within separate classrooms
across different schools, and individualized feedback and direction from instructors, the independence and interdependence often work
hand-in-glove when candidates' individual experiences are brought back to the group for the purposes of reflection, collective analysis,
and brainstorming solutions to field-based challenges encountered during student-teaching experiences. Presenters will discuss how theinteraction between candidates' independent personal experiences and the cohort model's interdependent emphasis on group reflection,
ongoing peer, instructor, and emotional support, networking, and shared experiences provide Special Education teacher candidates withmeaningful learning experiences.
44760

09:30-10:00 | Room 303A (3F)Real-Time Grade Books and the Metric Culture of Schooling
William Staples, University of Kansas, United States

In my book, Everyday Surveillance (2014), I focus on the relatively mundane techniques of keeping a close watch of people – what I have
dubbed the 'Tiny Brothers' – that are increasingly present in the workplace, school, home, and community. Nearly all these kinds of 'data
sponges' collect quantified measurements regarding an individual's movements, behaviors, and activities. In some cases, these technologies
encourage 'self-’ or 'participatory monitoring' so that workers, students, and others may use the information collected to improve their own
standing. One example of this phenomenon are internet-based student information systems (SIS) that offer students, parents, teachers,
and administrator's immediate access to detailed student profiles. One feature called 'Student View' permits learners to view their teacher's
grade book in real-time. I will report on in-depth interviews with a sample of these school stakeholders focused on how some students
engage in intensified 'self-tracking' of performance metrics. Interviewees report that the system encourages high performing students
to obsessively monitor their grades through smartphones and other devices, frequently comparing their performance metrics with otherstudents, and generating anxiety for themselves and their parents. Consequently, participant narratives suggest these systems intensify bothorganizational and 'participatory monitoring' of student performance and foster micro-level assessments of their everyday lives.
44424

10:00-10:30 | Room 303A (3F)

Experiences and Attitudes of Student Teachers Towards the Organizational Culture of a Faculty of Education
Zilungile Lungi Sosibo, Cape Peninsula University of Technology, South Africa

Literature suggests a symbiotic relationship between organizational culture, organizational effectiveness and heightened stakeholder
performance. Whereas a lot has been written on organizational culture, little, if any, especially in the context of South Africa has been
documented about university students' attitudes and experiences of organizational culture and implications for the transformation ofhigher education, as well as its impact on student teachers' well-being, morale and performance. Yet, organizational culture contributes
immensely to the teaching and learning environments and has a tremendous influence on whom and what students become: their identityafter they graduate. Furthermore, organizational culture has an effect on students' motivation, retention, and success rates. The purposeof this research study was to investigate the attitudes and experiences of first to fourth year student teachers of the organizational
culture/climate of their Faculty of Education. The objective was to uncover their deep-seated feelings about various aspects of thisculture, and to suggest implications and recommendations based on the results found. Critical theory and Bandura's social learningtheory underpinned this study. For this study, quantitative and qualitative data were collected through close-ended questionnaires andinterviews from approximately 600 Bachelor of Education student teachers. The sample was purposive and convenient. Results revealed
that some students found some aspects of the culture enabling while the majority experienced the culture as traditional, bureaucratic,
and toxic, and stifling their creativity, autonomy, spontaneity and development. These results point to the need for radical transformationof the mindset of the faculty leadership and staff.
42716

10:30-11:00 | Room 303A (3F)

Comparing a Skills-Focused English Test Against a Lexico-Fluency English Test for International Students in
Higher Education
Amanda Müller, Flinders University, Australia
Michael Daller, University of Reading, United Kingdom

International students need to establish that they have sufficient language skills to commence their university degree in countries like
Australia, USA, New Zealand, etc. Two formats of English test, the skills-focused IELTS and the lexico-fluency test C-test, will be introduced
and their differences explained. The talk will then ask the question of which test is best suited to evaluate future competence in different
aspects of university education. For example, students doing nursing at university undertake both academic studies and clinical venue
placement. The talk will draw on data from a study that measured competence at the start of the year and grades achieved by the endof the year. A cost-benefit analysis of each approach to testing English proficiency will be given, and further comments provided on thescope of both tests for other purposes, within the education sector and beyond.

56 | IAFOR.ORG | IICEHawaii/IICSEEHawaii2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

09:00-11:00 | Room 303B (3F)

Friday Session I

Education, Interdisciplinary, Pedagogy, Education & Difference
Session Chair: Peter Karlsudd
43233

09:00-09:30 | Room 303B (3F)The Use of Multimedia to Help Dyslexic Students in Singapore Primary One in Mother Tongue Language Learning
Weijie Liu, National Institute of Education, Singapore

Mother Tongue language is a compulsory subject in Singapore primary school education. However, for children with special needs,
especially dyslexia, it is difficult for them to learn Chinese through traditional ways. Although multimedia resources in Education havebeen extensively studied in Singapore, and the current teaching resources for teaching Chinese in Primary School has been converted
to both online and written resources, little is known about the impact of multimedia resources in writing skills of Dyslexic children who
are learning Chinese Language in lower primary schools in Singapore. Thus, this article will focus on comparing the effectiveness ofmultimedia teaching and traditional teaching methods of Chinese Language Learning of Primary One Dyslexic students in Singapore.
This research found that the achievement of dyslexic students in Chinese sentence writing skills through multimedia teaching resources
better than the achievement of dyslexic students learning through the traditional instruction. It also found that students prefer multimedia
teaching resources than traditional teaching resources as they are more interesting, lively and engaging. This study includes pre-test
and post-test that use mix approaches research design. The researcher will use quantitative approach, specifically, sampling method, tocompare both the pre-written-test and after-written-test. We will also conduct 1-1 interviews to know more about the preferences of theparticipants. Though the result might show multimedia resources have positive impact on improving children's writing skills, however, it
might not be good for children's handwriting skills. This needs to be proved by further research.
44444

09:30-10:00 | Room 303B (3F)The Arte Project: Taking the Burden Out of Burden of Proof
Traci-Ann Garrad, University of New England, Australia

There has been a concerted effort to ensure that educators are employing evidence-based practices (EBPs) when working with students
with autism spectrum disorder (ASD). International reviews, such as the National Autism Centre's Standards Project and the National
Professional Development Center on autism spectrum disorders' Report, have provided guidance on what approaches are currently
recognised as EBPs. However, it is important to continue to recognise adaptations of current EBPs and innovations in practice to continue
to build upon and inform research. The ARTE Project is designed to address this very need through capturing details on adaptations,approaches and innovation in practice to meet the needs of individuals with ASD. Through collaboration, the autism community,
researchers, teachers and educators can work to capture practice that informs research which informs practice. The ARTE project is a
step toward bridging the research to practice gap, enabling education community members to learn from and through each other. Resultsfrom the ARTE pilot project will be discussed as well as future steps to open the program internationally to build an effective online
teaching and research community. The ARTE Project consists of an online tool that captures subscribers input of teaching strategies
when working with students with ASD, assigns them to EBP categories and provides the focus for future research to record efficacious
approaches from community members and educational practitioners.
44715

10:00-10:30 | Room 303B (3F)Students' General and Sports Specific Behavior Towards Participation of Classmates with Physical Disabilities
in PE Classes
Jerrecho Pituk, De La Salle - College of Saint Benilde, The Philippines

The study utilized the planned behavior theory to investigate the determinants of students' behavior towards classmates with physicaldisabilities (PD) in college physical education (PE) class. In particular, it examined how students' attitude, subjective norms, and perceived
behavioral control could directly influence their behavior in accommodating classmates with PD (general behavior) and their behavior inmodifying the rules of sports or games (sports specific behavior) for their classmates with PD. Responses from 397 college PE students
in a private tertiary school in the Philippines were studied using the variance-based structural equation modelling approach. Analyses
reveal that students' attitude, subjective norms and perceived behavioral control is correlated to both general and sports specific behavior.
However, path analysis show that attitude is the only predictor of general behavior while attitude and subjective norms are the two
predictors of sports specific behavior. Results indicate that attitude plays the most significant role in predicting non-physically disabledstudents' general and sports specific behavior in an inclusive PE context.
44595

10:30-11:00 | Room 303B (3F)

"Group-Oriented Individualization": A Model to Achieve the Goal of Inclusion
Peter Karlsudd, Linnaeus University, Sweden

Individualization is often shown as something that should be set up to suit individuals. The meaning of the term is interpreted as an adaptation
to, for example, the pupils orientation, maturity, abilities, conditions, experiences, interests, goals and needs. The Swedish School's mission
has over time changed towards individualizing both in terms of knowledge and democracy. This trend becomes apparent in the curriculum,in goal formulations, in direct school work and in society as a whole. In the last decade, categorization and selection to special groups andschools has increased drastically. Many times, this is done with arguments derived from the principles of individualization. Through ananalysis of curricula and results from research relating to individualization in school contexts, we can find a shift of focus from students
as a group and as community members, to individuals. Today, education is focussed on the single pupil and, there are indications that theteaching approach has become increasingly individualized. The collective goals have been placed in the background for more individualistic
arguments and objectives which seem to have accentuated the vulnerability of the pupils with special needs. Societal aspects are nowadays
not as visible as the individual. Individualization need not only mean to work alone. A group-oriented individualization where pupils work
together with differentiated goals and working methods can be a way towards higher goal achievement for all pupils. In this paper, a modelis introduced to systematically improve the quality of learning in a group-oriented and inclusive direction.

Like us on Facebook at www.facebook.com/iaforjapan | IICEHawaii/IICSEEHawaii2019 | IAFOR.ORG | 57

09:00-11:00 | Room 305A (3F)

Friday Session I

Teaching Experiences, Pedagogy, Practice & Praxis
Session Chair: Karin Weman Josefsson
44857

09:00-09:30 | Room 305A (3F)

Generations in the Classroom: How Your Childhood Affects Your Pedagogical Style
Kristin Scroggin, genWHY Communication Strategies, United States

In this presentation, the presenter, a generational diversity expert, teaches attendees how the time they grew up in affects the way thatthey teach students or lead co-workers. By examining generational trends on work ethic, intelligence, respect, and social trends, thepresenter can help you understand why certain things get under your skin more than others. This funny, and informative presentation will
have you understanding that maybe people aren't doing things JUST to ruin your day.
42408

09:30-10:00 | Room 305A (3F)

Responsibility Theory (A New Consideration in Neuroeducation): A Brain-Based Immersive Systematic SelfTalk Sequence Learning Program
Ragnar Purje, Central Queensland University, Australia

Responsibility Theory® is an applied brain-based immersive systematic self-talk neuroeducation program, the aim of which is to empower
teachers and enhance constructive academic and positive behavioral social outcomes for students. At the heart of Responsibility Theory® are ten precepts. Associated with these ten precepts is the personal intellectual interpretive engagement and the associated cognitiveand behavioral application of the ten-precept-linked working language framework of Responsibility Theory ®. The working and natural
language of Responsibility Theory® draws from and filters its descriptive utterances, talk, text, speech and discourse considerations
from these ten precepts. Responsibility Theory® has two broad social goals. The first is the personal application of the program itself.
The goal here is to inform the individual that through the application of their own contemplative intellectual analysis, and allied reflexive
utilisation of the working language of the ten Responsibility Theory® precepts, that this deliberate conscious and intentional intellectual
engagement (along with the ten precepts), will hopefully assist the individual to develop and successfully apply their personal selfempowering possibilities for the remainder of their life. The second goal of Responsibility Theory® is to achieve life-long enduring,
positive classroom-centred pedagogical, academic, behavioural, personal, and social outcomes.
44847

10:00-10:30 | Room 305A (3F)

Use of Literary Projects to Motivate Literature Students to Read
Mark Lawrence Fernandez, Mariano Marcos State University, The Philippines

Using literature and literary projects, this study aimed to motivate resistant college students to improve their learning literacy. Thirtyseven Lit 1 (Literatures of the Philippines) students were tasked to read and work on projects adopted from Margarita Felipe-Fajardo's
taxonomy of Best Practices in Language and Literature Teaching (2011) that demonstrate their understanding of the literary texts.
Projects were rated using the impression method with scores ranging from 1 to 10 based on the content, presentation, and dateof submission of the projects. Interestingly, the students have high reading and writing literacy as reflected in the overall rating of
the projects' scores of 8.49. Moreover, from the variety of projects submitted, it can be gleaned that students have high degree ofmotivation as well as high level of cognition based on the content, detail and presentation, breadth and depth of ideas presented, andlanguage use. From these results, the study recommends that focus should be given to learners in that reading instruction, classroom
environment, and other conditions for learning should all contribute to their interest and eventually their literacy. Teachers, therefore,
have to create appropriate and effective ways to minimize the consequences of resistance to literary reading among learners. Moreover,school administrators should take part in this goal by supporting teachers' professional development, sponsoring discussions andtraining to determine effective practices in reading instruction and to ensure that classroom environments and instruction include astrong focus on student motivation and cognition.
44772

10:30-11:00 | Room 305A (3F)The Value of Motivational Theory in Education
Karin Weman Josefsson, Halmstad University, Sweden

Motivation is the driving force behind all behaviors, from posting cat pictures on Facebook to finishing an exam – and motivation
determines how much, how often and how passionately we do it. Besides providing expertise and knowledge, teachers can create good
opportunities for commitment, learning and development among learners – or the opposite – by influencing the motivational climate.
Self-determination theory (SDT) describes how teachers' communication style can affect motivation, which in turn affects learning,achievement, development and commitment among learners. SDT also provides reliable methods based on the significance of basic
psychological needs considered essential for motivation and self-regulation in all humans; autonomy, competence and relatedness.
The need for autonomy involves volition and self-determination, the need for competence is about feeling effective and capable,
and the need for relatedness is about feeling affiliated to other people. Social contexts that satisfy these needs nourish personal
involvement, sustainable motivation and wellbeing. When the needs contrarily are thwarted, e.g. by using punishments, force or guilt,
learners will feel controlled, incapable and excluded, which is related to cheating, nonattendance and boredom. To inspire interest anddedication teachers could therefore benefit from applying SDT in the classroom to stimulate a favorable motivational environment
where learners have the opportunity to grow and thrive, not only within the specific subject, but also as a person. Such social climate
will also loop back and influence the teacher's own experience, basic need satisfaction and motivation; constituting the dependence
and interdependence of classroom dynamics.

58 | IAFOR.ORG | IICEHawaii/IICSEEHawaii2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

09:00-11:00 | Room 305B (3F)

Friday Session I

Education, Sustainability & Society: Social Justice, Development & Political Movements
Session Chair: Chris Chamberlain
44519

09:00-09:30 | Room 305B (3F)

Diving into the Vortex: Examining Math Identity, Science Self-Efficacy, Sex, and Race
Talisa J. Jackson, George Mason University, United States
Joanna G. Jauchen, George Mason University, United States

As the global population increases to approximately 8.3 billion people, the United States National Intelligence Council (2012) predicts a 35%
worldwide increase in demand for food, 40% increase in demand for water, and a 50% increase in demand for energy. Thus, educating andcultivating a workforce that can identify ways to meet these demands will be paramount; the U.S. Bureau of Labor Statistics’ predicts thatscience, technology, engineering, and mathematics (STEM) jobs will be among the fastest growing fields. However, STEM fields continue tostruggle to attract and retain men from historically underrepresented groups and women (NSF, 2017). The underrepresentation of women,
Blacks, and Latinxs become even more pressing as demographic models of the US predict a future population that is majority-minority(Landivar, 2013; Ortman, & Guarneri, 2009). Therefore, identifying ways to make STEM accessible to all, and increase representation in
STEM-related careers is vital to addressing future global needs (NSF, 2013; Committee on Underrepresented, 2010). Previous work has
shown that mathematical identity and science self-efficacy are factors in choosing STEM disciplines (Boaler & Greeno, 2000; Chemers,
Zurbriggen, Syed, Goza, & Bearman, 2011). Our presentation will explore how mathematical identity and science self-efficacy interact witheach other and differ by sex and race. We draw on literature and a multiple regression analysis to examine the complex interplay between
these constructs and reflect on how our results may impact both current and future practitioners.
45097

09:30-10:00 | Room 305B (3F)

Community, Peace and Sustainability: Leveraging Institutional Positionality to Affect Local and System Change
Diana Rice, Dawson College, Canada

In October 2018 the IPCC published a predictable, but no less grim, report on where 'we' are situated vis a vis climate change and what is
yet to unfold. Despite over a hundred years of scientific concern from scientists on the human effects of industrialization and globalization
we now face out of control wildfires, drought, desertification, intensity and frequency of hurricanes and catastrophic flooding. The report
clearly outlines what experts have emphasized for years, there is no one strategy that will prevail in order to stave off impending planetwide economic, social and environmental disaster. We need strategies that work with the institutionalized systems currently in place andorganizations operating at the community level. International, national, or regional policy is not sufficient without community level buy in.
Community level organizing is rarely sufficient to cement system-wide change. The bridge between institutional systems and community
is education. Changing our educational institutions should be one of the primary strategies to tackle climate change. Post-secondary
educational institutions are currently one of the best placed bridges between governments and communities because they wield powerwith and within community and government systems while simultaneously balancing the tension between these two groups. Educational
institutions are both firmly within and of the system and yet are firmly embedded in and creators of community.This presentation will
introduce the work done in this vein at Dawson College and their network of institutional and community partners that aim to connect andmodel solutions based on interconnecting community, institutions and sustainability.
45079

10:00-10:30 | Room 305B (3F)

Research Dissemination for Community Health and Development: Sharing What We Know with People Who
Make Change Happen
Jordan Miller, Arizona State University, United States

Background: Translational research has the potential to bridge research and practice to improve community health and development.
Significance: Disseminating research findings to diverse audiences, as in the translational research paradigm, facilitates evidence-based
practice and policy development. This paradigm is particularly well-suited for impacting social determinants of health, like urban built andfood environments, because those environments are shaped largely by laypeople and policy-makers, rather than scientific researchers.
Disseminating research findings beyond academic audiences is key to establishing a foundation for evidence-based action. Throughbroad dissemination, research findings for what works to promote health are translated into the policy decisions and individual choicesthat shape our world. Objectives and Methods: To apply the translational research paradigm to urban agriculture and built environment
improvements. A framework for disseminating information to inform policy change and advance community health will be presented. A
rationale for broad dissemination of research findings, including disseminating to decision-makers and the public, will be proposed. Threechannels for dissemination will be discussed: policy briefs, lay journal articles, and higher education coursework to prepare emerging
professionals. The Diffusion of Innovations Theory will be explained and applied to the process of generating change within communities.
Application of communication theories to research dissemination in community health and development will be explored.
44576

10:30-11:00 | Room 305B (3F)

Rec University: Bridging the Education Gap Through Sustainable Education
Chris Chamberlain, California State University East Bay, United States

A 2016 study conducted among California Park & Recreation Society (CPRS) members found that nearly 70% of members working in therecreation industry did not have a bachelor's or master's degree in Recreation Management. Those with other degrees hired by recreation
agencies did not have the basic knowledge necessary to be a recreation professional. Based on this research, faculty from the Departmentof Hospitality, Recreation & Tourism at Cal State East Bay worked with CPRS staff and the local CPRS district to comprise a list of essential
topics that could help train those without a recreation background to be better prepared as professionals in the industry. In 2017, RecUniversity (Rec-U) was launched and comprised of a series of focused three-hour courses designed to provide CEU credits. Findings
from the first year of Rec-U indicated participants found the information useful and easily applicable in their job. They liked the pairing ofacademic, theory-based learning, with practical application presented by those working in the field. Implications of the Rec-U program
are far-reaching: The university is seen as a sustainable resource to local recreation agencies; provides low cost education and trainingthat agencies might not be able to provide; creates a sustainable industry by helping close the knowledge gap of professionals without
traditional recreation management training; it provides an opportunity for local professionals to rediscover additional degree programs andcertificates offered through the university, and it will help develop a statewide certificate program for recreation management professionals.

Like us on Facebook at www.facebook.com/iaforjapan | IICEHawaii/IICSEEHawaii2019 | IAFOR.ORG | 59

09:00-11:00 | Room 307A (3F)

Friday Session I

Interdisciplinary: Higher Education
Session Chair: Lyle Ernest Benson
44300

09:00-09:30 | Room 307A (3F)

Demystifying Higher Education: High School Programming to Support First Generation Youth in PostSecondary Attainment
Dawn Zinga, Brock University, Canada
Danielle Molnar, Brock University, Canada
Natalie Spadafora, Brock University, Canada

The Starr Academy is a school offering unique programming for students who are the first generation in their families to pursue postsecondary education. As the first of its kind in the Ontario public system, Starr Academy was born out of the recognition that education
plays a vital role in helping children overcome the effects of life's challenges. Focus groups were conducted with 55 students enrolled in
the program. Students were drawn from grades nine through twelve and participated in grade-specific groups. Students were asked toreflect on the following areas: academic programming; guidance and adjustment programming; social impacts of the program; higher
education contact and knowledge. Several key themes emerged from the students' reflections. Students spoke candidly about the impact
of joining the program on their existing friendships, the benefits provided by the program, and offered suggestions for improvements tothe program. Whereas several themes were consistent across all grades, such as frustration over the required after-school activities andconcerns around bussing and extended days, other themes such as satisfaction with guidance provided by school administration andteachers varied by grade. Students spoke strongly about local college and university partnerships that provided them with more exposure
to higher education contexts and how this served to demystify higher education. Students also stressed the importance of guidance andadjustment programming as key supports. We offer lessons learned from the students' reflections that speak to providing programming
to encourage first-generation youth to pursue postsecondary education.
44170

09:30-10:00 | Room 307A (3F)

The Relationship of Online Social Networking and Loneliness
Abby Halston, Chaminade University of Honolulu, United States
Darren Iwamoto, Chaminade University of Honolulu, United States

Social network sites (SNS) allow us to stay in contact with family and friends as well as connect us globally with others. In 2018 alone itis reported that 7 in 10 Americans use social networking to socially connect, engage with news content, and for entertainment purposes,with 74% of Facebook, 63% Snapchat, and 60% of Instagram users logging into their accounts daily (Pew Research Center, 2018). SNS
has become an important part of daily living. With increased online networking utilization there has been a differentiation in whether SNS
affects loneliness in users due to their behaviors in online social networking. Research that categorizes users as passive have foundincreased self-ratings of loneliness (Yup, Trub, & Rosenthal, 2015; Matook, Cummings, & Bala, 2015) where other researchers have foundthe interactive category of users to have decreased self-ratings of loneliness (Deters & Mehl, 2013); Burke, Malow, & Lemto, 2010), andactive users research has demonstrated inconsistencies in whether it increases or reduces loneliness (Yang, 2016). This study continues
this research into whether college students have similar self-ratings of loneliness when their online social networking use is categorized(passive, interactive, & active) as well as supporting the need for future research and intervention programs to assist students withadjusting to the interpersonal and intrapersonal stressors of higher education.
45120

10:00-10:30 | Room 307A (3F)

From Belonging to Becoming: A Cultural Journey From University to Workforce
Marco De Sisto, RMIT University, Australia
Genevieve Dickinson, RMIT University, Australia
Afreen Huq, RMIT University, Australia

Employers of university graduates view the development of necessary employable â€˜generic' skills as the responsibility of higher
education institutions (Ng, Van Dyne, & Ang, 2009). Amongst such skills, cultural intelligence has received much attention, particularly
in Australia, due to the high level of cultural diversity characterising the workforce environment (Parrish & Linder-VanBerschot 2010).
Cultural Intelligence Evenings initiative was developed in 2017 as a social and extracurricular activity linked to the undergraduate course
BUSM3119 Human Resource Management (HRM) at RMIT University (Melbourne - Victoria), where the student cohort is mainly composedof sophomores. The study aimed to explore the impact this initiative has on improving student experience, and then further demonstrate
how to develop CQ skills and student engagement within a diverse student cohort. Research findings indicate that the Cultural Intelligence
Evenings initiative has positively impacted 134 students by helping them in getting ready for life and work as well as in shaping their own
sense of belonging where they can feel they are travelling through their academic journey with a group of peers with similar interestsand experiences. For the School to truly offer a transformative student experience, opportunities need to be created that facilitate thedevelopment of a student's social and cultural capital, strengthening disciplinary identity and fostering a broad sense of connection andbelonging to not only the discipline but also to their peers and the industry.
44664

10:30-11:00 | Room 307A (3F)A Model of What Really Happens When University Students Peer Coach Professional Skills
Lyle Ernest Benson, MacEwan University, Canada
Robert Gurney, MacEwan University, Canada

Abstract: The purpose of this study is to investigate what really happens when university students do peering coaching of professional
skills, i.e. does counselling, mentoring, or tutoring also take place? Student peer coaches and student coachees participated in thiscourse-based research of peer coaching professional skills at MacEwan University during four academic term. After each peer coaching,session data was gathered through completion of coachee reports. Data collection also included coachee demographics, the professional
skills coached, and coachees perceptions of confidence in their personal development of coached skills. In the initial study the highest
number of requests, in descending order, for coaching the professional skills was: writing, presentations, library research, technology,
team work, and case study analysis. The results also indicated that because of the peer coaching sessions, coachees rated their level ofself-confidence high in learning all the professional skills. As well, coachees made requests for help in other areas that were not identified
as a professional skill, which is the purpose of this study. The first result found that even though coaching of the professional skills took
place in most of the peer coaching sessions, there was still mentoring, counselling, and tutoring taking place in a significant numberof peer coaching sessions. The second result was the verification of a university student peer coaching professional skills model. The
practical implications of this study are it can act as a foundation for university educators' and business professionals to improve theircurrent professional skills and/or peer coaching programs; or assist in creating such programs.

60 | IAFOR.ORG | IICEHawaii/IICSEEHawaii2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

09:00-11:00 | Room 307B (3F)

Friday Session I
Water & Sanitation
Session Chair: David Caloza
42604

09:00-09:30 | Room 307B (3F)

Biologically Active Filtration as a Sustainable Water Treatment Process in a Changing Global Climate
Michael J. McKie, University of Toronto, Canada
Susan A. Andrews, University of Toronto, Canada
Robert C. Andrews, University of Toronto, Canada

Due to climate change, nutrients (including carbon, phosphorus and nitrogen) as well as anthropogenic contaminants are expected toincrease in lakes and rivers. As a result, drinking water treatment facilities may struggle to achieve water quality regulations; treatment
process improvements are needed to address these changes (especially those which rely on chemical additions). Biologically active
filtration, 'biofiltration', utilizes naturally occurring microorganisms to consume nutrients and degrade contaminants without the need for
additional chemicals. Biofiltration can be implemented into existing drinking water treatment facilities by preventing oxidant exposure
to filter media, thus allowing biofilm development. Water quality-related treatment objectives include nutrient removal, reduction ofdisinfection by-product (DBP) precursors and micropollutant (pharmaceuticals or taste and odour causing compounds) degradation.
This presentation summarizes over five years of pilot-scale biofiltration research examining treatment performance, alternative operating
conditions and advanced monitoring techniques to improve operational control. Pilot-scale biofilters were operated at six municipalities
in Ontario, Canada, to develop an interdependent network of facilities with the goal of optimizing treatment across various source waters.
Results indicated that incorporation of biofiltration at all locations examined could reduce nutrients, DBP precursors and micropollutants
due to the unique microbial communities that develop. A variety of alternative operating conditions improved biofilter performance withrespect to nutrient reduction, which could be readily implemented at other water treatment facilities. Ultimately, biofiltration may allow
water providers to address future water quality challenges; interdependent groups of water providers sharing knowledge is critical toensure improved water quality to the public.
44476

09:30-10:00 | Room 307B (3F)

Use of Moving Bed Biofilm Reactors for Biodegradation of Micropollutants in Biological Wastewater Treatment Plants
Yonghwan Kim, Daisung Green Tech, South Korea
Seungbae Oh, Daisung Green Tech, South Korea
Gwonho Joo, Seoul National University, South Korea
Miran Lee, Daisung Green Tech, South Korea

We investigated the effectiveness of using a moving bed biofilm reactor (MBBR) on micropollutant removal efficiency in a biologicaltreatment process. To represent the same influent condition and to minimize other variables, four parallel pilot plants (15 m3/day
capacity) were installed in the existing WWTP in South Korea. All pilot plants were designed using the same dimensions based on A2O
process, which consists of anaerobic, anoxic, and aerobic tanks and clarifiers. Two of the pilot plants were standard A2O process andthe other two were inclusive of a bioblock in the aerobic tanks to be used as MBBR. Wastewater from distribution tank from the existing
municipal wastewater treatment plant was treated. Removal efficiency was tested for acetaminophen, carbamazepine, diclofenac,
sulfamethoxazole, trimethoprim, bisphenol-A, and nonylphenol under different sludge retention times (SRT). All the target micropollutants
were consistently detected in the influent in the range of 0.1 Î¼g/L to 80 Î¼g/L. While comparing MBBR and standard A2O process, clear
differences in the micropollutant removal rate were observed. MBBR have been found to be more effective than the standard A2O on themost of target micropollutants removal. Also, it is demonstrated that longer SRT resulted in higher removal efficiency of micropollutant. It
is recommended that applying MBBR and securing at least of 10 days of SRT can help removal of micropollutants in WWTP.
42510

10:00-10:30 | Room 307B (3F)

How is the Concept of Flourishing Central in the Move Toward Sustainability: A Case Study of the Aeolian Water Crisis
Sara Roe Subbiondo, Pajaro Valley Unified School District, United States

This presentation explores the role of the concept of flourishing as it moves toward sustainability by examining a theoretical case studyof Lipari, located in the Aeolian Islands. Challenged by a lack of potable water, Lipari provides a tangible model of the interconnectivityof community agency and sustainable issues. This presentation examines the leading qualities associated with a flourishing society todetermine the potential levers that would be most effective in shifting the islands from an unsustainable water system to a sustainably
flourishing one. Using the framework of complexity, this presentation integrates a variety of fields such as ecology, economics, public
policy, and sociology in developing a more comprehensive definition of the concept of sustainable flourishing.
44426

10:30-11:00 | Room 307B (3F)

Evaluating Effectiveness of Length of Closure in Remediating Coliform Contamination in Boracay Island
David Caloza, University of the Philippines, The Philippines
Dolores Cleofas, University of Santo Tomas, The Philippines
Susan Abaño, National Water Resources Board, Qatar

The international tourist destination of Boracay Island was closed by national authorities last April 2018 due to the persistent high coliform
concentrations found in its beach waters. The cause of the contamination is identified as inadequate sanitation systems whose outflow
goes to the groundwater. This water in turn leaks out to the sea. The rationale of the temporary closure is to allow natural mechanisms
to clean the groundwater – mainly by the shutdown of all coliform contamination sources, coliform die-off and flushing via rechargeof rainfall. The period of closure is six months. With a first order die-off rate of 0.03/day for coliform bacteria in karst soils, computer
simulations show that the period of closure removes 99.4 percent of the contaminant-marker – adequate to bring the contamination
down to levels that are acceptable for recreational waters. A further extension of six months would most likely bring the contamination
below detection limits.

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09:00-11:00 | Room 302A (3F)

Friday Session I

Culture, Peace & Social JusticeSession Chair: Ted O'Neill
45118

09:00-09:30 | Room 302A (3F)

Between Independence and Interdependence; What Future for Doha's Cultural Heritage in a Global World?
Djamel Boussaa, Qatar University, Qatar

Doha; the capital of Qatar is well known for its mega sports and conferences, and exhibition events, and has been during the last decade oneof the most visited cities in the Gulf. Prior to reaching this strategic place in the region, Doha experienced a period of rapid growth throughlarge-scale projects. All buildings with various 'star-architecture' styles can be found especially in its west bay area, which developed
as the new global waterfront of the city. In order to provide space as part of the interdependence program, the bulldozer had to do its
job of cleaning away several significant historic areas. In fact, old Doha is being still re-developed with unsympathetic global buildings
and environments in perspective of the organization of the World Cup in 2022. Following this, people started to feel that something was
missing in their environments, elements that make Doha independent and different from other cities in the Gulf. In other words, a search
for artifacts that would reflect the city's cultural identity and distinctiveness started to emerge during the last two decades. We do believethat one way of rediscovering the cultural identity of the city is to go back to its first roots and try to conserve and sustain them. The mainquestion to be raised here is: How can urban regeneration be a catalyst of rehabilitating the urban identity of Doha? In order to discuss
this question, the two recent Souk Waqif and Msheirib regeneration projects will form the setting of this research.
44434

09:30-10:00 | Room 302A (3F)This Land is Your Land, This Land is My Land: Protecting Sacred Sites in Central California
Kenneth Hansen, California State University, Fresno, United States

In this project, I compare two case studies in Central California that involve the potential development of traditional California Indiansacred sites. One case, Wahallish (a.k.a. Jesse Morrow Mountain), located east of Clovis on Highway 180 in Fresno County, represents a
successful attempt to block development of land sacred to the Traditional Choinumne Tribe. A second case, Juristac (site of the proposed
Sargent Quarry Project), in Santa Clara County, on land sacred to the Amah Mutsun Tribal Band, is ongoing and has yet to be resolved.
Even in the 21st Century, tribal identity remains tied to the land. This study utilizes the most-similar case study design, along withparticipant-observation and personal interviews. Both political disputes involve corporate ownership of tribal lands held sacred by nonfederally recognized California Indian tribes. Both involve issues of environmental quality – including impacts on air and water from thedevelopment of proposed gravel mines – which are of great import to the residents of Central California. Both also involve the use ofsimilar inside and outside political strategies mobilized at the county level. I hypothesize that the solidary interest group nature of tribal
governments as actors in policy issue networks is what makes the most difference in outcomes.
45124

10:00-10:30 | Room 302A (3F)

The Role of Cultural Contents and Discourse on Sexuality and Minority in Korean Society
Hyemi Lee, Kangwon National University, South Korea

This study examined how the Korean media has reported on sexual minorities for the past 100 years or so (1920-2018) through ananalysis of big data. The study noted the role of movies as a form of art struggling to oppose â€˜projective hate' toward sexual minorities
through a discussion of expression in the media. Upon the analysis of the Korean media by categorizing the periods from Stage 1 to Stage
5, it was ascertained that movies became an opportunity to bring about change in the discussion of sexual minorities in society. The
expression of the sexual minority in movies helped combat a lack of representation as well as distorted expressions and misperceptions.
In general, it is unlikely that we will personally encounter sexual minorities, and thus we get to experience and recognize them throughwhat is expressed through the media. By bringing the problem at the bottom of the society to the surface through media expression of thesexual minorities, it creates a key agenda in our society. Expression in the media emphasizes problems that are neglected and avoided by
the mainstream and brings them to the surface to create social opinion. This implies that cultural contents, such as movies, can becomea strong weapon of recognition struggle able to naturally stand up to projective hate without using methods of protests or complaints.
45149

10:30-11:00 | Room 302A (3F)

What Can One Small Dot on the Linguistic Landscape Tell Us About Inclusivity in Japan?
Ted O'Neill, Gakushuin University, JapanThe languages we encounter in our daily environment send messages about who is included and who is not included in the society.
Examining the linguistic landscape, the "visibility and salience of languages on public and commercial signs in a given territory or region"(Landry and Bourhis 1997) is a way into understanding community actors. This presentation will use an analysis of eight months of
pictorial sign data collected in Tokyo during 2018 to investigate inclusivity and behavior of East Japan Railway Company (JR-East, asegment of the former Japan National Railways) towards city residents and visitors. Advertising in a single station on the Yamanote Linewas photographed monthly and organized by position, language(s), visibility, and contents. This is a top-down only study only to examine
the formal communications of a large quasi-public institution over time in a single, defined area of one linguistic landscape looking forchanges in perceived or intended audience(s), the privileging of contents and languages, and how these interact. A notably monolingual
society which has formally and publicly embraced internationalization and globalization, how is this one significant player in Japan acting
on these values as the resident population changes and the inbound tourist economy grows by leaps and bounds? What environment are
they creating and for whom?

62 | IAFOR.ORG | IICEHawaii/IICSEEHawaii2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

09:00-11:00 | Room 302B (3F)

Friday Session I
Higher Education
Session Chair: Brian DeLevie
44506

09:00-09:30 | Room 302B (3F)Using Evidence-Based Practice (EBP) Learning Outcomes to Prepare Undergraduate and Graduate Health
Science Students for Professional and Academic Practice
Shermeen Nizami, Carleton University, Canada
Flavia Renon, Carleton University, Canada

Teaching evidence-based practice (EBP) skills to medical and allied health students helps them develop knowledge, attitude and behaviours
that lead to better informed decisions in professional practice. There is limited evidence supporting the value of teaching EBP skills tothe broader audience of health science students. Integrating EBP instruction in undergraduate and graduate health sciences programs
can better prepare students to evaluate and utilize health research in their future professions. Collaborating with professional librarians,
the first three steps of the EBP model were taught to eighty second year, sixteen fourth year and seven graduate students. To achieve
the learning outcomes associated with this model, students completed the following three tasks in their term project. Using the PICO(T)framework, students formulated a research question (1) and searched literature for best available evidence (2). They completed CriticalAppraisal Skills Programme (CASP) checklists and worksheets accompanying the textbook to evaluate validity and clinical relevance ofthe research articles (3). In addition, we conducted brief intermittent open-ended audits to collect student feedback to assess changes inthe students' knowledge, attitude and behaviour during the project. This approach also allowed the instructional team to respond to any
issues that may arise as students progressed through the course. This pedagogy aims to scaffold EBP learning outcomes throughout theundergraduate and graduate health sciences program such that once students graduate they become skilled and informed professionals
in academic, clinical or research settings. Other pedagogical outcomes and applications are also discussed in this paper.
44532

09:30-10:00 | Room 302B (3F)

Voluntarism in a Sustainable-Service-Learning-Engagement Basis for Fostering Graduate Students' Successin Higher Education
Simoni Valadares, University of New Mexico, United States
Glenda Lewis, University of New Mexico, United States

The core tenets of students' success across universities when the issue of discussion is diversity in education and/or international education
are learning, cultural engagement, and personal growth. Undeniably, all of these elements are very important for supporting students'
success in higher education and many others can be included. This study argues that graduate students organization in higher education
plays an important part for contributing to the successful path to be taken by students, particularly, through its volunteerism. A practice ofbeing engaged in activities for providing services for peers and/or communities has a crucial role in impacting positively graduate students'
lives and career. This study departs from a literature review on the topic of voluntarism in higher education considering mainly students-led
organizations' voluntarism, and then it discusses in what extend voluntarism as a practice can be related to other important dimensions which
are part of the scenario of universities, particularly those such as service, learning, experience, internship, community-based engagement,
peer-mentoring, and leadership.This study also aims to contribute to place voluntarism within as a core value in higher education becauseof its significance for a lifetime experience of graduate students and for their journey not only in shaping a career but also in allowing themto have opportunities to participate actively locally and to prepare themselves for leadership and being global citizens.
44915

10:00-10:30 | Room 302B (3F)

Inequalities in Higher Education in South Africa

Misiwe Katiya, Cape peninsula University of Technology, South Africa
As democratic South Africa attempts to overcome the imbalances of its apartheid past in higher education, by widening access to previously
disadvantaged students, there are a host of challenges emerging which are threatening to undermine the transformative education agenda.
This workshop presents discussion and an interrogation of some of the inequalities in public higher education institutions at present inSouth Africa, which require a nuanced understanding. The papers draw from three diverse public higher education institutions across SA
providing qualitative and quantitative data on the inequalities presented. The workshop addresses 3 specific avenues of inequalities by 4
authors/ discussants, namely language as a barrier to success in higher education in SA, institutional culture as an enabling / disabling
feature of HEIs and gender based violence as a threat to higher education in SA.
44032

10:30-11:00 | Room 302B (3F)

Changing the Monolith: Barriers to, and Opportunities for, Entrepreneurialism in Higher-Ed
Brian DeLevie, University of Colorado Denver, United States

In 2013, The Progressive Policy Think Tank concluded the 20th-century models of higher education were broken and that to survive "a deep, radical
and urgent transformation is required." In 2018, the prescience of that statement is being reflected in universities via ever-tightening budgets,decreasing available student populations, and ever-increasing student costs and debt. To combat these forces universities are trying a myriadof options including alternative credentialing, MOOCs, and professional certificates. Underpinning these efforts has been a drive towards greater
entrepreneurialism and a search to develop new ways to transform and infuse classrooms with more business-like cultures (Hyslop-Margison &Leonard, 2012; Polster, 2005; Milley, 2016). Despite the well-documented economic, cultural and societal challenges facing universities the manylogistic, administrative and political barriers to change are both complicated and personal. This paper looks holistically into the fundamental
questions and challenges academia faces including: how can entrepreneurial approaches be encouraged and used to break down disciplinary
silos (and associated systems of faculty governance, merit, and tenure) to create creative, innovative and entrepreneurial approaches of researchtheory, practice, and pedagogy; how can universities use their prestige and teaching acumen to strengthen ties to the private sector and create
pipelines that lead towards student enrollment and employment; what are the conflicts with the stated and perceived mission of universities andhow can the risk-averse nature of university administration be changed to encourage faculty and students to fail with purpose?

Like us on Facebook at www.facebook.com/iaforjapan | IICEHawaii/IICSEEHawaii2019 | IAFOR.ORG | 63

11:15-12:45 | Room 303A (3F)

Friday Session II

Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
Session Chair: Hungche Chen
44919

11:15-11:45 | Room 303A (3F)

Methods to Enhance Classroom Management and Promote Learning Autonomy
Blagoja Dimoski, Tamagawa University, Japan

Success in the language classroom is dependent on a host of factors, not least of which is a teacher's ability to successfully managea class and his or her learners' ability to self-manage their own learning. The presenter will demonstrate a comprehensive classroom
management system based on 1) student nameplates and 2) group management methods. The student nameplate is an extension of theinitial design proposed by Kamibeppu, Kelly, and Fryckman (2003) and McLean (2012) and thus serves a far greater purpose. The current
design, developed by the presenter, enables language practitioners to effectively monitor and manage class attendance, homework, rules,
assessment, individual student progress and feedback, and much more. The group management methods that will be introduced promote
greater learner-accountability by ensuring that each member of a group has specific responsibilities, which as a whole, enable the group
to work more effectively. The presenter will also provide classroom examples of the materials and nameplates described above anddiscuss how they have not only enabled him to better manage his classes, and his students to better manage their own learning, but also
how the system can be adapted by teachers to reflect their individual teaching contexts.
44402

11:45-12:15 | Room 303A (3F)

Reading Strategy Instruction Through Students' Cooperative Learning
Yugang Zhou, DLIFLC, United States

One problem that is often seen in reading/translation classes is that students seem to know the meanings of all the vocabulary, however,
the knowledge of words does not necessarily lead to a correct comprehension of a whole sentence, especially in terms of complex longsentences. With the use of dictionaries or online tools, one can easily know all the vocabulary in a sentence while still not understanding
its overall meaning. The introduction of reading comprehension strategies to students could be helpful in this regard. Training in reading
strategies is necessary for language learners of all levels. While language teachers are usually tempted to instruct reading strategies
explicitly, intermediate and high-level learners oftentimes are capable of summing up strategies deductively by themselves. By analyzing
complex sentences cooperatively, students discuss and negotiate meanings, give and receive feedback from each other, and benefit
from observing how each other approaches and solves problems. This presentation first gives an account of a reading/translation class
where students were encouraged to work out their complex sentence comprehension strategies through cooperative learning. And thenthe presenter will analyze the rationales behind the practices in this class, including learning strategy training, cooperative learning,
think-aloud technique and learner autonomy. It is hoped that these methodological innovations can provide language teachers with someenlightenment in their future teaching career.
44954

12:15-12:45 | Room 303A (3F)

Teachers' Perspectives on Designing and Using Quizzes for Language Teaching and Learning
Hungche Chen, Chang Gung University of Science and Technology, Taiwan

It is thrilling to take a group of students learning English in their first year of college, help them to build a strong foundation for thriving inthis interconnected world and for other courses that may use English as a medium of instruction. To understand if students are achievinga specific learning goal, teachers use a variety of assessment tools. Of these tools, quizzes is often used by teachers who want to provide
students timely feedback after each lesson or a short period of time. The study described in this article explored higher-education EFL
instructors' backgrounds, their practices and philosophies with regard to quizzes. Twenty-six instructors at three universities in Japan
were surveyed and interviewed. The findings indicated that most of the instructors had taken at least one graduate-level class in thearea of second/foreign language with some training and experience in creating and marking quizzes. However, all the instructors who
participated made little attempt to use quiz results to identify specific areas of course content that need greater emphasis.

64 | IAFOR.ORG | IICEHawaii/IICSEEHawaii2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

11:15-12:45 | Room 303B (3F)

Friday Session II

Professional Training, Development & Concerns in Education
Session Chair: Lyndall Muschell
45212

11:15-11:45 | Room 303B (3F)

An Instructional Design Project: Cultivate Global Competence Through an Online Course for English as a
Foreign Language Teachers
Yu-Chieh Wu, University of Hawaii – Manoa, United States

Fostering global competence is crucial for English teachers to thrive in the era of globalization. To equip English teachers with necessary
skills, the purpose of this instructional design project is to improve openness, respect for people from different cultural backgrounds andglobal mindedness for English teachers at an online course. Retrospective survey that includes the facet of 'perspective-taking,' 'interestin learning about other cultures,' and 'global mindedness' will be used to evaluate teachers' progress. After completing the online courses,
English teachers are expected to be better prepared to cope with this multicultural society.
44643

11:45-12:15 | Room 303B (3F)

Facilitating Tabuk City National High School Employees Gender and Development Seminar-Workshop ThroughCooperative and Collaborative Learning Approaches
Doddie Marie Duclan, Tabuk City National High School, The Philippines

The study focused on cooperative and collaborative learning approaches as the strategy in facilitating employees' Gender and Development(GAD) Seminar- Workshop. It assessed participants' awareness level on selected GAD laws, mandates, and issues before and after the
Seminar-Workshop. Correlation of the participants' awareness level along variables of sex, age, and subject departmental affiliation wasconsidered. It also sought the perceived level of effectiveness of the cooperative and collaborative learning approaches along all training
aspects. The study involved 52 employees or 57% of the actual GAD seminar participants on the post-assessment. It solely relied ondata gathered through survey questionnaires treated by Mean and Pearson Product Moment Correlation for interpretation. The school
employees were aware of GAD information 'to some extent' with responses mean of 2.82 before the seminar was conducted, and raised tothe moderate level with 4.01 responses mean after the event facilitated through Cooperative and Collaborative Learning Approaches. No
significant relationship was found between awareness level with any of the variables reflecting r values lesser than 1.00, specifically .049;.161; and.022 along sex, age, and subject departmental affiliation respectively. Participants also perceived the extreme effectiveness ofthe strategy as reflected by a weighted mean of 4.26 on the training aspects- conduct of Spiritual Retreat and Renewal of Commitment;
effecting Enjoyment of Leisure Time and Enhancement of Psycho-Social Skills; Coordination and Organization of Training Committees;
and on delivering Gender and Development topics. The study recommends the cooperative and collaborative learning approaches to otherinstitutions as a training methodology.
44348

12:15-12:45 | Room 303B (3F)

The Roles, Responsibilities, and Significance of Mentor Leaders: Supporting the Professional Development of
Teacher Candidates
Lyndall Muschell, Georgia College & State University, United States
Nancy Mizelle, Georgia College & State University, United States

Initial Teacher Education programs within our College of Education are composed of three critical, interconnecting components: Mentor
Leaders, cohorts, and extensive field experiences. The model provides a two-year scaffolded program. This presentation focuses on
the roles, responsibilities, and significance of Mentor Leaders. Mentor Leaders are College of Education faculty who are assigned toincoming cohorts and, in a looping fashion, remain with cohorts through program completion. Mentor Leaders influence the professional
development of candidates in multiple ways, serving as advisor, course instructor, and field supervisor. However, the significance of therole is found in the more non-traditional responsibilities that Mentor Leaders assume. Through the process of looping with a cohort overthe course of two years, Mentor Leaders develop unique relationships. They come to understand the strengths and areas for improvementof individual candidates. They capitalize on this knowledge as they work to provide learning opportunities which encourage candidate
ownership of learning, responsibility in decision making, accountability, leadership, and problem solving. They are role models throughtheir practice and professional development. Indeed, Mentor Leaders play significant roles in the development of candidates. Where, as
Mentor Leaders, we have lived the experience and understand the breadth and depth of these relationships and their impact, the challenge
has been quantifying and qualifying this particular component of the program model. Therefore, a group has convened to conduct acomprehensive empirical study of the model including Mentor Leaders' impact on candidate development. We invite feedback and seek
dialogue that will inform our continued work.

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11:15-13:15 | Room 305A (3F)

Friday Session II

Design, Implementation & Assessment of Innovative Technologies in Education
Session Chair: Daniel James Mills
44993

11:15-11:45 | Room 305A (3F)

Geographic Independence Through Blended Synchronous Instruction: A Pilot Effort in Secondary Teacher
Preparation
Ariana Eichelberger, University of Hawai'i at Mānoa, United States
Paul McKimmy, University of Hawai'i at Mānoa, United States

The University of Hawai'i at Mānoa recently implemented a Here or There (HOT) instructional approach, blending online and face-to-facestudents in a newly redesigned secondary teacher preparation program. The redesigned program employs an interdisciplinary teachingapproach and weaves standards of social justice throughout its learning experiences and assessments. HOT instruction is a blended
synchronous approach that enables on-campus students ('here') and those in distant locations ('there') to participate simultaneously
in real time class activities. Using this approach, students located throughout the Hawaiian islands were accommodated in a single
course. Via a survey, students and faculty were asked to share their experiences with the format, their connectedness to their f2f andonline colleagues, and how the format influenced their experience in the program. A minority of respondents (6%) reported technology
challenges in the blended format, while 24% did not feel the blended format was challenging at all. Students clearly felt more connected
to classmates who attended in the same modality: online students expressing more connectedness with other online students, and faceto-face students expressing more connectedness with others attending in the physical classroom. Additional findings from the survey,
lessons learned from the approach and practical implications for future implementations will be provided and discussed with attendees.
45214

11:45-12:15 | Room 305A (3F)Superstars and Tutors: Internet Effects on Education
Sterling Higa, University of Hawaii – Manoa, United States

The internet is one of the most disruptive technologies of the last century. While internet access increases, data storage and bandwidthcosts decrease. Thus, it is now possible to store and transmit high quality video on-demand. Soon, as virtual reality technology is refined,
it may even be possible to design and enter fully immersive environments. These technological developments have only been partiallyexploited by educators. This presentation focuses on the economic landscape for teachers in this new technological world. I argue that
two types of teaching will become more important in this new landscape: (1) the online superstar who is able to reach millions with lowcost or free high-quality content (e.g., Jordan Peterson, Michael Sandel) and (2) the local or online tutor who provides highly individualized
service. I consider the implications of this dichotomy, especially for young teachers.
44741

12:15-12:45 | Room 305A (3F)The Effect of Instructor Intervention on Usage of Mobile Devices for Informal Language Learning
Daniel James Mills, Ritsumeikan University, Japan

Autonomy and self-initiation are essential to informal language learning. However, previous research has shown that instructors canhave an influence on students' propensity to engage in both self-directed and incidental language learning. In order to uncover bestpractices in regards to the promotion of informal mobile-assisted language learning (MALL) in the Japanese university context, theresearcher designed an 8-week classroom intervention. This action research took place in a required English-language course in the
Economics faculty of a major Japanese university. Prior to the intervention, the researcher administered an established survey instrument
regarding informal MALL, which was modified and translated into Japanese with the permission of the authors. Over the course of eightclass sessions, the researcher introduced four new resources that could be used for informal MALL. In addition, students completed fourreflective writing assignments regarding their usage of these resources. The informal MALL survey instrument was administered again at
the end of the eight week period in order to examine any changes that might have occurred due to the intervention. The results of paired
sample t-tests indicated no significant difference in pre and post perceptions towards or usage of mobile devices for informal language
learning. However, the qualitative data gathered provided valuable information that can be used to improve future interventions and obtaina favorable result. This presentation will be of interest to educators and administrators who hope to facilitate autonomous learning withtechnology among students at their educational institutions.
45109

12:45-13:15 | Room 305A (3F)

Active Learning Using a Flight Simulator

Chadia Aji, Tuskegee University, United States
M. Javed Khan, Tuskegee University, United States
The US education system faces a major challenge of low interest of K-12 students in STEM subjects and careers. Motivation andengagement of students are two important reasons of the multiple reasons for this low interest. Active learning can motivate and engage
students in the learning process. The effectiveness of active learning is further enhanced if the activities are designed to link the concepts
being learned to real world applications. This presentation will provide details of the design of an active learning environment usinga flight simulator. The development of math and physical science lessons for middle school students will be shared. The associatedflight simulator-based activities will be included. Details of the results from the teacher professional development workshops thatwere conducted during the summer of 2017 and 2018 will be shared which indicated their willingness to implement the methodology
in their classrooms. The effectiveness of the approach on the content knowledge as well as self-efficacy of middle school students
who participated in two week-long summer camps will also be included. This project is supported by the NSF Innovative Technology
Experiences for students and Teachers (ITEST) program.

66 | IAFOR.ORG | IICEHawaii/IICSEEHawaii2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

11:15-13:15 | Room 305B (3F)

Friday Session II

Learning Experiences, Student Learning & Learner Diversity
Session Chair: Mayumi Hori
43401

11:15-11:45 | Room 305B (3F)Interdependence of Institutional Factors and Roles of Caregivers on Early Childhood Education in Oyo State, Nigeria
Abolanle Olukemi Lasode, Federal University of Agriculture, Nigeria
Olufunmilayo Rose Akanji, Federal University of Agriculture, Nigeria
Olatunbosun Jonathan Soetan, Federal University of Agriculture, Nigeria

It is an undeniable fact that early childhood education (ECE) is the bedrock upon which other levels of education are anchored. This
research examined the interdependence of institutional factors and roles of caregivers on ECE in Oyo State, Nigeria. The study utilized
descriptive survey design with 200 caregivers which were randomly selected from eight early childhood educational centres in the State.
Structured questionnaire, with Cronbach’s reliability Alpha of 0.87, was used to elicit responses from respondents. Data were analyzed using
percentages, mean and Pearson Product Moment Correlation. Five domains of institutional factors of ECE were used in the study. Finding
showed that large number of pupils in the classroom (mean=2.80) ranked highest among the learning environment factors affecting ECE. On
the curriculum/syllabus factors, results indicated that lack of activity manual necessary to enrich curriculum themes (mean=2.46) ranked
first. Result of infrastructural factors revealed that inadequate classrooms and halls to practice various educational activity (mean=2.47)
ranked highest while on parental factors, lack of parental support in ECE (mean=2.48) ranked highest. Result revealed that, among the rolesof caregivers in promoting ECE, teaching to promote and reinforce active learning (mean=4.04) ranked highest. Result showed that there issignificant relationship (r=-0.959) between the roles of caregivers and institutional factors affecting ECE. The study concluded that there
is interdependence between roles of caregivers and institutional factors affecting ECE. It is therefore recommended that government at alllevels, relevant stakeholders in ECE and policy makers should formulate policies and framework to promote and build ECE.
43984

11:45-12:15 | Room 305B (3F)

Connecting and Reflecting on Workplace Visit Experiences
Deryn Hardie Boys, Victoria University of Wellington, New Zealand

The English Language Training for Officials (ELTO) programme is a New Zealand government aid programme which provides aprofessionally-focused English language programme. The 5-month programme targets government officials from Cambodia, Indonesia,
Laos PDR, Mongolia, Myanmar, Timor-Leste and Vietnam, in order to build capacity in the government sector in these countries. Part
1 of the programme is delivered by two regional tertiary providers, and Part 2 is delivered by Victoria University of Wellington. Eachintake focuses on a particular theme, such as Education, Agriculture or Renewable Energy, selecting officials working in that particularsector of their government. This means that while the learners on the programme are all mid-career government officials working to help
their countries develop, their learning backgrounds are diverse. One of the key learning experiences is the Part 2 workplace visit. Smallgroups of officials visit a New Zealand government office or organisation and meet experts who work in roles that are closely related totheir own positions. They get an overview of what happens in the professional context and have the opportunity to ask questions andexpand their professional knowledge. This presentation will discuss Myanmar students’ reflections about the workplace strand of the
ELTO programme. It will also consider the value of ongoing connection within the alumni groups for further professional development.
45061

12:15-12:45 | Room 305B (3F)

Study Abroad Program: Case Study for Career Program
Mayumi Hori, Chuo University, Japan

In this paper, I will introduce the educational overseas career program designed and executed by the author and validate the effectiveness forstudents. The program aims to cultivate general capabilities(cognitive, theoretical, social and cultural skills as well as broad knowledge andexperience) through students own proactive quest with active learning. The program entails discovery learning, problem-solving learning,
experience learning, and explorative learning. It offers two credits and entails completing pre-and post-guidance in Japan, overseas training
at local companies, and compiling a final report. The program started in 2008, and so far has conducted overseas programs in California, US(2008,2009), Paris, France (2010), San Francisco/ Silicon Valley, California, US (2011), and New York City, US (2012-2016), with a total of 69
participating students. It is essential to provide students with career education that enhances their qualifications for becoming highly capableprofessionals, and motivates them to enter the workforce. The attrition rate among college graduates in Japan during their first three years of
employment is increasing. The significant gap between the readiness of college students and the qualities required for entering the workforce andsustaining employment is contributing to a national problem characterized by a growing number of students incapable of integrating into society.
45108

12:45-13:15 | Room 305B (3F)

Effective Teaching Strategies for Student Motivation and Engagement
Chadia Aji, Tuskegee University, United States
M. Javed Khan, Tuskegee University, United States

Effectiveness of active learning is well documented in literature. The cognitive engagement resulting from active learning activities allows
deeper learning leading to increased academic success. However, implementing an active learning pedagogy is a challenge primarily due
to the time limitations of a typical class period. The 'flipped' classroom is a teaching modality that provides an opportunity to free up classtime to incorporate active learning. Not surprisingly, the 'flipped' approach is increasingly being implemented in undergraduate education.
The 'flipped' learning approach was implemented in a lower level math and a lower level aerospace engineering course at an HBCU. To
study the effectiveness of the approach a quasi-experimental between-groups research design was used. The control group consisted of
students who were in the normal courses while the intervention group consisted of students who were registered in the flipped courses.
All students were from underrepresented groups. This presentation will share preliminary results. A between-groups analysis of students'
cognitive engagement and academic performance will be presented. Best practices and challenges of the flipped method will be shared.
This research is funded by the NSF- Improving Undergraduate Students Education (IUSE) program.

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11:15-12:45 | Room 307A (3F)

Friday Session II

Educational Policy, Leadership, Management & Administration
Session Chair: Delindus Brown
44401

11:15-11:45 | Room 307A (3F)

Bring Your Own Device Policy Guidance in New Faculty Implementation
Anthony Brian Gallagher, Meijo University, Japan

This presentation is a follow-up to initial findings of a Bring-Your-Own-Device (BYOD) recommendation – over a policy – in a new
faculty implementation that will show the difficulties and shortcomings of providing support to the new faculty of students within a newly
established campus. The presenter will show student support success rates and unexpected capacity shortage issues, as well as someideas on how to manage the limitations. Lending data from library services on mobile devices will show the need for a full BYOD policy
implementation. The presenter will also share ideas on how to improve the user experience and increase student satisfaction. This study
is in the third year of a three year study looking at technology implementation in a new university campus of a well established private
university in Japan. The research aims to improve the user (student) experience and to investigate the procurement processes in place inorder to improve and quality assure the whole student experience.
43487

11:45-12:15 | Room 307A (3F)

Experiences of OFW Children Studying at Trinity University of Asia: Perspective-Referenced-Based Frameworkfor Program Enrichment
Juliet Bucoy, Trinity University of Asia, The Philippines
Elena Catalo, Trinity University of Asia, The Philippines
Wilma Tomas, Trinity University of Asia, The Philippines

This research are experiences of sixteen (16) children of Overseas Filipino Worker (OFW) studying at Trinity University of Asia. The
Phenomenological approach was utilized to determine the essence of the experiences of OFW children resulting to six shared themes
drawn from the connection and interlace of the individual themes: Separation is a Difficult Process, Parental Love by 'Proxy', Life is a
Kaleidoscope, Pain Management, Chasing Growth and Maturity, and Cry for Support. This study are the OFW children's narratives thatvoiced out the cry for a felt need which they could not express in words nor articulate in a manner one can understand. The children
claimed that they were able to survive without their parents. They were able to cope emotionally and physically and accepted that theirsituation is an inevitable reality. However, there exists a need aggravating their being which has to be satisfied. The shared stories
informed the readers there is a missing element which has been torn or broken which the children felt has to be satisfied. The OFW
children never blamed their parents but this process of being 'parents' to themselves has left a parcel of emptiness in their being. The
results of the study led to the crafting of the Perspective-Reference-Based-Framework for Program Enrichment for OFW children. The
intention of the framework will serve as a guide that will help the OFW children with grateful depth of courage so that they can better
understand the situation surrounding them.
42655

12:15-12:45 | Room 307A (3F)

Mentorship, Global Readiness, and Student Success at South Carolina State University: Stories of the New
Student Mentor
Delindus Brown, South Carolina State University, United States

Tenured associate professors and professors can help create a new kind of student leader or re-engineer the making of the New Student
Mentor on the college campus. These professors will be able to help the student create a plan of effective communication with students.
In fact, with the use of effective interpersonal communication strategies and focused-groups, the tenured faculty member will be one of
the sources to help advance student success and retention here at SC State. Research shows that achievement of rank and promotion
are perceived as important qualities of credibility to students. The NSM will be able to identify and communicate effectively with otherstudents on campus and community peers off campus. In addition, the NSM will be able to monitor the road travelled by other studentpeers in order to find new avenues to offer tools for attaining success as well as for helping to eliminate any physical and mental barriers
that lead toward goal accomplishment and success at South Carolina State University. Some characteristics/duties of the NSM include
working across departments and programs to achieve objectives of the attainment of success through graduation; creating, alongwith tenured faculty member, ways to measure success of those students in research cohort; advocating by example the importanceof beginning and building an effective resume for immediate and future success of the individual student; and helping, other students
consider the importance of publishing as an avenue to academic success.

68 | IAFOR.ORG | IICEHawaii/IICSEEHawaii2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

11:15-12:45 | Room 307B (3F)

Friday Session II

Consumption, Production & Waste
Session Chair: Olumuyiwa Ajani Lasode44361

11:15-11:45 | Room 307B (3F)

Mass Balance of Microplastics in the River Network of Taipei Basin: A Case Study in Taipei (Taiwan)
Graham Wong, National Taiwan University, Taiwan
Alexander Kunz, National Taiwan University, Taiwan
Ludvig Lowëmark, National Taiwan University, Taiwan

The presence of microplastics has been a growing concern in recent years. In spite of the increasing interest in microplastics, the majorityof studies have focused on the existence of microplastics in marine environments, while little emphasis placed on freshwater systems.
With an estimate of over 1.2 million tonnes of plastic entering the oceans annually via rivers, Asian countries are listed as the main
producers of mismanaged plastic wastes. The city of Taipei, with its 55% recycling rate and plastic reforms is estimated to discharge 2.54
kilotonnes of plastic per year into the Taiwan Strait. This research presents a case study of establishing a mass balance for microplastics(in the size range of 0.3 - 5 mm) flowing through the rivers of the Taipei Basin into the Taiwan Strait. The Taipei Basin is comprised of threelarge tributaries: Dahan, Xindian, and Keelung River, which merge into Tamsui River. Using a manta trawl, sampling was performed at themouth of each tributary. Preliminary results show microplastics in the Xindian River (in average 39.8 particles per m3) and Keelung River
(in average 156.9 particles per m3). Microplastics were found in a wide range of shapes; majority being fragment, film, and foam. Currently
the microplastics flux before and after periods of strong precipitation is studied. With the data collected, one of the aims of this study isto help the city of Taipei target areas of possible sources of microplastics.
44456

11:45-12:15 | Room 307B (3F)

Environmental Assessment of Innovative Paper Recycling Technology Using Product Life Cycle Perspectives
Norihiro Itsubo, Tokyo City University, Japan
Yuya Ono, Tokyo City University, Japan
Takehiko Okamura, Seiko Epson Corporation, Japan
Koichiro Yokoyama, Seiko Epson Corporation, Japan
Masaaki Hayashi, Seiko Epson Corporation, JapanA new 'dry paper recycling technology' that creates new paper from used paper at office have been developed. The developed technologies
consist three technologies ; 'defibration technology’ for decomposing used paper into pulp fiber, 'sheet forming technology' for forming
fibers again into a uniform sheet, 'pressing and binding technology' for increasing fiber density and bonding pulp fibers each other tocreate new papers. By doing these in dry processes, a small sized and low power consumption paper making machine (named PaperLab)
to be able to create on-demand paper recycling system have been realized. This recycled paper can be used to print as a PPC paper and soon. This study aimed at evaluation of environmental aspects of this technology using the framework of product life cycle perspectives. The
scope of our assessment includes raw material extraction, transportation, manufacturing, usage and recycling. The assessed inventory
items are carbon dioxide and water use. According to the tentative result, this new system is revealed to contribute the reduction of 90
percentages of water consumption, because it enables us to avoid the water usage in making pulp for recycling paper.
43403

12:15-12:45 | Room 307B (3F)

Densification of Tropical Wood Residues for the Development of Solid Fuels
Abdulkarim Baba Rabiu, University of Ilorin, Nigeria
Olumuyiwa Ajani Lasode, University of Ilorin, Nigeria
Olalekan Tajudeen Popoola, University of Ilorin, Nigeria
O. P. Babatunde, University of Ilorin, Nigeria
Habeeb A. Ajimotokan, University of Ilorin, Nigeria

Densification of materials through pelletisation, briquetting and cubing to form strong and durable bonding products with greater structural
homogeneity, better handling and durability properties has attracted the attention of researchers in recent past. The present work focusedon conversion of residues of some tropical wood species to energy fuel through pelletisation. The woody-biomass species studied wereApa (Afzelia Africana, AA), Iya (Daniella oliveri, DO) and Arira (Detarium microcarpum, DM) which were sourced in Nigeria. The samples
were prepared in different sizes of less than 0.50 mm, 0.50 – 1.00 mm and 1.00 - 1.70 mm after drying in a laboratory environment. The
different particle sizes were forced into a prepared die using gelatinised starch as binder. Higher heating value (HHV), impact resistanceindex (IRI) and water resistance test were obtained for all samples with and without binder. The average HHV of pellets produced fromDM was found to be 26.53 MJ/kg without binder, which is the highest among the three samples, showing that DM may have higher lignin
content. However, pellet samples AA produced with binder has average HHV of 25.41 MJ/kg which is highest among the three samples.
Result showed that IRI increases as particle size decreases for pellets produced without binder, while for pellet with binder, IRI increases
as the particle size increases. Result of water resistance test showed that the disintegration time increases as particle size decreases.
The basic physical properties that enhance handling and transportation operations of wood pellets have been achieved when comparedwith standard.

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11:15-13:15 | Room 302A (3F)

Friday Session II

Interdisciplinary, Multidisciplinary & Transdisciplinary Education
Session Chair: Jamini Kant Mahto
43321

11:15-11:45 | Room 302A (3F)

Usefulness of Bilingualism and Literacy
Ananda Majumdar, University of Alberta, Canada

Bilingualism in the United States is an important topic because of extensive immigration from around the world. Children from immigrantfamilies, especially from Mexico, are admitting to early learning school setting every year and the percentage of the immigrant children
whose first language is not English is increasing yearly. As a result because of their initial development in early education US education
board has taken various initiatives such as bilingual educational curriculum in early learning centre, learning of bilingualism, extensive
literature education through skill-based learning and knowledge-based learning, content learning, language learning, teacher's professional
development, extensive diverse environmental training, children's fair and extensive careful assessment etc. I am an Education student at
the University of Alberta, and a Professional Child Development Educator student at the Harvard University Graduate School of Education,
taking online professional development courses for my educator training and development and for further studies and opportunities
through the Harvard University, Bilingualism is one of the professional education course that I took in the past from Harvard Graduate
School of Education and I would like to spread world-wide about its usefulness, about Harvard curriculum of child development, so thatcitizen of the world can aware about, this is why I have written this article.
45075

11:45-12:15 | Room 302A (3F)

Pimcihisowin, Means "To Create a Life of Independence" in Nehiyawewin (Indigenous Cree Language)
Amber Dion, MacEwan University, Canada
Terri Suntjens, MacEwan University, CanadaPimÃ¢cihisowin, means 'to create a life of independence' in nehiyawewin (Indigenous Cree language). As Indigenous women working
within an academic institution, we (the presenters) will address and explore how we create space for Indigenous knowledge both in theclassroom and university-wide. Interdisciplinary dialogues, policy, program and course development will be discussed in this lecture.
This goal of this lecture is to demonstrate how institutional change has happened through Indigenous resistance and the resurgenceof Indigenous knowledge. This presentation speaks to decolonizing strategies and ensuring respectful practice in culturally appropriate
programming and development. The presenters will address the challenges experienced while navigating academic structures and how
to mitigate these challenges.
44803

12:15-12:45 | Room 302A (3F)

Nation to Nation Allyshi: Ica Altepetl Ihuan Altepetl Ica Nechicolizyotl- Nahuatl, Tenochtitln
Eileen Clearsky, Mount Royal University, Canada
Ixchel Bennett, York University, Canada

From Nation to Nation, Indigenous Peoples are united in the work of Indigenizing and Decolonizing education at the elementary,
secondary, and post-secondary institutions. In this workshop, Eileen and Ixchel will share the reasons why allyship with Indigenous andnon-Indigenous Peoples is valuable in Decolonizing and Indigenizing educational spaces. They will engage in a discussion of what itmeans to be urban Indigenous and why allyship amongst various Indigenous Nations is vital for healing and reconciliation. Do you everwonder how non-Indigenous Peoples might work with Indigenous knowledge and ways of being in educational spaces? Why is there afear of interweaving Indigenous knowledge and ways of being into educational systems and spaces? Have you ever been discouraged
when trying to interweave Indigenous knowledge in your spaces? What are respectful ways of Decolonizing and Indigenizing practices
in institutions? What is Nation to Nation-Turtle Island Indigenous allyship and collaboration? This workshop will begin with first knowing
self as an ally with Indigenous peoples on Decolonizing and Indigenizing colonial institutions. Through a roundtable discussion, we
will address the questions previously mentioned and co-create steps towards strengthening relationships. As well, this workshop willencourage participants to engage in courageous and brave conversations on the importance of relationships, relationship building, andself-awareness in Decolonizing and Indigenizing practices.
44622

12:45-13:15 | Room 302A (3F)

Creation of Enabling Educational Environment for Quality Education Through Single Window System
Administered Teaching-Learning Process: The Indian Experience
Jamini Kant Mahto, Jamini Kant Satellite Educational Group, India
Madan Chand Sarkar, Jamini Kant Satellite Educational Group, India

The present paper aims at highlighting single window system of education as a model/holistic concept of imparting formal as well as
vocational education to children of marginalized communities of rural India so that after passing out they become self-reliant, disciplined
and persons with high ethical/moral values. The paper has been developed by documenting the process of single window system of
education adopted by 'Jamini Kant Satellite Educational Group' through which the rural children belonging to marginalized communities arebeing imparted education from lower to higher levels within a campus located at a remote village in East Singhbhum district of Jharkhand(India). Relevant data/information used in this paper have been collected from records available in the office of the said campus as well as
through interviews with different stakeholders like students, teachers, parents/guardians, etc. The paper found that children admitted in
the campus at lower classes are being provided formal education up to eighth standard. Thereafter, along with formal education, they are
streamed on various vocational courses like Education, Agriculture/Horticulture, etc, until they complete their higher education. Other thangetting equipped with educational degrees and livelihood skills, the students of that campus are found confident/optimist in recognizing
their personal and social needs along with acquiring strong ethical/moral and disciplined characters, which are essential for nation building.
The paper recommends for governments' interventions towards replicating this model concept not only for imparting quality education torural children but also for resolving the problem of unemployment that causes social turmoil/chaos in rural India.

70 | IAFOR.ORG | IICEHawaii/IICSEEHawaii2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

11:15-12:45 | Room 302B (3F)

Friday Session II

Education & Skills Training
Session Chair: Gwendolyn Perkins
44226

11:15-11:45 | Room 302B (3F)The Skills Gap: Are We All to Blame?

Paul Dwyer, North London Collegiate School, United Kingdom
Elizabeth Wells, North London Collegiate School, United Kingdom
Expectations around the kinds of skills that that students require to succeed in the 21st century workplace are shifting. It is now expectedthat students possess strong technological literacy and understanding, alongside being "creative thinkers", "innovators", "disruptors".
Such evolution of the working world has served to place more pressure on schools to ensure that students are not ill-equipped upon
graduation. This paper explores the debate around how far the demands of the workplace should shape the classroom experience ofstudents, as well as the impact that such changes have had on more traditional approaches to curriculum design and delivery. We
highlight ways in which schools have adapted their approaches to ensure that students are exposed to greater opportunities to engage
in problem-solving or develop flexibility of thinking, as well as which changes have been particularly successful. Using a series of casestudies, we are also able to outline the issues that adapting the curriculum to suit "21st century demands" can entail, including ways suchchanges can serve to undermine the very skills that they strive to develop. Our final thoughts are devoted to how careers education needs
to be greatly improved and embedded more deeply within the school curriculum. This involves a model for how businesses and employers
might get more involved on a local and national level, while still being driven by educators.
44269

11:45-12:45 | Room 302B (3F)

Workshop Presentation: The Teacher Leadership Journey
Gwendolyn Perkins, Richmond City Public Schools, United States

Schools require a dual leadership paradigm for administrators and teachers to meet comprehensive and intense responsibilities in thefield of education. School divisions face pressure to sustain a competent and effective professional workforce. There is a need to promoteschool and division leadership opportunities for teachers and provide support. The implementation of leadership initiatives specificallydesigned for teachers could guide their acquisition of essential knowledge and professional development capacity. Successful teacher
leaders demonstrate an understanding of teaching and learning pedagogy along with expectations in conjunction with ramifications inthis new age of accountability. The involvement of the principal signifies the dedication to a teacher leader's triumph. The purpose of thisinteractive session is to explore traits, experiences, training, and roles of teacher leaders. This presentation will allow participants to shareprofessional reflections, generate leadership path notions and learn useful strategies to inspire future teacher leaders.

Like us on Facebook at www.facebook.com/iaforjapan | IICEHawaii/IICSEEHawaii2019 | IAFOR.ORG | 71

13:45-15:15 | Room 303A (3F)

Friday Session III

Learning Experiences, Student Learning & Learner Diversity
Session Chair: Alana Tholen
42697

13:45-14:15 | Room 303A (3F)

The Importance of Standardized and Structured Demonstration in Clinical Teaching, Particularly, in Highly
Diverse Tertiary Contexts
Gloria Ramdeen-Mootoo, The University of The West Indies, Trinidad and Tobago

Many nursing students and practising nurses have differing views and practice different methods of acute wound dressings thereby
confirming on a national scale, a lack of standardisation in the field. This study thus aimed to determine whether as a strategic part ofthe clinical teaching method, structured demonstration is most effective in educating nursing students on wound dressing techniques.
Nurses from the University of the West Indies' School of Nursing (UWISoN) were interviewed to determine their current and consistentpractices and applications in the field. It was found that multiple variations exist among these nursing practitioners, all of whom wereeducated at the same tertiary institution. The implication that there is an inherent need for curriculum re-design and standardisation wasapparent in this qualitative, small scale study and was gleaned from the narrations of research participants which explicitly outlined andexplained their diverse learning experiences and learner diversities.
44883

14:15-14:45 | Room 303A (3F)

Mathematics and Racial Equity: Self-Selection and Appropriate Placement
Alana Tholen, University of Iowa, United States

This presentation explores the relationship between appropriate class placement and racial equity under a self-selection program modelat an urban middle school in the Midwest. We define self-selection as students' ability to choose their level of courses regardless oftest scores and other academic criteria. Within this school, students have the ability to specifically choose their level of Language Arts
(advanced or standard) and their level of mathematics (double-advanced, advanced, or standard). Under this model, students do not needto meet additional criteria for selecting an advanced class, as this model's goal is to promote equal opportunities for students that may
not have been tracked into advanced classes in their earlier academic careers. Additionally, we recognize that parental influences may
play a role students' course selection; however, under this model, the course for which a student registers for is up to the student. Throughthis study, we investigate how the self-selection program model affects the demographics of leveled classes, and we specifically study
the changes in racial demographics of advanced classes. We also assess students' accuracy in choosing classes that are appropriate forthem under this model by analyzing students' class performance, standardized test scores, and nationally normed test scores. Throughour study, we unfortunately found no indication that self-selection promotes racial equity, nor do we believe that students are able to makeappropriate course selections under this model.
45152

14:45-15:15 | Room 303A (3F)

Fostering Student Growth Through Applied Research in Sustainable Buildings
Wendy Meguro, University of Hawaii, United States

This presentation shares a pedagogical approach to foster university-level architecture students conducting extra-curricular appliedresearch. Based on two decades of experience, this presentation reflects upon how educators can shape research projects to promotestudent growth while addressing environmental needs of the 21st century. The Environmental Research and Design Laboratory(ERDL) at the University of Hawaii's School of Architecture has employed over seventy students on projects that afford them a deeper
understanding of professional practice and also inform their academic studies. When higher education professors craft a research
project, defining the project's criteria and objectives can be a daunting task. In this presentation, we will share the key ingredients to thecreating meaningful research projects in this research laboratory, with examples of actual student work and learning outcomes. Given
our established track record, we will share lessons learned on how the Environmental Research and Design Laboratory has: Fosteredstudents' technical skills in measuring energy use and thermal comfort in existing buildings and running computational building
performance simulations; Received positive feedback from graduates' employers; Addressed the pressing need to create resourceefficient, comfortable buildings, including quantified reductions in greenhouse gas emissions; Created opportunities for students toreinforce concepts from the classroom with 'real world' projects and clients; Addressed students' need to work in a position related totheir studies with an accommodating schedule; Assisted under-served communities and provided quantified environmental benefit;
and nurtured students' curiosity, independence, and confidence.

72 | IAFOR.ORG | IICEHawaii/IICSEEHawaii2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

13:45-15:15 | Room 303B (3F)

Friday Session III

Education, Sustainability & Society: Social Justice, Development & Political Movements
Session Chair: Masako Mouri44374

13:45-14:15 | Room 303B (3F)

Transient Modernity and Obstinate Conformity in Japan: Review of 2020 English Education Reform Plan
Jaya Luxmi Samboo, Reitaku University, JapanThe changing geopolitical, socio-economic and academic panorama in Japan is anchored in the several treaties the country concludedin the late 19th century when it opened its doors to the West. The eras that treaded the Japanese soil can be characterised by some levelof acknowledgement – but highly debatable commitment – that Japanese citizens needed to develop more language competence tounderstand and be understood by the broader Western world. However, the endeavours of the different governments in that direction have
proven futile. The reality is that the skills required to embark on basic conversations in English are seriously lacking among Japanesepeople even after six years of English study in high school. Communicative and intercultural competence so primordially emphasisedin this globalised world, has long been either misunderstood or underestimated in the Japanese curriculum. This has prompted thegovernment to implement an educational reform in 2020 which, if instrumented appropriately, would be the most pivotal reform everproposed in Japan - one that could perceptively cause some seismic disturbances in the social, economic and academic spheres. This
paper will discuss the current situation of the language education in Japan while reviewing the historical changes over the different eras.
The challenges that Japan will face in the advent of globalisation by embarking on this pressing reform will also be critically debated. The
extent to which the stakeholders involved in the process will experience the change will be explored and recommendations will be madeon ways to successfully embrace the reform.
44509

14:15-14:45 | Room 303B (3F)

We are People First and Americans Second: Students Reflect on Their Study Abroad Experience to Tanzania
Nicole DeClouette, Georgia College & State University, United States
Sheena Kopecky, Georgia College & State University, United States

Tanzania is a beautifully-woven tapestry of 120 tribes, each with its own history, language, and traditions. With such differences throughout
Tanzania, one may be tempted to think that relationships among Tanzanians might be strained. To the contrary, Tanzania is a peacefulcountry. As the former Vice Chancellor of Sebastian Kolowa Memorial University said, 'We are Tanzanians 1st, tribes 2nd.' This phrasestuck with six students from Georgia College as they travelled throughout Tanzania to study the intersection of disability and culture.
Disability in Tanzania is complicated, especially among the Maasai tribe. Historically, the Maasai left babies born with disabilities in thebush to die. Part of the reason for that is because they are pastoralist and semi-nomadic, requiring extensive physical mobility as they
moved to find food and water for their cows and goats. Today, the Tanzania government has outlawed this practice, though people wemeet still tell us that children with disabilities are often left in cages or tied up at home. Dr. DeClouette will present a qualitative analysis of
students' post-study abroad reflections. In addition to learning about the cultural construction of disability, the experience abroad caused
students to reflect on what it means to be American and what it means to be human. Extending the phrase they heard by the former Vice
Chancellor, they reached the conclusion, 'We are People 1st, Americans 2nd.' Students will add context to the emergent themes with
examples from their experience abroad.
45126

14:45-15:15 | Room 303B (3F)

Does English Work as the Universal Language? – Judging From the Current Trend of World Englishes
Masako Mouri, Toyohashi University of Technology, Japan

Japan has faced numbers of foreign national suspects, defendants and/or witnesses (criminals and civil cases) along with the globalization.
Not only major-spoken language speakers such as English or Spanish but also minor-spoken language speaking suspects/defendants
have increased in Japan. When the suspects, defendants and/or witnesses are those language speakers, it is quite difficult or impossible
to find appropriate legal interpreters. On those cases, it often happens that the legal institutes allocate English speaking interpreters forthem, since their second or third languages may be English. Legal participants tend to think English is “just” only one English and don’t
pay any attention to the variation or difference of discourses or utterance, even though speakers (suspects, defendants and/or witnesses)
come from many different countries. English, however, is not the same in the world, and we understand that there are “World Englishes”
and they are different respectively. English speaking interpreters must convey and translate message from the original “English”, but
the utterance or discourse are different depending on speakers, their native languages and/or educational background. Despite thosecircumstances, no attention or little attention has been paid to languages or interpreters from legal participants, i.e. judges, prosecutors
or attorneys, as they think English is “just” only one English and don’t think there are differences. This paper explains the current situation
at legal institutions and focuses on tough issues that legal interpreters must face as well as possible solutions.

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13:45-15:15 | Room 305A (3F)

Friday Session III

Design, Implementation & Assessment of Innovative Technologies in Education
Session Chair: Linda Schwartz
45041

13:45-14:15 | Room 305A (3F)

The Impact of Culture on the Usage of SNS for English-Language Learning in Japan
Megumi Kohyama, Doshisha University, Japan

Like many technologically proficient and wealthy countries, the usage of social-networking sites (SNS) is becoming increasingly popularin Japan. This is especially true among young people who use these services not only for communication but also entertainment
through the numerous features they provide like photo editing and adding character figures to video. While Japanese people enjoy
using SNS, some individuals struggle to share personal information due to cultural reasons. For example, many Japanese hesitate toshare pictures of trips abroad or even posts written in English as it can be seen as flaunting. This can pose a problem for Japanese
students of English who want to utilize SNS for informal learning. To explore this phenomenon, the researcher examined the effectof Japanese culture on SNS usage and its impact on informal English-language study. Utilizing a mixed-methods approach, theresearcher collected data at three Japanese universities by means of a survey instrument and group interviews. Four dimensions ofculture and SNS usage were explored: (1) self-confidence and flaunting, (2) cultural contradictions and tensions, (3) perceived barriers
to usage, and (4) perceived advantages of the platform for language learning. The goal of this research was to identify various aspectsof cultural tension in SNS usage and utilize this information to reduce barriers to adoption of the medium for English-language study.
While the focus of this research was on the Japanese context, this presentation will be of interest to anyone interested in utilizing SNS
for language learning in a multi-cultural context.
42042

14:15-14:45 | Room 305A (3F)

I "Like" It: How to Increase Facebook Group Enrollment and Engagement for University Programs
Garrett Fisher, Western Carolina University, United States

The rise in social media use over the years brought Facebook to universities across the US, so departments and programs are currently
experimenting with using it for academic and communication purposes and they are finding it to be beneficial (Wang, Woo, Quek, Yang,
and Liu, 2013; Clements, 2015; Guo, Shen, and Li, 2018; Heiberger and Harper, 2008). This research presents a case study of how to
improve a pre-existing university departmental Facebook group and suggests actions based on a successful implementation strategy
in the Department of World Languages at Western Carolina University in North Carolina. Other studies on Facebook groups analyze thecreation and use of a Facebook group, making this study unique because the original Facebook group was created for the department in
2012, yet five years later, there were only 64 members in the group, demonstrating that the group was not optimized to its full potential.
This study found that fourteen specific actions can increase the number of members within the group while encouraging engagement.
The strategic actions in this study tripled the number of Facebook group members over a ten-month period and promoted intercultural
diversity and communication.
44511

14:45-15:15 | Room 305A (3F)

Discerning Wisdom in a Digital Age in Higher Education
E. Christina Belcher, Redeemer University College, Canada
Linda Schwartz, Ambrose University, Canada

As Higher Education increasingly embraces the digital age, the challenges of differentiating what is significant between the realms of
information and wisdom become a keenly critical area for scholarly exploration. As technological access to information is adopted asboth a means and an end in learning environments, so also does autonomy and independence in acquiring information become an 'end'
in notions of education. Conversely, interdependence--a key strategy to advancing human understanding and wisdom--may appear
to wane or morph into areas of artificial intelligence, socially-mediated economies of information and cultural significance, and virtual
realities that democratize by producing critically unexamined ideologies and values. Education’s purpose stems from a focus on teachingpeople how to think wisely; therefore, understanding the root of learning as an exercise of intellectual and spiritual discipline, and aslived experience beyond the academy, is crucial. In examining the interfaces between independence and interdependence within humanendeavor, conversations about wise acquisition and dissemination of knowledge and the relevance of information to academic discourse
could be foundational to higher learning. This presentation examines the literature of critical pedagogy (Freire, Bourdieu), the distinction
between wisdom and information, the critical depth of culturally reflective knowledge, particularly in the academy (Eagleton, Giroux,
Derrida), and areas of concern within technological landscapes in education (Carr, Harris, Schuurman, Christensen, Turkle, Twenge). We
will investigate the role of technology in education, and assess whether it contributes to scholarly independence and interdependence inour endeavor to inform wise, educated citizens for the future.

74 | IAFOR.ORG | IICEHawaii/IICSEEHawaii2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

13:45-15:15 | Room 305B (3F)

Friday Session III

Teaching Experiences, Pedagogy, Practice & Praxis
Session Chair: N. Leigh Boyd43739

13:45-14:15 | Room 305B (3F)

Action Research Writing Ability Among Secondary School Teachers
Gemmaline Bumanglag, Tabuk City National High School, The Philippines

This study focused on the action research writing ability of secondary school teachers in Tabuk City Division, Philippines, as affected bytheir socio-demographic profile. There were 15 secondary schools in the division; however, only 7 schools were participating in research.
This was planned as a basis in giving technical assistance to improve teachers' action research writing ability. The study involved 41
chosen teachers who have conducted action researches. It was a quantitative study and employed descriptive research design. The
data on respondents' socio-demographic profile was presented in percentage. Furthermore, Chi-square test was used to determine theassociation of the action research writing ability of the teachers with their socio-demographic profile. Results showed that most of
the respondents were in the field of English, followed by Science, Math and Filipino. Majority were 36-50 (70.70%) years old, female(78%), master's degree holders (75.6%), in the service for ten years and below (53.7%), with three or more trainings on research writing(65.9%), and with one action research conducted. Almost half (46.3%) hold Teacher III positions and the rest hold either a Master Teacher
or Teacher II position. Results further showed that the overall action research writing ability of the respondents is at moderate level.
Furthermore, Chi-square test revealed that the action research writing ability of the teachers does not have significant association with
their educational attainment, teaching position, and length of service but have significant association with their field of specialization, age,gender, number of trainings attended and number of action research conducted.
44543

14:15-14:45 | Room 305B (3F)

Improving Students' Cognitive Skills and Leadership Potential: Critical Insights into the Food and Textiles
Studies in Mauritius
Homeswaree Savitra Samboo, Mahatma Gandhi Institute, Mauritius

The recent significant changes brought about in the educational system in the small island of Mauritius have seen the inclusion of various
vocational subjects in the National Curriculum Framework for Grades 7 to 9 in 2016. This was quite a revolution for a country whose
educational system has been severely criticised in the past because of its excessive and exclusive emphasis on purely academic skills. But
the change is brought about by globalisation; savvier high school graduates are needed to maintain country's position as leading textile
player in Africa and beyond in an increasingly competitive global market. The Curriculum Project Director and Director of the Mauritius
Institute of Education states that, for Design and technology and Food and Textile Studies, 'the content and pedagogical approach, as wellas the activities, have been crafted to allow for an incremental and continuous improvement of the learners' cognitive skills' (Varma, 2017:pp3). This presentation will offer critical insights into the Food and Textile Studies in the National Curriculum framework. It will discuss
the latter`s potential in developing in secondary students entrepreneurial traits, leadership skills and creativity. The presentation will also
review the strategies currently employed by local educators in vocational subjects. It thus aims at making a much-needed contribution to
the field of vocational education in Mauritius - a field that is presently cruelly recognisable by paucity in the literature.
43538

14:45-15:15 | Room 305B (3F)

From Interdependence to Independence: Using Disagreement-Based Dialogic Writing to Improve IndividualArgumentative Writing
N. Leigh Boyd, Columbia University, United States

Dialogic collaboration has been shown to boost critical thinking, argumentation, and metacognitive skills. Many educators see agreement
as a core aim of collaboration, but disagreement-based dialogue can have a profound impact on cognition. The present study examined
the ways disagreement-based dialogic writing activities scaffold the development of argumentative writing skills and metacognitive
discussion in adolescents. Over the course of one school year, a total of 55 students in two low-performing 7th grade classes participatedin a twice-weekly dialogic argument curriculum. In a quasi-experimental design, one class was randomly chosen to collaborate witha classmate who held the opposing view on a topic and produce a jointly written essay while the comparison group wrote an essay
individually. Compared to students who only wrote individually, collaborative writers performed better on subsequent individual essays,
anticipating and countering the arguments of the other side better, repeating ideas less often and using more unique idea units in theiressays. To explore the collaborative processes underlying the differences between groups, digital voice recordings from the collaborative
writing activity were examined. The recordings show an increase over the year in metacognitive dialogue pertaining to their task. The
emergence of metacognitive dialogue over time supports the view that collaborative writing aids in the development of an argumentativemindset that transforms inter-individual dialogue into intra-individual reflection, helping students move from interdependence toindependence.

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13:45-15:15 | Room 307A (3F)

Friday Session III

Educational Research, Development & Publishing
Session Chair: Devin Oshiro
45213

13:45-14:15 | Room 307A (3F)

Urbanization and Educational Inequality: A Case Study of Beijing
Jianhui Zhang, University of Hawaii – Manoa, United States

The Chinese government has put tremendous effort into improving the national gross happiness ever since the establishment of thecountry. Urbanization, as argued by many scholars as the only method towards modernization (Qi, Gao, & Zhang, 2017), has brought great
benefits not only to the nation but also to its people. Different policies were developed to meet the needs of the modern society. However,
it is hard to make any policy perfect for the society due to the fact that different things emerge at all times. While enjoying the benefits ofurbanization, there are still other areas and people who are suffering from the side-effects it has brought along with the positive outcomes.
This article examines the urbanization of Beijing, the capital city of China, to find out the reasons that create educational inequality basedon the theoretical frameworks of meritocracy and urbanization. The author argues that educational opportunity should not be limited tothe household registration system. This article serves to broaden the dialogues on how we think about educational equality in the context
of schools mentioned above.
45136

14:15-14:45 | Room 307A (3F)The Awareness of Persuasive Techniques in Television Food Advertising Among Elementary School Students
Kanae Suzuki, University of Tsukuba, Japan

The purpose of this study is to examine the awareness of persuasive techniques used in television food advertising among elementary
school students. One hundred and seventy-seven students from the fifth and sixth grades were asked to write about what they were
aware of four topics (information about the product, characters, visual and sound techniques) after watching a commercial for chocolate
confectionery. Some students wrote about the persuasive techniques such as the taste and nutritional information as information about
the product, the appearance of the well-known character and how she makes the product seem appealing, the written information, color
and pace as visual techniques, and the laughter, voice, jingle and sounds made by eating the confectionery. However, the proportion of
the students who were spontaneously aware of these techniques was not high. Based on the findings, some useful instruction methods
should be discussed to promote the awareness of the persuasive techniques for a class.
42695

14:45-15:15 | Room 307A (3F)

Hawai'i K-12 Public School Teachers' Level of Computer Self-Efficacy and Their Acceptance of and Integrationof Technology in the Classroom
Devin Oshiro, Pearl Harbor Elementary, United States

This study sought to determine the relationship between K-12 Public School teachers' level of Computer Self-Efficacy (CSE) and theiracceptance of and willingness to integrate technology in the classroom. CSE is defined as 'an individual's perception of efficacy inperforming specific computer related tasks' (Karsten, 2012). CSE is indicative to the educational field due to its significant influence on
an individual's ability to create lessons using technology. However, many teachers experience levels of computer anxiety when faced with
opportunities to use technology and these negative attitudes impact a teacher's willingness to integrate technology into their classrooms.
The reality is that students living in today's society lead high-tech lives outside of school and low-tech lives inside school. This new'digital divide' increasingly prevents students to be college/career ready. The challenge for our educational system is to use current
technology and create relevant learning opportunities which mimic the technology that has become a ubiquitous way of life. Participants
were emailed survey questions about CSE, Technology Acceptance and Technology Integration. Results indicated statistically significant
findings related to the four research questions explored in this study. Overall, K-12 teachers CSE, technology acceptance and willingness
to integrate technology was found to be statistically significant. Results of the study provide a baseline for administrators, but also
require further studies that will add to the current body of knowledge concerning CSE and its relationship with technology acceptance andwillingness to integrate technology in the classroom.

76 | IAFOR.ORG | IICEHawaii/IICSEEHawaii2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

13:45-15:15 | Room 307B (3F)

Friday Session III

Economic Growth, Employment & Work
Session Chair: Park Sang-Hyeon
45151

13:45-14:15 | Room 307B (3F)

The Importance of Landmark: Focusing on Magnet Index
Dongnyeon Ku, Kangwon National University, South Korea

Recent social networking services have played an important role in online communication. In particular, SNS and tourism meet, provide
various information and play an important role in planning travel. In particular, it plays an important role in the tourism sector by introducing
the landmark through sharing photos and others. In a modern sense, Landmark can be an abstract space with regional historical andconceptual meanings, or it can be a regional singularity that can only be seen in that area. In particular, if you look at tourism, thecharacteristic of Landmark is that it can be a place where tourists want to travel or leave memories. Magnetic motifs have a variety offunctions, but among them, they are also used to collect memories of travel. Therefore, this study examines the importance of landmark
in urban tourism using SNS. Through an Instagram hashtag analysis, the magnetic index was to be examined. Through this, it is judgedthat the nature of the Magnet index can be used in a successful local tourism strategy.
45068

14:15-14:45 | Room 307B (3F)

Strategic Marketing of Whale Watching Tours in Maui, Hawaii
Rodolfo Delgado, The University of Kitakyushu, Japan

This paper discusses strategic marketing to attract international tourists to whale watching tours services in Maui, Hawaii. Businessowners and personnel in the tourism industry aim to increase the value-added of the whale watching experience and the opportunity of
attracting new and repeat customers. Meanwhile, a large number of operators constantly compete to attract customers to their tours.
Therefore, marketing strategies based on the benefits of tours to the conservation of the mammals is key to attract whale watchers. Every
year many tourists visit the Hawaiian Island of Maui with the goal of enjoying eco-tourism activities like whale watching, scuba diving,snorkeling and hiking among others. In a whale watching experience tour in Maui, Hawaii in December of 2017, a total of 26 tourists wereinterviewed. Respondents mentioned during the trip, experiencing whale watching for a second time; most of the Americans interviewed
have experienced whale watching in diverse destinations. If customers' whale watching experience have been positive and the experience
have been satisfactory, whale watchers will share their experience with their friends and family members. Therefore, whale watching
touring experiences will be increased and repeat around the world and it will contribute to the conservation of the mammals and sustainable
development of this tourism experience and tours. Key words: Marketing, Strategies, Whale, Watching, Tours, Competitiveness, Tourists.
45241

14:45-15:15 | Room 307B (3F)

Tourism Image Analysis of Rural Cities for Economic Sustainability: Applying Q Methodology
Choi Kee-Jong, Festival Committee of Pocheon City, South Korea
Lee Kyung-Yur, Hanyang University, South Korea
Park Sang-Hyeon, Hanyang Cyber University, South Korea

As people move to big cities, rural cities are suffering from economic sustainability due to the depopulation drain. To overcome this,rural cities put much effort to develop the tourism industry. However, it is not easy to know which tourist image is effective. This study
analyzes the tourism image of a rural city in South Korea by applying q-methodology. As a result, three groups were discovered. Type 1,
which is the image of newly constructed tourist facilities, mainly related to residents who are familiar with this area. Type 2 is the image of
conventional tourism resources, mostly related to older tourists who live far from the area. Type 3 is the festival image held in the region
and is associated with younger tourists. Of these, Type 3 is expected to contribute the most to increase the economic sustainability of
the region. Therefore, by promoting festive images in this area, attracting tourists and increasing economic sustainability will be possible.

Like us on Facebook at www.facebook.com/iaforjapan | IICEHawaii/IICSEEHawaii2019 | IAFOR.ORG | 77

13:45-15:15 | Room 302A (3F)

Friday Session III

Interdisciplinary: Climate Change & Natural Disasters
Session Chair: Ping Xu
44386

13:45-14:15 | Room 302A (3F)

Emergency Preparedness: Is Your Campus Ready?
Hans Chun, Chaminade University, United States
Christine Denton, Chaminade University, United States

Colleges and universities, especially campuses with students living in on-campus housing, have faced dangerous and high-profile
challenges in ensuring the safety of students, faculty, and staff from natural and human-caused events. Over the last 25 years, guidelines
and best practices have developed and evolved in preparing for emergencies at institutions of higher education. It is assumed that colleges
and universities developed their emergency plans and have them in place. However, the reality is that institutions of higher educationvary in the depth and scope of their plans and its effectiveness as emergency preparedness is not directly regulated by governmental or
accreditation organizations. Also, the level of institutional priority placed on planning effectively for emergencies and the resources madeavailable to do so is a major factor on how advanced their plans are and the consistency in which they are updated. Chaminade University
located in Honolulu provides a case study of how an institution of higher education made it an institutional priority to significantly update
their emergency management plans over the span of one academic year to meet and in some areas exceed current guidelines and bestpractices. Chaminade also provides an example of how a university with a modest budget was able to integrate updated processes
and methods to help with the security of classrooms, training for key university officials, overhauling the emergency communication
notification systems, updating organizational structures with consideration for emergency operations, and disseminating updated plansand protocols campus-wide.
45105

14:15-14:45 | Room 302A (3F)

Families in Disaster: Understanding the Impact of Disaster and Relocation to Filipino Families' Dynamics andTheir Resilience to Disasters
Paoloregel Samonte, United Nations University Institute for the Advanced Study of Sustainability (UNU-IAS), JapanThe onslaught of typhoon Ketsana in the Philippines in 2009, and the consequent relocation in its aftermath, has attracted a huge numberof researchers within the disaster resilience discipline. But while literature regarding the phenomenon continues to flourish almost a
decade after the typhoon hit the country, the focus of such scholarship is almost always on individual and community levels, leaving thefamily largely understudied. This study is an attempt to fill this gap within the literature. Every society, in its quest for sustainable growth,is dependent on its most basic social unit—the family. Guided by Jones and Tanner’s (2017) Subjective Resilience Theory, this qualitative
research undertakes to look at the impacts of disaster and relocation to the Filipino family’s internal dynamics, and consequently, theireffects to the Filipino household’s resilience to future disasters. Purposive theoretical sampling was applied in choosing the participants
for the case study of Southville 7, a relocation site situated in Calauan, Laguna, Philippines. Data gathering methods such as in-depth
interviews and field observations were employed in collecting stories from the 25 participating families. Research findings revealed thatthe impacts of post-disaster relocation to the families’ dynamics could be grouped into seven general categories: on family compositionand structure; members’ roles; parenting style; parents’ marital relationship; familial relationship (closeness or conflict); family member’s
personalities; and death and disabilities. Meanwhile, the relocated families show strong resilience capacities in terms of early warning andlearning, while reliance to social capital tends to be mixed.
44938

14:45-15:15 | Room 302A (3F)Interdependence & Independence in Escaping From Post-Fire Debris Flow Disaster
Ping Xu, University of Colorado, Boulder, United States

Climate challenges in recent decades led to natural hazards higher in frequency and in a variety of areas, particularly in mountains.
Mountains' beauty attracts increasing populations to live and visit, thus, the damage of hazards are greater and more impactful. Recently,
post-fire debris flows in the Western U.S.A. appear lacking efficient warning systems, resulting in people being caught off-guard. Facing
natural disasters, people are vulnerable, due to the lack of scientific knowledge and common sense. Some believe that signaled evacuations
are only the government's business, while others ignore evacuation orders altogether. In our society, every independency is relevant tointerdependency. This research discusses independence and interdependence in self-escaping strategies with questions: what is post-firedebris/mudflow? When and where will it occur? And how to escape from it? The pre-conditions for post-fire debris/ mudflows occurring
include rich debris resources; landforms trigger debris/mudflows; a wildfire strike has been experienced, accelerating and amplifying thedebris/mudflow process; and constantly heavy rainfall is received. The high impact zones are where a sudden decline in slope appears
in lower elevations; nearby rivers and lakes with flooding; and on hillsides with gullies pointing to or nearby the site. Identifying landform
patterns of prone zones and high impact areas is crucial. A self-evaluation plan not only enhances people's independence for survival,
but it also is helpful in creating cooperative community evacuations. Such knowledge would also benefit the community in establishing awarning system. The independence of individuals with self-survival knowledge and skills is contextualized in a safe community.

78 | IAFOR.ORG | IICEHawaii/IICSEEHawaii2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

13:45-15:15 | Room 302B (3F)

Friday Session III
Clean & Affordable Energy
Session Chair: Getu Hailu
45122

13:45-14:15 | Room 302B (3F)Concentrating Solar Power – Way to Increase Efficiency of Existing Fossil Fuel Power Plants
Ravshanjon Khujanov, RheinMain University of Applied Sciences, Germany
Stefan Rusche, RheinMain University of Applied Sciences, Germany
Mansur Olimov, Institute for Material Sciences, SPA Physic Solar, Uzbekistan
Shavkat Nurmatov, Institute for Material Sciences, SPA Physic Solar, Uzbekistan

Thermal power plants are not considered to have elegant or visually stimulating designs by most and therefore the development ona site without previous construction is usually met with opposition from local communities. The impact of operation on the local andsubsequent regional/global air quality is arguably the biggest detrimental effect that a thermal power plant has on the environment as itis specific to this type of structure. Previous thermodynamic studies on the integration of solar heat were performed in Rankine cycles.
It is possible to achieve solar hybridization, savings of fuels (natural gas), reduction of CO2 emission and increase performance within
the observed steam flow diagram, which is similar to the fossil power plant portfolio in Uzbekistan. The solar thermal retrofitting of theexisting power plant is based on parabolic trough technology. The hybrid mode of operation of the power plant ensures an availabilityof high performance. A quantitative assessment has been performed by using the annual outcome calculations of the certain year ofoperation. Then a comprehensive discussion of gained operating options led to identify a significant economic effect. Solar power plants
are the opportunity for sunny regions to generate electricity by using renewable energy. When direct normal irradiation is reflected on the
mirror and concentrated on the absorber of parabolic trough, large amount of heat can be gained for operation of a thermal power plant.
Integration of thermal energy storage into the solar hybrid power plant can make CSP the most flexible renewable electricity technology.
43412

14:15-14:45 | Room 302B (3F)

Renewables Intermittency Versus Power (In)Flexibility: New Insights From Tail-Index Estimates
Ronald Huisman, Erasmus University Rotterdam, Netherlands
Cristian Stet, Erasmus University Rotterdam, Netherlands
Evangelos Kyritsis, Norwegian School of Economics, Norway

Power prices are well known to have a fat-tailed probability distribution function. These fat tails represent the probability of sudden
extreme high and low prices that occur as a result of abrupt changes in supply, partly due to intermittent renewable power generation, and/or in demand due to inelastic short-term demand and the absence of sufficient storage capacity. In addition to the consensus view in theliterature, that intermittent renewable power supply has an effect on power prices and volatility, we show that wind and solar supply has aneffect on the tail fatness of empirical power price distributions. The more wind and solar supply in an inflexible system, the fatter the lower
tail of the electricity prices distribution function and the thinner the upper tail. From our empirical findings on the tail asymmetry in the
distribution of electricity prices in the German market, we conclude that the power system has higher need for downward than for upward
power system flexibility during times with high share of intermittent renewable energy in the power system and the opposite during times
with low share of intermittent renewable energy in the power system. Additionally, the methodology used in this paper can be further
applied to assessing the flexibility needs of various power systems, including those of islands. The proposed flexibility measure can beused by policy makers when designing and/or updating power market regulations. This methodology can also be applied by managers in
the process of risk assessment and energy real option pricing.
44493

14:45-15:15 | Room 302B (3F)

Seasonal Solar Thermal Energy Storage in a Region with Extended Freezing Period
Getu Hailu, University of Alaska Anchorage, United States

Alaska is a region with a long period of winter and long summer days. The solar energy received during the summer needs to be stored in athermal energy storage system for later used in winter. We present the comparison of the experimental results with numerical simulation.
The numerical simulation was performed using TRNSYS. For the the given period, the results showed that there was close agreement
between the experimental measurement and the numerical simulation. The measured average temperature was 8.1 °C compared to thesimulated average temperature of 8.6 °C. The measured maximum and minimum temperatures were 21 °C and −7.8 °C, respectively,
while the numerical simulation maximum and minimum temperatures were 17.8 °C and −7.5 °C, respectively. For the five-year seasonal
simulation, the system became fully charged by June 14. The maximum temperature the sand-bed achieved annually was 24.83 °C,
occurring approximately on July 10, with a minimum of 11.1 °C occurring on January 24. The results demonstrate that sand-bed solar
thermal storage systems are suitable for climates in regions with long periods of freezing temperatures which can contribute towards the
net-zero energy status of a residential home.

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15:30-17:00 | Room 303A (3F)

Friday Session IV

Teaching Experiences, Pedagogy, Practice & Praxis
Session Chair: Hashini Mohottala
45096

15:30-16:00 | Room 303A (3F)The Effect of Gamification Elements on Engagement and Achievement in Calculus 1 and 2
Leslie Molnar, College of the Rockies, Canada

Gamification is increasingly being used in educational contexts to attempt to increase both student engagement and achievement.
In this study, gamification elements were added to pilot course offerings of post-secondary Calculus 1 and Calculus 2. The online
courses were offered in the overarching form of a pirate quest to retrieve sunken treasure. Gamification elements included badges,
points, progression/scaffolding/levels, unlockable content, progress bars, immediate feedback, and replay/do-over options. Students
responded positively to the gamification elements, particularly the ability to re-do assignments until a mastery level was achieved.
Engagement was positively affected. The sample sizes were too small to show statistically significant improvements in achievement.
This paper reviews the literature surrounding the use of gamification elements, analyzes the results of these pilot course offerings, andprovides suggestions for next steps.
43568

16:00-16:30 | Room 303A (3F)Elementary Preservice Teachers' Beliefs About the Image of Science Teaching
Sumreen Asim, Indiana University Southeast, United States

This study examines elementary preservice teachers beliefs before and after the implementation innovative inquiry-based science
methods course. This study draws upon the educational research about teacher beliefs, with a focus on work in teacher beliefs fromthe field of science education and specifically, the work in teacher candidates' beliefs about elementary school science education. The
images of science teaching in an elementary school setting. Preservice teachers had learned science with inquiry and how they teachscience in various learning environments. Data were collected through reflections, drawings and narratives. Findings indicated that mostparticipants low confidence and had simple conceptual beliefs about teaching science at the beginning of the study surrounding theideas of fun and hands-on. However, they all had complex and student-centered beliefs at the end of the study including ideas of learningscience outdoors, engaging students in scientific knowledge, science tools and practice. Some common beliefs at the end of the study
were that participants believed in inquiry-based practices and technology integration. Based on the findings it can be said that inquirybased modelling along with embedding technology in science methods course has a positive impact of preservice teachers and theirscience teaching. Further implications include the need for teacher educators to model the use and integrate learning environments
beyond the classroom; along with the need for sessions wherein teacher candidates can practice teaching science in both formal andinformal science settings, which also includes reflection on their beliefs about science instructional practices.
44800

16:30-17:00 | Room 303A (3F)

Going Backward in Technology to Move Forward: Physics Teaching and Learning
Hashini Mohottala, University of Hartford, United States

The rapidly changing modern technology invites our students to become autonomous learners, encouraging them to be self-directed.
However, it doesn't always nurture their confidence in decision-making. Modern technology alienates students from reality and detaches
them from positive engagement. In other words, it produces an 'independent' individual and presents to the society who strongly depends
on technology. As educators, we must encourage individual growth in students while maintaining the balance with modern technology.
Keeping this in mind, we introduced a new teaching tool to Physics lecture-rooms to cultivate interdependence and positive engagement
among peers. To achieve this goal we stepped backwards and created a tech-free environment in the classroom allowing students toproactively engage in problem-solving. We experimented this pedagogical tool in intro-level Physics courses with Engineering majors.
In this exercise, small groups were formed with five students in each and experimental based problems were given to each along with
low-tech row materials. Although a lack of interest to talk was observed at the beginning, later students moved out of their comfort zones
and designed, low-tech experiments to find out solutions to the assigned problems. Students were graded for contribution, creativity andaccuracy. They were eager to learn through these types of exercises, and found their Physics laboratory experiments more meaningful.
Lab reports improved significantly and students became more vocalized active participants. Indirectly it built the skills and attitudes
required for positive engagement in diverse and globalized communities.

80 | IAFOR.ORG | IICEHawaii/IICSEEHawaii2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

15:30-17:00 | Room 303B (3F)

Friday Session IV

Language Development & Literacy
Session Chair: Christina Belcher
45083

15:30-16:00 | Room 303B (3F)

New Literacy Practices: Imaginative Implications for 21st Century Literate Identities
Lisa Delgado Brown, Oklahoma City University, United States

The purpose of this qualitative research study was to explore the intersection of new literacy practices and literate identities. The experiencesof young adolescents were examined to better understand how these experiences and their perceptions impact the development of
their literate identities in multiple contexts. As such, this study sought to explore the following research question: How were the literate
identities of sixth-grade adolescents shaped by the new literacy practices in which they participated? This study illustrated that thesocio-cultural underpinnings of New Literacies were directly tied to the meanings young adolescents developed from the various literacy
webs in which they interacted. Exploring the connection between the various digital communities of practices in which young adolescentstraversed offered great insights about possible implications that these communities may have had upon their literate identity formation.
The IAFOR conference website asks 'how do we help our students build the skills and attitudes necessary for positive engagement in
distributed, globalized communities.' The first step is understanding adolescents' literate identities and the communities of practice inwhich they navigate. As educators, we can use this knowledge to better understand our students, specifically how the literacy practices inwhich they participate directly impact their overall identity perception. These understandings should guide our future teaching practices
and tie directly to the themes of the conference: independence and interdependence.
44328

16:00-16:30 | Room 303B (3F)

Developing Intercultural Literacy Through Foreign Language: Review of Learning and Teaching Models andPractices at University in Japan
Mico Kevin Poonoosamy, Josai International University, Japan

Japan educational institutions are currently facing the critical need to develop more global human resources - people capable of thinking
independently and flexibly, and taking leadership in culturally diverse international environments. The Japanese Prime Minister's Council
on Promotion of Human Resource for Globalisation Development clearly (CPHRG) states that as globalization gathers speed for theinternational economy of the 21st century, it is of great necessity to continuously develop global human resources who possess richlinguistic and communication skills and intercultural experiences, and thrive internationally (CPHRG, 2011, par. 3). But education in Japan
has long functioned as a means of transmitting the unique culture the Japanese people have developed over the centuries; it emphasises
conformity. Japanese universities are currently facing the urgent need to make the transition from a conventional theoretical contentdriven language education model, towards inquiry-oriented curricula that develop communicative and intercultural competence. This
paper will review the literature about language education at university level in Japan. It will discuss the tensions between the Japanese
educational beliefs and values, and messages of modernity, critical thinking, intercultural literacy development, and the self as agents ofchange and progress which are usually more associated with Western educational models.
44513

16:30-17:00 | Room 303B (3F)

Revisiting "Tech-Fictive" Literature: What is Lost and What is Gained in the Formative Literary Mind?
E. Christina Belcher, Redeemer University College, Canada

Digital technology is rapidly encroaching upon the humble picture book in educational function. Elementary educators and scholars alikemust consider its merits and disadvantages in light of literary formation in the young. Pondering the nuances of tech-fictive literature(Belcher, 2017), this paper looks at the value of story to shape a citizen, its purposes past and present, and its possible outcomes incrafting the creative imagination of children towards a love of reading. It examines the social purpose of story. Fairy tales developed
a clear division between good and evil, encouraging a moral perspective. Myths and tales became socially shared. As wordless books
emerged, communal stories gave way to the individual perception of story. Meaning could then be constructed from story with no sharedunderstanding. Tech-fictive literature currently draws the reader to embrace technology as a lone act. This paper seeks to discern theoutcomes, possible benefits and challenges of the engagement of story through picture books, and attempts to answer the question: Is
literacy development enhanced or truncated by changes in story form, and if so, what could be the effect on young readers?

Like us on Facebook at www.facebook.com/iaforjapan | IICEHawaii/IICSEEHawaii2019 | IAFOR.ORG | 81

15:30-16:30 | Room 305A (3F)

Friday Session IV

Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
Session Chair: Shigeyuki Suzuki45092

15:30-16:00 | Room 305A (3F)How English is Written by Japanese College Students
Shigeyuki Suzuki, Tokyo Kasei University, Japan

The presenter will demonstrate how difficult it is for Japanese learners of English to write adequate English paragraphs because of thedifferences between the two languages in terms of presenting information logically. Kaplan (1980) says that 'each language and each
culture has a paragraph order unique to itself, and that part of the learning of a particular language is the mastering of its logical system.'
Therefore an English paragraph with correct grammar is not necessarily well written. English education in Japan has long focused on
the importance of receiving information written in English. Historically it has been necessary for Japan to educate its people so that they
have good command of English to acquire knowledge that is lacking in Japan. It is natural that receiving information written in English in
the international society has long been the primary focus of education. Therefore, translation of written English into Japanese is highly
emphasized. On the other hand, presenting information in a logical way has not been considered important. It is true that students aretaught how English should be written, but grammatical correctness is the priority in the teaching of written English in Japan. With thehelp of writing samples from college students, the presenter will demonstrate how English is often written by Japanese college students.
44354

16:00-16:30 | Room 305A (3F)

Learning Japanese with Gestures

Naomi Wilks-Smith, RMIT University, Australia
This session presents the findings of a research project that investigated the impact of Intentional Teaching Gestures on primary school
students' learning of Japanese as a second language. A quasi-experimental approach was used to investigate the impact of 170 students'
learning with gestures. Students' oral telling of stories in Japanese was used as a measure of their oral language output for comparison
between learning with and without gestures. The study collected both quantitative and qualitative data. Quantitative data informed thequestion of how much language students produced, whilst qualitative data provided evidence of the features of students' language whenlearning with and without gestures. Findings will be shared that reveal the pedagogical value of Intentional Teaching Gestures including
gestures as a scaffolding tool for teachers and as a recall tool for learners.

82 | IAFOR.ORG | IICEHawaii/IICSEEHawaii2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

15:30-17:00 | Room 305B (3F)

Friday Session IV

Design, Implementation & Assessment of Innovative Technologies in Education
Session Chair: Mark Griep45325

15:30-16:00 | Room 305B (3F)

An Inquiry-Implement-Expression Teaching of Internet of Thing Integrated to Physics Course
Tsun-Hsin Wang, Taichung Municipal Chung-Gang Senior High School, Taiwan
Wen-Sun Chou, Taichung Municipal Chung-Gang Senior High School, Taiwan
Sidney Chang, Taichung Municipal Chung-Gang Senior High School, Taiwan
Tsan-Pin Wang, National Taichung University of Education, Taiwan
Hsiao-Shen Wang, National Taichung University of Education, Taiwan
Hsiao-Hsi Wang, Providence University, Taiwan
Kuo-Yu Liu, Providence University, Taiwan

An inquiry-implement-expression teaching of Internet of Thing (IoT) integrated to physics course at a senior high-school is proposed inthis work. The teaching methods include inquiry teaching, implement process, and expression assessment. The simulation programs, socalled VPhysics course, on Physics kinematics and mechanics were developed with Visual Python program and IoTtalk which is provided
by Professor Yi-Bing Lin. Our action research shows the students with inquiry-implement-expression teaching have better performanceover conventional teaching counterpart due to higher learning motivation, more activity engagement, and wider innovation-ability.
44607

16:00-16:30 | Room 305B (3F)

Development and Application of Augmented Reality in the Teaching of Microscopic Particles in Junior HighSchools in Taiwan
Wen-Lung Wu, The National Academy for Educational Research, Taiwan

Virtual Reality (VR) and Augmented Reality (AR) are currently the two most widely discussed simulated reality technologies. This research
will explain abstract concepts with the use of the latest augmented reality technology, and develop corresponding teaching strategies. The
Interactive Microscopic Augmented Reality (IMAR) developed in this research, which simulates the motion of particles in the three statesof matter and the transition between three different states.The characteristics of IMAR are (1) Using three-dimensional (3D) simulationin substitution for animation, which allows users to observe the motion of particles from any angle and (2) integrating special effects into
teaching. For instance, the color-coded particles can help users observe particles more easily. The movement tracks and screenshots ofthe particles can be used for further discussions. This study includes several interviews and a empirical teaching study. The conclusionsof the research are as follows: (1) The design of the 3D model in AR should also integrate with hands-on activities so as to allow the realand virtual worlds to complement each other. (2) The purpose of the particle model used for teaching is different from that of a scientificmodel. It places great emphasis on the integration of special effects and teaching methods, and makes software application more relevant
to teaching in the classroom. (3) AR should be able to develop students' multiple representation skills and ability to learn on their own
through interactive activities. (4) Augmented-reality teaching can help students learn the abstract concept of particles.
44709

16:30-17:00 | Room 305B (3F)The Sharing Cycle of Science Learning: A Method to Connect College STEM Courses with Tribal Community
Topics that Enhance Sovereignty
Mark Griep, University of Nebraska-Lincoln, United States
Beverly DeVore-Wedding, University of Nebraska-Lincoln, United States
Janyce Woodard, Little Priest Tribal College, United States
Hank Miller, Nebraska Indian Community College, United States

American Indian students are underrepresented in all science and engineering fields by almost 50%. At the same time, the fastest growing
occupations for the past half century require knowledge of science and mathematics. To address the need for relevant science training,the 'Framing the Chemistry Curriculum' project was created by the University of Nebraska-Lincoln (UNL), Little Priest Tribal College (LPTC),
and Nebraska Indian Community College (NICC). These partners iteratively developed a model to increase the number of tribal college
students taking an introductory chemistry course. Specifically, the goal was to create sustainable chemistry laboratory experiences at
NICC and LPTC. Our hypothesis was that American Indian students will be more inclined to engage and persist in chemical education
when lessons and laboratory activities are framed within the context of community-relevant topics because of their strong sense ofkinship and place. Since these colleges have low enrollments, the project was assessed using mixed methods to learn about attitudes andengagement. The following four objectives were completed: (1) An Advisory Board of local scientifically-oriented stakeholders developed
the frame's tribal community topics; (2) Created a lab manual that connects these topics to chemistry content; (3) Developed a twosemester chemistry sequence, integrating lecture and laboratory experiences; and (4) Disseminated the method locally and regionallythrough workshops, outreach, and recruitment. The most common statement from the several dozen students who took the course is thatit helped them understand why chemistry is important. NICC also hired a full-time science instructor to teach several chemistry courses.

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15:30-17:00 | Room 307A (3F)

Friday Session IV

Learning Experiences, Student Learning & Learner Diversity
Session Chair: Amanda Jacobs
44438

15:30-16:00 | Room 307A (3F)

Understanding and Helping Students Succeed: Addressing Generational Differences & Mental Health Issues
in Universities
Lorna E. Rourke, University of Waterloo, Canada
Lorraine Carter, McMaster University, Canada

Today's GenZ and Millennial students may present challenges for the GenX and Baby Boomer faculty who teach them, and vice versa,
since the values and views of the two groups are often very different. Today's students learn, interact, and study in ways that differ fromthose of previous generations. Faculty may have trouble relating to, engaging with, and helping these students learn and succeed. In
addition to this generation gap between students and faculty, universities are seeing a dramatic rise in the number of students seeking
help – and, tragically, not seeking help – for serious mental health issues. This combination of the generation gap between faculty andstudents and the student mental health crisis is creating serious problems. While universities try to address these issues, suicide rates
are rising and some students are unable to find the help they need. In this session, a university librarian and an administrator will explore
the generational characteristics of students and faculty and the ways in which the mental health crisis is affecting both groups, andwill suggest effective ways for faculty to work with and support these students. Insights will be shared based on a literature review, an
overview of the ways in which universities are addressing mental health issues, and consideration of case studies. A quiz activity will
highlight the mental and emotional health needs of today's students. The session will end with a discussion of strategies for working wellwith today's students and for addressing their mental health needs.
43319

16:00-16:30 | Room 307A (3F)

A Snake Charmer Without the Music: Motivating the Students of Today
Amelia Simmons, East Georgia State College, United States
Natasha Goss, East Georgia State College, United States

It is the purpose of this paper to describe intrinsic motivation and to explain how the application of intrinsic motivation through meaningful,personable assignments in such forms as research, social media, and critical thinking helped eradicate the lack of student motivation
within a classroom. The identification of the differences between intrinsic and extrinsic motivation created an environment in which thestudents became more active in their education and enhanced communication between the teacher and the students. Increased work
ethic and communication in the classroom setting were increased by the application of research, social media, and critical thinking
within the scope of personable assignments geared toward intrinsic motivation. Too much pressure is placed upon educators to survive
the jungle of teaching the students of today, making a good impression, and earning high test scores.The challenging part of achieving
motivation is how the work is presented to students and whether it embodies an intrinsic or extrinsic notion.
44333

16:30-17:00 | Room 307A (3F)

If You Succeed, I Succeed! – Reciprocal Learning Through Musical Theatre Production
Amanda Jacobs, Capella University, United States

The purpose of this grounded theory study was to gain knowledge about how learning occurs in musical theatre production (MTP) sincelittle is known about how thespians learn and create a show. MTP brings together all artistic disciplines and people with varying degrees
of education and skill sets. Successful production requires both learning and contribution from all participants, a process that does notfollow the traditional classroom model. By posing the research question, 'What are the learning experiences of thespians developing
a musical theater production?' and utilizing a Charmaz model of grounded theory methodology, snowball sampling technique wasused to recruit participants with Broadway or Off-Broadway experiences. Twelve participants answered 13 questions in face-to-face,semi-structured interviews. Interviews were transcribed and coded in a systematic series of steps revealing three distinct aspects that
construct the learning process: there is a defined structured organization focused on creative empowerment, support for the developmentof productive collaborative efforts, and the personal attributes of high self-efficacy and attribution as significant themes in the learning
environment. The study showed that when these are successfully combined in the framework of rehearsals, a show is learned through aprocess called reciprocal learning. Learning in MTP is an exemplar model for learning because it requires a specific structure, vision, andleadership that requires participation from all, and promotes development of positive self-attributes. Reciprocal learning theory can beapplied in traditional settings for learning.

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15:30-16:30 | Room 307B (3F)

Friday Session IV
Agriculture: Forestry & Industry
Session Chair: Peng Peng
45131

15:30-16:00 | Room 307B (3F)

Object-Based Forest Cover Change Mapping Using Remote Sensing in Nuristan Province, Afghanistan
Shogufa Popal, Kabul University, Afghanistan
Satoshi Tsuyuki, The University of Tokyo, Japan

Deforestation and forest degradation are among significant environmental issues in Afghanistan but has not been studied intensively
due to insecurity, confined budget, lack of expertise, and limited accessibility to new technology. In such a situation, remote sensing
technology offers practical and economical means to acquire reliable, consistent, and up-to-date information for assessing forest
cover and monitoring its spatial and temporal dynamics. Therefore, this study aims to map forest cover changes and to quantify forest
loss and gain between 1998 and 2016 in six districts of Nuristan Province in Afghanistan using medium resolution Landsat series data
(Landsat TM and Landsat OLI). Our methodology comprises of (i) preprocessing of Landsat images using TNTmips (ii) object-based
image classification using eCognition Developer 9, (iii) mapping forest cover change, and (iv) quantifying forest cover loss and land cover
dynamics. The results showed that although deforestation in six districts of Nuristan Province has not occurred in a large scale, theforests have been continuously degraded between 1998 and 2016. Meanwhile, the performed accuracy assessments on maps showedthat the utility of high-resolution images for choosing training samples in Landsat images resulted in relatively high overall accuracies(>91 %). Overall, this study can be utilized as a baseline data of forest cover and its spatial and temporal dynamics of Nuristan Province,
where the effort was to exploit the potential of freely available, medium-resolution Landsat data series that might contribute in future
forest management, restoration, and conservation at a local, provincial, and national level in Afghanistan.
44431

16:00-16:30 | Room 307B (3F)

Current Situation of Non-Thermal Plasma (NTP) Ammonia Synthesis and Its Potential to Build a Sustainable
Nitrogen Fixation Industry
Peng Peng, University of Minnesota, United States
Paul Chen, University of Minnesota, United States
Min Addy, University of Minnesota, United States
Charles Schiappacasse, University of Minnesota, United States
Yanling Cheng, University of Minnesota, United States
Nan Zhou, University of Minnesota, United States
Roger Ruan, University of Minnesota, United States

Ammonia has more sustainable applications than being a fertilizer. Its emerging applications include hydrogen carrier, fuel cells,
clean transportation fuels, and other off-grid power applications. The environmental and centralization problems associated with theconventional Haber-Bosch process are great limitations to the current nitrogen fixation industry. Currently, the Haber-Bosch productionof ammonia around the world is centralized Hence it is critical to introduce a sustainable nitrogen fixation process under low temperatureand pressure conditions. The non-thermal plasma (NTP) allows for the synthesis of ammonia at a lower temperature and pressure
conditions. It is proposed that the moderate process conditions can potentially allow a more economical construction and operation ofammonia production systems on distributed farms and renewable hydrogen production sites. In this presentation, we will discuss the pastand current situations, and the most recent development on the NTP ammonia synthesis (from both our lab and other published studies).
Next, analysis and recommendations will be made on the potential of changing the ammonia production industry using this technology,
leading to further discussions on how to improve the current ammonia production infrastructure to a more sustainable fashion.

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15:30-17:00 | Room 302A (3F)

Friday Session IV

Economic Sustainability: Climate Change & Higher Education
Session Chair: Helen Tien
43673

15:30-16:00 | Room 302A (3F)

Importance of Geographical and Sociological Factors in Household Livelihood Vulnerability to Climate-Related
Crisis in Rural Burundi
Risper Buyaki Nyairo, Osaka University, Japan
Takashi Machimura, Osaka University, Japan

This paper analyses the vulnerability of 2 communes in the provinces of Kirundo and Bubanza in Burundi to climate change usingsocial and geographic variables. Primary socio-economic data was collected through surveys where 450 households were involved in
responding to a questionnaire. Data collected included demography, livelihood sources, asset ownership, land management practices,
social organization and information sources. Initial data consisted of more than 1000 quantitative and categorical variables but these werereduced to the most representative 38. Selected variables were then used in Multiple Factor Analysis (MFA). Results showed that the firsttwo dimensions of MFA contributed most variability to the data and represented social, financial and human capitals. Variables strongly
correlated with dimensions were: education; ownership of cattle, improved structures, water inlets or cellphones; use of pesticides andfertilizers; support from Non-Governmental Organizations (NGOs); membership to associations and rainwater harvesting. Clustering wasthen done based on five dimensions and yielded 2 clusters, which briefly attributed to the households in two provinces. Elevation, land
cover and roads were analyzed in ArcMap to explain the clusters' features. Kirundo (1434m) had higher elevation than Bubanza (969m)
but less tree cover with more shrub and grasslands. Bubanza had significantly more croplands. The slopes were moderate to strong.
Land cover differences were attributed to human factors and they exacerbated vulnerability. The study concludes that Bubanza is lessvulnerable than Kirundo but rural development and institutional policies should be prioritized in both regions to enhance adaptive capacity
and reduce vulnerability to future climate-related hazards.
44732

16:00-16:30 | Room 302A (3F)

The Causal Nexus Between Food System, Economic Development and Environmental Pollution in Selected
Emerging Economies
Kingsley Appiah, Jiangsu University, China
Jianguo Du, Jiangsu University, China
Michael Yeboah, Kumasi Technical University, Ghana
John Poku, Kumasi Technical University, Ghana

Potential challenges pose by global warming on world food security, and agriculture has reached its critical stage. In general, carbon
stock continues to increase. Notably, carbon footprint created by global food waste poses greater threats to food security, economic
development and waste of natural wealth. The Provisions of sectoral actions meant to curtail greenhouse gases related to food waste
need to look at how to transform the ecological effects of agriculture from negative to positive while meeting the food production needs.
To extend the frontiers of recent empirical study on agricultural system-growth-pollution nexus, our study examined causal nexus
between food system, economic expansion and ecological pollution in selected rising economic power states from 1971 to 2013. Foodsystem releases emissions that increase the global carbon stock, including methane emitted by ruminants, emissions from fertilizers
used in the provision of feed and manure management. Using DOLS and FMOLS, empirical findings revealed that, 1% increase in economic
progress, meat and milk production causes increases in emissions by 14.7%, 32.5% and 5.8% respectively. Whiles 1% increase in hotspots
commodity like vegetables improves the ecological system of emerging countries. Dumitrescu-Hurlin Granger’s causality test was used
to check direction of causation. To ensure sustainable food system and reduction of carbon intensities, emerging economies requires
effective and innovative practices in the agricultural sector.
44433

16:30-17:00 | Room 302A (3F)

A College Town and Sustainable Economic Development: University of Hawaii at Hilo
Helen Tien, University of Hawaii Hilo, United States
Tam Vu, University of Hawaii Hilo, United States

This paper investigates the economic impact of the University of Hawaii at Hilo (UHH) on the Hawaiian community. The paper examines
the proportion of Hawaiian population with college enrollments and graduates on the Hawaiian sustainability. Our regression analysis
focuses on two scenarios of the augmented production function. The first analyzes the aggregate effect of UHH on the economy in Hawaii
County, and the second analyzes the sectoral effect of each college at UHH on each economic sector in Hawaii County. In each scenario,
the benchmark variable is either enrollments per capita or graduates per capita. The dependent variable is either labor productivity, which
defined as output divided by employment, or per capita income, which defined as income divided by population. The results show that bothbenchmark variables affect Hawaiian economy positively. These results are robust for both models on productivity and economic growth.
The sectoral effects are different for different sector although they are all positive. Some sectors have larger effects on the economy
compared to the aggregate effect while some have a smaller effect than the aggregate effect. Based on the aforementioned analyses, we
provide policy implications for the state of Hawaii and the university as well as a plan for updating the information in the future.

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15:30-16:30 | Room 302B (3F)

Friday Session IV
Social Justice in Education
Session Chair: Shakeara Mingo
44661

15:30-16:00 | Room 302B (3F)

The Role of the Non-Governmental Organizations (NGOs) in Empowering Girls in the Disadvantaged Areas in
Egypt: An Exploratory Study
Sara Kamel Abo El-Kheir, American University in Cairo, Egypt

According to Vakil (1997) NGOs are defined as self-governing, private, non-profit, and formal organizations which are gearing to develop
the quality of the disadvantaged lives. Globally, NGOs have been instrumental in developing both practices and policy. The NGOs in Egypt
are represented by 15,000, predominantly small community-based organizations which focus on social assistance and service delivery.
Over the past three decades, NGOs succeeded in partnering with the Ministry of Education to intervene in public schools with activities
and educational projects in basic education, particularly in primary schools at the most disadvantaged, isolated and remote areas in Upper
Egypt. The purpose of this study is to investigate the practices of the ‘Nile Valley’ NGO in the most disadvantaged areas in Upper Egypt toempower girls who skipped education at early ages. The instruments used in this qualitative study are: observations, document analysis,
and semi structured interviews. The sample size was 25 participants from the teachers, students, project managers, and students. The
findings show that girls were empowered to take initiatives towards their education. The study concludes some practical implications,future recommendations, and limitations.
45048

16:00-16:30 | Room 302B (3F)

Food Apartheid and the Curriculum That Saves It
Shakeara Mingo, Focused Vision Consulting, United States
Tiffany Brooks, Focused Vision Consulting, United States

Health is wealth! Unfortunately, everyone does not have access to healthy food. We are facing a new apartheid, and this one deals withfood access. The lack of access to healthy foods puts individuals at risk for more severe health conditions such as heart disease, type2 diabetes, high cholesterol, cancer, and sleep apnea all of which can lead to death. Areas that have high food inequality are areas thathave high poverty rates, a deteriorating education system, and an overwhelming amount of food deserts. To solve the food apartheid
crisis that is plaguing African Americans in the District of Columbia, we will use Geographic Information Systems (GIS) to gather andanalyze qualitative and quantitative data to measure the impact of the lack of grocery stores in communities of color that has experienced
a steady decline in access to grocery stores. We will also research and review already existing curriculums to analyze whether or notschools are utilizing a comprehensive curriculum that incorporates food science into its structure, in order to develop a curriculum thatis relatable as well as comprehensive for students of color. Unfortunately, there is little to no information of previous research using asimilar methodology. There is also a lack of comprehensive research analyzing the role of public education as it relates to food accessin communities of color. This ongoing study will provide a new and creative alternative to solving the food apartheid crisis plaguing
communities of color

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Featured Panel Presentation: Deane Neubauer, Joshua Mok Ka Ho,
David P. Ericson, Curtis Ho & Sela V. Panapasa

Independence and Interdependence
Friday, January 04 | 17:15-18:15 | Room 302B (3F)In Association with the Asia Pacific Higher Education Research Partnership (APHERP)

Ever changing technologies offer new ways for us to be independent and autonomous learners,
encouraging students to be self-directed and confident in making choices, and enabling andempowering students and teachers to be proactive and tailor content. However, myriad technologies
and services make us more dependent on the very things allowing autonomy. How do we help
students and teachers alike navigate and curate the vast information available? How do we
encourage individual growth while also underlining the importance of belonging and of the reciprocal
responsibilities and privileges of education? How do we help students build the skills and attitudes
necessary for positive engagement in distributed, globalised communities that so often lead topolarisation and alienation instead? How do we educate with independence and interdependencein mind? This panel of experts will explore these and other topics, drawing on their many collective
years of experience in education research.

Deane Neubauer
Deane Neubauer is Professor Emeritus of Political Science at
the University of Hawaii, Manoa. He currently also serves as
the Associate Director of the Asia Pacific Higher Education
Research Partnership (APHERP) which conducts a wide rangeof policy-focused research with a special focus on higher
education. He is also currently an adjunct fellow of the EastWest Center, in Honolulu, Hawaii. Deane holds a BA from the
University of California, Riverside, and MA and PhD degrees fromYale University. Over the course of his career he has focusedon a variety of political and policy areas including democratic
theory, public policy, elections and various policy foci, including education, health, agriculture andcommunication. He has held a wide variety of administrative positions at the University of Hawaii,
Manoa and the 10 campus University of Hawaii system. He also has over twenty-years experiencein US-oriented quality assurance.

Joshua Mok Ka-ho
Professor Joshua Mok Ka-ho is the Vice-President andconcurrently Lam Man Tsan Chair Professor of Comparative
Policy of Lingnan University. Before joining Lingnan, he was theVice President (Research and Development) and Chair Professorof Comparative Policy of The Hong Kong Institute of Education,and the Associate Dean and Professor of Social Policy, Facultyof Social Sciences of The University of Hong Kong. Prior to this,Professor Mok was appointed as the Founding Chair Professor
in East Asian Studies and established the Centre for East AsianStudies at the University of Bristol, United Kingdom.
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Professor Mok is no narrow disciplinary specialist but has worked creatively across the academic
worlds of sociology, political science, and public and social policy while building up his wide
knowledge of China and the region. Professor Mok completed his undergraduate studies in Publicand Social Administration at the City University of Hong Kong in 1989, and received an MPhil and
PhD in Sociology from The Chinese University of Hong Kong in 1991 and The London School of
Economics and Political Science in 1994 respectively.
In addition, Professor Mok has published extensively in the fields of comparative education policy,
comparative development and policy studies, and social development in contemporary China andEast Asia. In particular, he has contributed to the field of social change and education policy ina variety of ways, not the least of which has been his leadership and entrepreneurial approachto the organisation of the field. His recent published works have focused on comparative social
development and social policy responses in the Greater China region and East Asia. He is also
the founding Editor-in-Chief of the Journal of Asian Public Policy (London: Routledge) and Asian
Education and Development Studies (Emerald) as well as a Book Series Editor for Routledge andSpringer.

David P. Ericson
David P. Ericson is a Professor of Philosophy of Education and
Educational Policy Studies in the Department of Educational
Foundations, College of Education, University of Hawai‘i at
Mānoa. Prior to joining the Faculty of the University of Hawai‘i at
Mānoa in 1992, he was a professor at the University of California,
Los Angeles (1979 – 1992) and a professor at Virginia Tech (1977– 1979). In the College of Education at the University of Hawai‘iat Mānoa, he has served as chairperson in two departments(Department of Educational Foundations and the Department ofCurriculum & Instruction), as Associate Dean for Research andGraduate Studies, and as director of the Office of International Education. He also served as Editorin-Chief of Studies in Philosophy and Education for five years.
With research and scholarly interests in philosophy of education, educational policy analysis, andcomparative and international education, he has published widely on education issues, the logic ofsocial science research methodology, and educational policy and reform issues in the U.S. and Asia.
He is particularly noted for his work on the structure and behaviour of national educational systems
in the U.S. and Asia. He has been a Fulbright Senior Specialist Award holder (2007 – 2012), an award
that has enabled his research efforts on educational reform issues in lower and higher education in
Denmark and China. Most recently, he has been researching policy issues concerning the expansion
and quality of higher education in Vietnam.
Professor Curtis Ho and Dr Sela V. Panapasa's biographies can be found on pages 30 and 31,
respectively.

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Notes90 | IAFOR.ORG | IICEHawaii/IICSEEHawaii2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

Saturday
January 05
Parallel Sessions
Abstracts appear as originally submitted by theauthor. Any spelling, grammatical, or typographicalerrors are those of the author.

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09:00-11:00 | Room 303A (3F)

Saturday Session I

Professional Training, Development & Concerns in Education
Session Chair: Joe Peters
45058

09:00-09:30 | Room 303A (3F)

Pre-Service Teacher Field Experience Reflections: A Qualitative Case Study on Attitudes Toward Control,
Behavior, Students and Self
Robert Spires, University of Richmond, United States
Deborah Paine, Valdosta State University, United States
JT Cox, Valdosta State University, United States

This study examines the attitudes and beliefs of pre-service teachers serving a four-week-long apprenticeship the semester prior tostudent teaching. The data set consists of written reflections composed by each teaching candidate in response to prompts assigned
for the purpose of stimulating reflective practice. The study's researchers were interested in answering two questions: (1) How do preservice teacher field experience reflections reveal attitudes towards learning, behavior, and self-efficacy in the classroom? (2) How do
pre-service teacher concerns and anxieties in field experience reflections illustrate the gap between evidence-based practices (EVP)in teacher education and the instructional choices of pre-service teachers in their initial field experiences? Participants: This study
utilized the daily reflections in journal form written by pre-service teachers during a four-week practicum experience, known locally as
apprenticeship, at a regional comprehensive university in the Southeastern United States. Participants include 31 pre-service teachers inboth an undergraduate middle grades education and a master's secondary education initial certification program. Results: The results ofthis study further illustrate the gap that exists between evidence-based practices (EVP) in teacher education and the attitudes and beliefs
of pre-service teachers and the instructional choices they tend to make during their field experiences. Several key themes emerged fromthe data, including control, student behavior, pre-service teacher self-perceptions, and pre-service teachers' perceptions of students. The"control" theme was particularly evident as the primary concern of pre-service teachers.
43773

09:30-10:00 | Room 303A (3F)

Effect of Reflective Teaching Practices on the Performance of Prospective Teachers
Madiha Zahid Pervez, Lahore College for Women University, Pakistan
Afifa Khanam, Lahore College for Women University, Pakistan
Ghazala Noureen, Lahore College for Women University, Pakistan

The present research aims to examine the effect of reflective teaching practices on prospective teachers' performance. Reflective
teaching practice helps teachers to plan, implement and improve their performance by rethinking about their strengths and weaknesses.
An experimental study within an action research was conducted by the researchers. All prospective teachers of sixth semester in a women
university's teacher education program were the population of the study. From total 40 students, 20 students were taken as experimentalgroup and the rest of 20 students were taken as the control group. During the action research, a cyclic process of producing a module,
training teachers for the reflective practices and then observing them during their practicum for replication of reflective practice wasdone by the researchers. The researchers used a set of tests and a rubric for assessing prospective teachers' performance before, during
and after their training as well as their teaching practice. Finally, the module was modified with the help of findings. It was found thatthe training had improved the skills and performance of teachers during training as they revised and modified their teaching strategies
through reflective practice. However, they were not able to practice all of the reflective skills in their practicum. The training module
was revised in the light of findings and micro teaching strategies were further improved. The study has implications for teacher training
programs to include reflective practice training modules as part of their coursework for refining their practicum.
44267

10:00-10:30 | Room 303A (3F)

Pathways to Professions (P2P): Preparing Culturally Responsive Educators for Inclusive Excellence
Yi Huang, Coppin State University, United States

With the overarching goal of inclusive excellence, Coppin State University, CSU Professional Development Schools Network (PDSN) in
Baltimore City, Frostburg State University (FSU), FSU PDSN in Allegany County, and the University System of Maryland are implementing the
Pathways to Professions (P2P) initiative. The P2P aims to build capacities in delivering high-impact clinical and induction programs for preand in-service teachers, while simultaneously bridging opportunity and achievement gaps through improvement of teacher effectivenessand student achievement. The P2P initiative is based on current research in connected learning theories, competency-based microcredentialing, high impact practices, and improvement sciences; and is anchored by national accreditation standards and state priorities
in diversity and inclusion. With the funding support from the US Department of Education, the P2P R&D team has been able to provide
unprecedented access to support and services for underrepresented populations in underserved rural and urban communities in Maryland.
The early results indicated positive influence on both academic and social emotional growth and development among participants. In thissession, the principal investigator will share insights on the P2P model and its three high-tech, high-touch, and high-impact interventions: 1.
Connected MegaCommunity for Systemic Capacity and Linkage Building (Goal 1); 2. Connected Learning with Year-Long Clinical Preparation(Goal 2); and 3. Connected Career Pathways with Two-Year Induction (Goal 3). Processes, inputs, and outcomes as well as lessons learned
will be discussed. Dialogues with audiences on implications for high-needs communities will be solicited for improvement.
44449

10:30-11:00 | Room 303A (3F)

Independence and Interdependence of a Professional Development School Partnership
Rob Sumowski, Georgia College, United States
Joe Peters, Georgia College, United States

Professional Development School (PDS) Partnerships have the potential to not only provide unique experiences for teacher candidates,
but can also provide important professional development for the teachers and administrators in the schools involved in the relationship.
According to the National Association of Professional Development Schools, a key essential is 'a comprehensive mission that is broader
in its outreach and scope than the mission of any partner and that furthers the education profession and its responsibility to advanceequity within schools and, by potential extension, the broader community.' Our PDS is a model for how this joint mission is beyond
each institution's ability to provide the experiences and services in isolation. Although both the school district and the university are
independent entities, their interdependence in the PDS allows us to accomplish the overarching mission to improve education at alllevels in our community from six weeks old to the doctoral level. The benefits are initiatives such as a joint Montessori Academy forbabies through kindergarten children, participation on advisory councils, and a grade seven through twelve early college at the university.
Our classrooms are all available for university faculty to do research, preservice teachers can practice and observe teachers, and first
generation at-risk students have the support they need for 100% college placement. Professional development by university faculty anddistrict staff in areas such as Positive Behavior Interventions and Supports allow district teachers a unique professional development
experience and the ability to continue and achieve a university certificate for their participation.

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09:00-11:00 | Room 303B (3F)

Saturday Session I

Mind, Brain & Psychology: Human Emotional & Cognitive Development & Outcomes within Educational Contexts

Session Chair: Calvin Wesley Walton
44820

09:00-09:30 | Room 303B (3F)

Recovery-Stress Level and Mood in High Performance Collegiate Athletes
Emarely Rosa-Davila, Texas Woman's University, United States

This study will investigate the level of stress-recovery and moods of a sample of high-level university athletes, in order to determine thepsychological factors that play an important role in the development of the athlete. This study is important, because when the athlete
fails to reach the ideal state of performance, known as activation, can be affected. This may be related to over-training, fatigue and/or
exhaustion. These factors, in athletes, have been classically related to moods. The design of this study is quantitative. Participants will
be a sample of highly competitive athletes who are university students currently competing in the National Collegiate Athletic Association(NCAA). The instruments to be used will be the Recovery and Stress Questionnaire for Athletes (RESTQ-Sport) and the Scale of Moods(POMS). The analysis of the data will be done using descriptive and inferential statistics through the programmed SPSS.
44012

09:30-10:00 | Room 303B (3F)

Commit to Be Fit: A Three-Pronged Approach to Creating a Culture of Wellness
Hollyann Jenkins, Rappahannock County Public Schools, United States

Commit to Be Fit is an award winning, grant funded, school supported program in a rural Virginia county that is geared towards creating ahealthier culture in three key areas: cafeteria, classroom, and the community. Realizing that academic performance is strongly correlated
to healthy minds and bodies, wellness and healthy lifestyles have become an integral part of our educational culture. The Commit to Be
Fit program was presented an award by Governor McAuliffe as the recipient of the 2017 Virginia School Board Association's Food forThought Competition for wellness/physical activity. Nutrition: Attendees will learn how Commit to Be Fit provided healthier food options
within the school cafeterias, while promoting nutrition education for students, parents, and community members. Classroom: Attendees
will hear the success that we have experienced in promoting movement opportunities within the schools. A few of the highlights thatwill be shared include our elementary school Brain STAR (Strengthening through Action Repetition) learning lab, high school alternative
seating classroom, classroom kinesthetic corners, Brain STAR brain break database for educators, and more! Community: Attendees will
gain insight on to how to inspire and motivate employees and community members to become actively engaged in a healthier lifestyle.
Special attention will be focused on contests, challenges, workshops, and family events. Gather ideas on how to generate enthusiasm,
create awareness and buy-in, and begin a community wide, culture shift that embraces health and wellness.
45055

10:00-10:30 | Room 303B (3F)

Taking it to the Stage: Performing Arts Education and African American Male Academic Identity Development
Calvin Wesley Walton, Georgia Southern University, United States

This case study examines the relationship between school-based performing arts participation and academic identity development
for African American male high school students. Participants addressed how their engagement in a school-based performing arts
program influenced their academic achievement and school experiences. The researcher used African American Male Academic Identity
Development theory, a proposed original framework, to address the following questions: What are the experiences of African American
males who participate in school-based performing arts programs? How do performing arts education experiences influence the academic
identity development of African American male high school students? Based upon the data derived from this study the author provides
evidence that school-based performing arts participation improves academic performance, engenders positive school experiences andencourages affirmative racial identity development for African American male high school students. Findings from this study contribute to
the body of literature on the relationship between arts education and academic achievement among African American males, and inform
educational policies and practices that are designed to improve school outcomes for students in this demographic group.
44762

10:30-11:00 | Room 303B (3F)

Cyberbullying in Higher Learning: A Social Phenomenon
Hasmek Siwajian, Pepperdine University, United States
Lani Fraizer, Independent Consultant, United States

Despite the efforts of education leaders across schools, bullying remains a social phenomenon affecting the well-being of students
today – including those in higher education (Washington, 2014; Schaefer, 2017; Slonje and Smith, 2008). Intentional verbal, physicaland emotional intimidation are some of the defining characteristics of this destructive power balance between the bully and the victim(Washington, 2014; Schaefer, 2017). As technology continues to raise communication accessibility between friends, peers, and loved
ones – it also raises the stakes for more potential bullying or cyberbullying to occur (Slonje & Smith, 2008; Brody & Vanelisti, 2017).
Harm can now be done using virtual means such as social media, cell phones, texting, emailing, and other form of digital communication(Watts et al., 2016; Schaefer, 2017). This session introduces the initial findings of a working paper (Siwajian, 2018), contributing to theconversations about cyberbullying in higher learning and its destructive impact affecting the life and well-being of adults and their familie

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09:00-11:00 | Room 305A (3F)

Saturday Session I
Curriculum Design & Development
Session Chair: Susan Bertelsen
44435

09:00-09:30 | Room 305A (3F)

Keeping Hospitality, Travel, and Tourism Students on the Pathway: A Guided Learning Journey to Successwith Eportfolio
Leslie Gail Scamacca, The City University of New York/LaGuardia Community College, United States

This presentation shares progress of Travel, Tourism, and Hospitality faculty at an urban community college in their undertaking ofcurriculum review following a guided pathways approach. This two-year project is funded through the college's Center for Teaching and
Learning and focuses on several key objectives, such as making connections between the various courses throughout the curriculum;
helping students make connections between their diverse experiences; and facilitating integrative learning and reflection activities forstudents. These connections are leveraged through the development of a core student ePortfolio. This project is guided by four pedagogicalpractice areas from the American Association of Community Colleges (AACC). These main practice areas informed specific phases ofthis project and include; mapping pathways to student end goals, the College has developed a framework for advanced student learningwhich include core competencies (Inquiry and Problem Solving, Global Learning, and Integrative Learning) and communication abilities(Oral, Written, and Digital); helping students choose and enter a program pathway, the second phase focused on preparing students forthe economy, for democracy and global community, and to pursue their own hopes for a better future; keeping students on a path, the third
phase helps keep our students on a path to graduation and success; and ensuring that students are learning, here, we shift the focus frompassive listening to students' own engagement with questions, problems, and community or work-based projects.
44352

09:30-10:00 | Room 305A (3F)

Purpose of Mindfulness in Teaching Learning Process: Perspective of Buddhism
Pramila Bakhati, Lumbini Buddhist University, Nepal

Mindfulness is the mental awareness and practices as a tool for purification of mind for creative doings, ultimately which nurtures
students' all-round development. It is beneficial to everyone as it helps to maintain the mental health with increased abilities/skills,
efficiency and productivity as well. It develops insight and wisdom, eventually supports for the best human qualities of kindness, empathy,
compassion, and equanimity. As a new paradigm shift, the mindfulness approach in the education system is becoming crucial to reducing
the possible mental health problems such as the depression, stress and anxiety disorder experienced by the youths around the globe.
Therefore, the schools unquestionably have the mandate to offer such education which can help to create the students with the healthy
mind. However, if the students do not receive the proper education to cultivate a healthy mind then the learning outcomes may be in wrong
directions. In this regard, teachers can play a vital role to promote mindfulness curriculum and activities in schools through available
practices. This paper discusses on conceptual understanding of mindfulness at first. Then it illustrates the purpose of mindfulness in theteaching-learning process. Afterwards, it describes the trend of Mindfulness schools with the role of teachers and ends with a conclusion.
44614

10:00-10:30 | Room 305A (3F)

Utilizing Experiential Learning and Electronic Portfolios to Create Lifetime Learning Opportunities in Exercise
Physiology Curriculum
Brian K. McFarlin, University of North Texas, United States
Erin M. Bowman, University of North Texas, United States

Over that past five years, higher education has gradually shifted away from traditional face-to-face lecture to experiential learning
approaches. Experiential or project-based learning tasks allow students to apply learned knowledge using real-world situations. These
learning tasks allow students to develop skills related to team-work, communications, critical thinking, and problem solving among others.
The development of future-proof skills is critical for students to succeed in the chosen career path after graduation. Our implementationof this instructional strategy centers around an upper division exercise physiology course that traditionally has a high fail rate due tocontent difficulty. We demonstrated that by shifting the course to an experiential learning model, we were able to reduce the fail rate andincrease student understanding of complex content. While experiential learning courses are effective, one major limitation is that it canbe difficult for students to demonstrate knowledge of future-proof skills to potential employers. To combat this limitation, we utilized
an electronic portfolio tool that is available campus wide. The electronic portfolio allows students to track future-proof skill acquisition
and refinement over their entire college career. Upon graduation they have access to a dedicated electronic portfolio website that can beshared with future employers as part of a standard application process.
43368

10:30-11:00 | Room 305A (3F)

Examining the Misalignment Between High School Physical Education Courses and the University Physical
Education Preparation Programs
Susan Bertelsen, Metropolitan State University of Denver, United States

Physical educators are traditionally trained to teach a wide variety of activities to K-12 students. Much of the Physical Education Teacher
Education (PETE) curriculum provides movement foundation classes, individual and team activities and teaching methodology. A verysmall proportion (if any) of the curriculum is dedicated to teaching resistance training techniques, protocol, and program design orother fitness-focused courses. In other words, PETE programs are grossly underpreparing pre-service teachers in weight training andfitness education (Bertelsen, 2016; Bulger, Housner, Lee, 2008; McGladrey, et al. 2014). This presentation will disseminate the results of astudy that examined the current state of high school physical education course offerings as they relate to the training of future physicaleducators. Data was collected from high school physical education department chairs regarding their programs' current offerings infitness, weight training, and health classes; additional certification or training beyond a bachelor's degree by those teaching weighttraining; and, the role of nutrition education in physical education. Physical education teacher education (PETE) curriculum data wasalso collected from 32 University programs in the western U.S. to determine the credit hours required of graduates in a variety of courses
including teaching weight training, fitness, health and nutrition education. Although several courses types were examined, the focus ofthese results shed light on the weight training and fitness-related curriculum – or lack thereof. This 'misalignment' warrants attention to
the specific training that teachers are receiving in these subjects.

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09:00-11:00 | Room 305B (3F)

Saturday Session I

Teaching Experiences, Pedagogy, Practice & Praxis
Session Chair: Kevin O'Connor
44214

09:00-09:30 | Room 305B (3F)

Pikipiki Hama Kae Vaevae Manava: An Oceanic Framework for Success
Ema Wolfgramm-Foliaki, University of Auckland, New Zealand

Pikipiki hama means to stick, bind or link strongly to the outrigger of a vaka moana (ocean going canoe). Vaevae means to give, share or togift and manava is a core word in Pasifika contexts which refers to the heart, centre, womb or breath (Tui Atua Tamasese Taisi Efi, 2003).
This saying is used to describe the ancient practice of lashing together vaka moana as they traversed the Pacific Ocean to share resources(food, water), swap resources including crew members and share knowledge before untying and continuing on their journey. Pikipiki
hama is conceptualised as a framework underpinned by cultural values and traditional ways of being that embodies interdependence
while maintaining independence and autonomy. Further it demonstrates how we can effectively navigate this space known as "academe"
where sharing of resources and knowledge is key to our success. As a framework it promotes our coming together as teachers, learners,
family members together with the wider community to share and learn from one another. In this presentation Pikipiki hama is used
to demonstrate how we as Oceanic and Indigenous Peoples can employ our ways of being and traditional knowledge to disrupt andinterrogate western forms of teaching and learning practices. Frameworks and pedagogies that are underpinned by indigenous values
and ways of being resonate with our students as they support and advance student success.
45138

09:30-10:00 | Room 305B (3F)

Art and Design in the 21st Century: Teacher Candidates Teaching Experiences Using Technology in Brunei
Secondary Schools
Shamsinar Haji Husain, Universiti Brunei Darussalam, Brunei Darussalam

The 21st century art and design curriculum in Brunei requires teachers to produce higher-order skills for student learning. To achievethis, art teachers should be able to integrate the use of technology in learning by increasing students' participation and involvement inmeaningful and challenging learning environments. Technology plays an important role in today's art classroom and knowing how to use
it effectively for teaching and learning can be difficult. Therefore, the study of teacher candidates' experiences in teaching 21st century
Art and Design using technology is significant to improve the quality and effectiveness of teacher education and training in Brunei. The
purpose of this study is to find out 1) how the teacher candidates of Art and Design incorporating technology in their art class, 2) what
they use and 3) how they use it in teaching and learning art. The study provides the professional practice experiences to six teacher
candidates for twenty-four weeks of teaching in Brunei Secondary Schools. The study utilised qualitative techniques in data collection
and analysis. Data from reflective journals, interviews, observations and seminars during the six teacher candidates' professional practice
are examined, analysed and described. The findings of the study reveal that teacher candidates are able to integrate the use of technology
in students' art learning however, the use of technology in their class is still limited. Some challenges and limitations incorporating
technology in the class are also highlighted. Implications for teacher education are suggested.
42502

10:00-10:30 | Room 305B (3F)

Adapting to the Challenges of Mega-Complexity: Quartic Education for the 22nd Century
David L. Brooks, Kitasato University, Japan

How will tertiary education cope with, survive, and potentially evolve in the fourth-dimensional paradigm shift occurring now as we complete
the first quarter of the twenty-first century? Super complexity in our knowledge-based societies has every appearance of galloping into
hyper drive. With the advent of a globalized, interdependent knowledge economy, an international political ecology characterized bychaos and instability with the new alignment of world powers and the conflict spawned thereby, increasingly sophisticated digital media
communication and its global synchronicity, and the exponential reframing of our frameworks of knowledge caused by unabated scientificdiscoveries and new technologies, we have reached the Age of Mega-Complexity in knowing and in being. Thus, we are compelled to thinkbeyond tertiary education, hence the use of term quartic - pertaining to the fourth degree. In this century of transition, what new roles ofintellectual authority and in what new forms of institutional integrity can higher education lead us toward the twenty-second century?
This thought-provoking thesis of this paper makes a few simple predictions about how higher educational institutions that now exist
could offer leadership and leverage for navigating a tumultuous sea of change. Fundamentally, these proposed coping strategies hingeon re-defining the purposes of higher education, re-configuring its operating plane of institutional existence, and re-conceptualizing therelationship between knowledge production and knowledge acquisition. The core message is a set of predictions that are concrete andimmediately achievable steps for helping global higher education institutions not only survive, but also thrive in our new millennium.
44997

10:30-11:00 | Room 305B (3F)

Learning From Place: An Interdisciplinary STEAM Practicum Semester
Kevin O'Connor, Mount Royal University, Canada

The purpose of our research was to investigate how teacher candidates' experiences in STEAM field studies with community partners caninform our work with an integrated practicum semester based on a curriculum of place (Chambers, 2008). Place-based education (Emekauwa,
2004; Greunewald, 2003; Penetito, 2009; Wattchow & Brown, 2011) is an approach to teaching that is grounded in the context of communityand environment (Theobald & Curtiss, 2000) and seeks to help not only students but also communities through employing students, schoolstaff, educators, scientists and other interested community members in solving community problems (Denise & Harris, 1989). However,
emerging research suggests that place-based education is limited because it does not critique colonial legacies in theoretical frameworksof place (Calderon, 2014). Indeed, many Indigenous scholars are replacing the term place with land and argue that land-based pedagogies
promote the decolonization of education (Ballantyne, 2014) by recognizing the intimate relationship that Indigenous peoples have with theland. One challenge with land-based pedagogies is the role non-Indigenous peoples have in this approach to the decolonization of education.
Our research, in a western Canadian context, explores this tension as we come to a deeper and shared understanding of our co-responsibility
within Treaty 7 relationships. Learning from place emphasizes a relationship with the land (Blood & Chambers, 2006), something deeply
respected in Indigenous communities and something absent from much of place-based education. Our project seeks to close this gap byconsidering varying perspectives of place as it informs STEAM teacher education pedagogy.

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09:00-11:00 | Room 307A (3F)

Saturday Session I

Intercultural Education: Identity, Language & Technology
Session Chair: Johan Redelinghuys
44204

09:00-09:30 | Room 307A (3F)

Identity Crossroads: Exploring the Impact of an Inner-City Community's Language Practices on Four JamaicanBoys' Gendered Identities and Academic SuccessTanya Manning-Lewis, University of Victoria, Canada

For decades, one of the defining marks of Jamaican boys' gendered identities is their use of the native language, Jamaican Creole (JC), andrejection of Standard Jamaican English (SJE) which is often perceived as an effeminate language. While Jamaican Creole offers independence
from coloniality, the boys' academic success is dependent on Standard Jamaican English, the only language of instruction in schools in Jamaica.
This proposed study will investigate how attitudes towards English in a small inner-city community impact four Jamaican adolescent boys'
perception of gendered self and ability to succeed in school. It will embrace a social constructivist approach, using a single case study design
and narrative inquiry over a 4- week period. Through interviews, video diaries and graphic works, the study will document the boys (age 14-17)
language experiences at home and in an urban school in Jamaica in order to assess the impact of predominant language attitudes. Preliminary
results suggest some boys are taking agency of their language paths and success in school, while others tend to emulate the community's
language practices (use of JC) to assert their gendered identities in order to feel a sense of belonging. The findings underscore the need to
explore deeper understandings of the intersections of gender, class, familial language practices and attitudes in a society marred by language
prejudice. The study aims to construct new knowledge to better assist families, policymakers and educators to develop more inclusive language
practices that encourage success among young Jamaican boys and give them autonomy.
44406

09:30-10:00 | Room 307A (3F)

The Investment of Saudi Mothers in the US in Their Children's Arabic Heritage Language Learning
Reem Al-Samiri, University of Kansas, United States

Many of the Saudi mothers living and studying in the US have children who grew up speaking English because it is the language ofschool, friends, and the world they know. However, these mothers recognize that the Arabic language is important for maintaining theirchildren's cultural and religious identities, thus making Arabic a heritage language for these children. Through interviews, I follow six
Saudi mothers in their changing understandings of their children's language needs and the challenges they face as parents of heritage
learners. The findings show that the participants shift their perspectives on their children's language learning needs throughout their stayin the US, from an initial focus on English to an increasing awareness of the importance of the Arabic language for their children's futurecommunities. Using Bourdieu's (1977) framework of capital, I find that these mothers are investing in their children's social, cultural, andacademic capital. They are also investing in the imagined communities (Anderson, 1983) that they imagine their children being a partof. The study has implications for other heritage learners in the US and the challenges they face to maintain their language, as well as
implications for educators of heritage learners from diverse backgrounds.
45130

10:00-10:30 | Room 307A (3F)

A Content Analysis of the Features and Links in English and Arabic Massive Open Online Courses (MOOCs)
Khadijah Alghamdi, Indiana University Bloomington, United States

Due to the competitiveness among MOOCs platforms, each website is designed with the hope of attracting learners to it rather than otherplatforms. To explore the structure of different MOOCs and to address the differences between English and Arabic MOOCs, the five highest
rated platforms were selected (Coursera, edX, Futurelearn, Rwaq, and Edraak). To analyze the platforms, feature and link analysis of course's
webpages were conducted. For the feature analysis, 11 distinguishing features were defined to describe the structure of each platform. For link
analysis, the measures that assessed the presence of inbound, outbound, internal-community, and external-community links are discussed
first, followed by an analysis of the external links focusing on three variables: destination type, affiliation, and purpose. Two main points standout in the analysis of the MOOC platforms' websites. First, all platforms share the same features, for instance, videos and discussion forums.
However, particular features distinguish the platforms from each other, for instance, only edX has the notes feature. Also, English MOOCs provide
supplementary reading materials, but Arabic MOOCs do not. Moreover, the number of courses offered by the English platforms is much greaterand their content is richer than that of the Arabic MOOCs, so the English MOOCs websites are more expansive and the Arabic MOOCs websites
are simpler. Second, MOOCs platforms have few outbound links and those they do have are generally used to advertise themselves on social
media websites. In contrast, the much more extensive internal links are utilized to navigate within MOOCs courses.
44235

10:30-11:00 | Room 307A (3F)The Use of Interactive Technology for Effective Teaching and Learning in Open Distance Learning Programmes
Johan Redelinghuys, North-West University, South Africa
Anita Seugnet Blignaut, North-West University, South Africa
Emanuel Johannes Spamer, North-West University, South Africa

Various learning technologies for learning are used by Higher Education Institutions (HEIs) to deliver distance education programmes.
Using technologies for learning in the delivery of distance education (DE) programmes enables students to access teaching, learning andresources. The purpose of this study is to investigate the use of learning technologies in developed and developing countries to foster
interactivity and interactive technologies for effective student teaching and learning. The research question for this study was to identify
which components a model would comprise to effectively integrate learning technologies into DE programmes at the Unit for OpenDistance Learning (UODL) at the North-West University (NWU). The research design for this study comprised a multi-mode bounded casestudy (n=5), and a fully mixed equal status sequential multi-mode design and methodology was followed (n=795). Students enrolled for
Education related DE programmes at the NWU participated in the study. The results of the data reflected that infrastructure, interactivity
and Technology Enhanced Learning (TEL) had a definite influence on the degree of flexibility in the delivery of DE programmes. Flexibility in
DE is improved when barriers are removed that influence access to resources, learning from anywhere and at any time. Improved flexibility
will enable DE students to access academic and administrative support via various technologies available at a time convenient to them.

96 | IAFOR.ORG | IICEHawaii/IICSEEHawaii2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

09:00-11:00 | Room 307B (3F)

Saturday Session I

Interdisciplinary: Policy, Education & Environment
Session Chair: Bonnie Stelmach
43520

09:00-09:30 | Room 307B (3F)

Social Innovation Through Sustainable Initiatives: Renewing Value of Timber Waste Through Up-Cycling and
Co-Creation with Mentally Disabled Rehabilitation Candidates
Sonny Yip Hong Choy, Technological and Higher Education Institute of Hong Kong, Hong Kong

The project describes design students learning sustainability in a tertiary institute setting. A class was engaged in a live collaborative
project with an NGO where they were asked to work with mentally disabled collaborators in designing, making and marketing of originalupcycled products in Hong Kong. By understanding sustainable design and its importance for the future, design students apply principles
learned and gained first-hand experience in seeing the potential of sustainable designs. The intention was to embed strong awarenessof sustainability to all participants. Students, mentally disabled and their carers, wooden waste suppliers, as well as teaching staff werethe main stakeholders in this project. Students explored ways in which design can create environmental, social and economic value
for the NGO. The methodology used to assess project effectiveness involved making direct observations and post-project stakeholderinterviews. These methods shed light on the appropriateness of project design, environmental, and economic outcomes of the project.
Over the course of a 14 week semester, students learned how to conduct waste material exploration, co-design, iterative design, prototype
testing, hands-on making and branding/marketing. Upon post project review, students felt achieving effective collaboration with mentallydisabled was the biggest challenge, while embracing sustainable design principles through making upcycled products was considered astimulating journey. Overall, they were able to answer project objectives and to achieve positive outcomes in this project.
44425

09:30-10:00 | Room 307B (3F)

Education for the Emerging Future

Kendall Jane Clifton-Short, The Purpose:Fully, Australia
Educational leaders need a framework to lead schools fearlessly into the uncertain, emerging future. In our rapidly changing world there
is growing concern around the suitability of an industrial revolution based education model and debate around the keys to educating
students for an unknown world. Many educators want change but feel confined by the existing system. The challenge for educational
leaders is to look towards and lean into emerging future possibilities. To develop a pathway that rewrites the role of education andco-creates education systems that support and prepare students for an uncertain future. We explore the following structural elementsthat support this shift and provide a framework for every educator, student and parent to reshape education: Rethinking schools as
businesses where client (student) engagement drives decision making; Embracing Purpose-Led leadership and aligning all aspects ofeducation towards a purpose of educating students for an emerging future; Exploring the power of design to promote creative, individual
experiences; Increasing engagement using experiential methodology centred around solving meaningful, real world problems; Using
student-led project-based experiential learning to shift the focus from a knowledge-based curriculum to a skills-based curriculum andstrengthen cross-curricular relationships; and reframing existing systems element – like standardised testing, to be opportunities tomanage uncertainty, problem solve and fail forward, rather than summative evaluations to be prepared for and taught to.
44247

10:00-10:30 | Room 307B (3F)

Waste Management Education and Its Impact on the Environment of the Kyrgyz Republic
Ruslan Tashiev, The University of Tsukuba, Japan
Kenichi Matsui, The University of Tsukuba, Japan

In the Kyrgyz Republic, waste management has posed a great concern partly because of rapid urban population increase and poor waste
management education. Past studies have shown that education for waste management can considerably contribute to reducing waste
generation by inducing recycling. However, few studies have examined the link between environmental education at school and waste
management in the Kyrgyz Republic. This paper argues that there is an urgent need to focus on waste management education among
pupils and students in all levels of the education system. Therefore, the objective of this paper is to examine the level of awareness,knowledge and practices of students with regard to waste management at primary and secondary schools. To achieve this objective, thestudy conducted a questionnaire survey at these schools in Bishkek, the capital. The findings revealed that students from the sampledschools possessed inadequate knowledge and awareness about waste management. In addition, most of them were aware of waste
problems within their school compounds but did not have sufficient knowledge about how these problems can be mitigated by, forexample, sorting garbage. The study seeks to contribute to waste management policy improvement in the Bishkek area.
45073

10:30-11:00 | Room 307B (3F)

Secondary School Parents Feel in Community with Their Children's Schools When...
Bonnie Stelmach, University of Alberta, Canada
Marcela Herrera-Farfan, University of Alberta, Canada

Parents are recognized as key educational stakeholders contributing to positive student outcomes. For decades educational researchers
have been pursuing the question, how do you increase parent involvement in schools? With this question, educators and policymakers are
curators of parent involvement, resulting in practices that tend to be school-centric (Lawson, 2003). Parents are commonly emphasized
as partners in education; adages such as "it takes a whole village to raise a child" are invoked, but whether and/or how parents feelpart of a school community is rarely interrogated. This research redirected the study of parents in schools from the typical question of"involvement" by asking, what makes parents feel in community in their children's schools? We focused on secondary school parents
since research shows parents' involvement declines at this level (Epstein, 2001), and they feel displaced on the school landscape (Blinded,2013). Based on semi-structured interviews with 18 parents of rural secondary schools and 13 parents of urban secondary schools inAlberta, Canada, we identified discourses that demonstrated parents' sense of community with, and sense of disconnection from, theirchildren's secondary schools. Using Freeman's (2017) categorical thinking as an approach to analysis, data were viewed through four
lenses as proposed by McMillan and Chavis (1986) in their sense of community theory: membership, influence, integration and fulfillmentof needs, and shared emotional connection. This research advances the conversation about parents by injecting a conceptual focus oncommunity, a term with current and universal appeal.

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09:00-11:00 | Room 302A (3F)

Saturday Session I
Climate Change
Session Chair: Celeste Hammond
44510

09:00-09:30 | Room 302A (3F)

Preference for Energy Sources of the Public: Focusing on the Comparison Between Residents Around the
Nuclear Power Plants and Non-Residents
Jaesun Wang, Honam University, South Korea
Min-Chang Lee, Chosun University, South Korea

In Korea, discussions are underway to seek alternative energy from the energy dependency centered on nuclear energy. The gradual shift
from fossil fuels and nuclear power, which has been the largest source of energy in Korea to date, to renewable energy is at the heart ofmuch controversy. However, effort to this change in energy policy has been decided by the perspective of the energy supplier such as theexpert or the government, rather than the opinions of the people who are influenced by the policy. The current government (The President
Moon's Administration) is making efforts to pursue changes in energy policy through the process of public consensus such as the Public
Opinion Committee. The purpose of this study is to analyze the energy preference of the public and factors affecting preference. Recent
studies, such as Yanga et al.(2016) and Greenberg(2009), also emphasize the importance of analyzing the preference of people for energy
sources in the energy transition period. In particular, Greenberg (2009) suggests that there is a significant difference in energy source
preference between residents around the nuclear facility and non-residents. This study is to investigate the differences of preference
for energy sources between residents around the nuclear power plant and non-residents. And this paper will analyze the source of thedifference of preference between two groups. In this study, we use survey data for South Korean for analysis.
42622

09:30-10:00 | Room 302A (3F)

Post-Project Sustainability: Case Study on Pakistan's Agricultural Investments and Services Projects After
Natural Disasters
Umer Saleem, University of Tsukuba, Japan

There are countless new social projects and programs realized worldwide every year. However, social programs that seem to be effective
and needed at the time are designed; but do not last beyond the initial stage, disappointing the hopes placed in them and wasting the humanand financial investments made in the projects. This study looks at the sustainability of agricultural project implemented in 2010-2011
after natural disasters, under the titled ‘Agricultural Investments and Services Project (AISP) in Pakistan’. This research try to answer thequestions as, are the AISP project sustainable, to what extent do AISP project continue after donor funding stop? What are the main factorsthat affected the achievement of sustainability of these projects? Primary data was acquired during fieldwork in Vihari district conductedin August 2017 for the study. Interviews were done as semi-structured interviews which took over the course of three weeks. For analyzing
and evaluating sustainability of these projects, rural development outcome criteria was used which allowed us to see the three dimensions
as economic, socio-political and ecological, as well as allowed us to exam these projects if they are viable or not. Analysis showed that after
donor funding ended, the activities continued mainly because they were owned by the state, governmental institutions both at local andnational level were actively involved in its implementation. The AISP were to foster, and integrate, environmentally sustainable projects, by
devolving responsibility to the local level and applying a community-based approach for their management.
44507

10:00-10:30 | Room 302A (3F)

Renewable Energy in Small Island Developing States: Energy Transition in the South PacificHarrie Vredenburg, University of Calgary, Canada

With the 2015 Paris Agreement nations around the world agreed to address climate change by focusing on the global energy transition
to lower carbon including increasing renewable energy generation and transition to electric vehicles fueled from renewable sources. My
presentation reports on the extension of my earlier Caribbean research to the South Pacific (Fiji, Tonga, Cook Islands, Hawaii and New
Zealand). Small island developing states are the first to be existentially impacted by climate change through increasing frequency andseverity of tropical storms, shoreline erosion and bleaching of ecologically and economically (ie tourism) important coral reefs. Yet theseisland states have to date continued to be dependent on imported diesel fuel for electricity generation while renewable electricity costs
have come down dramatically and are in most cases cheaper than fossil fuels in these islands in the long run. My research explores thefactors that have prevented renewables from more quickly becoming established in these states and how these factors may now bechanging. These islands are also becoming field laboratories for closed energy systems with high levels of renewable electricity. Dealing
innovatively with renewable power intermittency with state-of-the-art batteries, generation complementarity (solar, wind and seawatercooling systems) and total reliance on renewables are all examined. What we learn on these islands is helpful to the world's islands
and will also be useful beyond islands as the world transitions to more and higher proportion of electricity from renewable electricity
generation and more cars that are electric.
44357

10:30-11:00 | Room 302A (3F)

Climate Change Law: Limitations of the Legal System to Respond to the Threats
Celeste Hammond, John Marshall Law School, United States

From clean air regulations that affect cars and the transportation industry to government subsidies/incentives for renewable energy (solar& wind) to protecting the first amendment rights of scientists and journalists who maintain that climate change really exists and is causedby human activity, the American legal system is an integral part of the response to climate change and the public policy of sustainability andresilience. The importance of legal rules to deal with the threats posed by Climate Change cannot be overstated. At the federal, state andlocal levels of government regulations reducing air pollution and controlling energy that increases greenhouse gases, taxes on emissions,required insurance on flooding hazards and the like have been enacted to deal with Climate Change by reducing the causes and by adapting
to reduce the physical risks to promote resilience. Yet, the U.S. legal systems has limitations that affect the impact. Legislation requires apolitical situation supporting regulation of the causes of climate change, financial support for alternative fuels and the will to develop and getlaws passed that will be effective and acceptable to political bodies. Litigation is a slow process and the law created by the courts may benarrow and not comprehensive. In a capitalist environment the response of business may be critical both because of the severe limits of thelegal system and because government alone cannot work to meet the basic goals of dealing with the threats of climate change.

98 | IAFOR.ORG | IICEHawaii/IICSEEHawaii2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

11:15-12:15 | Room 303A (3F)

Saturday Session II
Workshop Presentation
44442

11:15-12:15 | Room 303A (3F)The Opportunity Myth: What Can 4000 Students Teach Us About School?
Nick Denton-Brown, The New Teacher Project, United States

TNTP's national reports – from The Widget Effect to The Mirage – have had a significant influence on educational policy and practice.
Come hear about The Opportunity Myth, TNTP's next national report, where you'll discover what TNTP learned after spending a year inschools around the country – observing more than 1,000 hours of instruction, rating the quality of more than 5,500 assignments, andgathering more than 28,000 in-the-moment student surveys. You'll learn more about the quality of students' daily academic experiences,
how students themselves perceive those experiences, and how we can continuously improve the quality of those experiences. Initially,
participants will be briefed on the findings from The Opportunity Myth and will learn about the four key resources TNTP found lead tobetter academic outcomes in school. Participants will have the opportunity to ask questions about the report's findings. Following this,participants will discuss how the national report findings apply to their own classroom(s) and school(s). They will engage in a schoollevel case study using actual student assignments, student survey results, and data from observations to build a plan to improve aschool. During this case study, participants will work as a team at their tables so that they can benefit from their colleagues' ideas. Finally,
participants will build a plan to diagnose the quality of their own students' daily academic experiences.

11:15-12:15 | Room 303B (3F)

Saturday Session II
Workshop Presentation
44373

11:15-12:15 | Room 303B (3F)

Enhancing Assessment Feedback in Higher Education: An Inclusive and Integrative Approach
Carol Evans, University of Southampton, United Kingdom
Michael Waring, Loughborough University, United Kingdom

Enhancing assessment feedback practices remains a fundamental concern for higher education institutions (HEIs) globally.Translating
research into effective practices to support the self-regulation of learners should be a priority, with assessment acting as the driver for
curriculum change (Evans,2013,2016). Translating what we know from assessment research into efficacious assessment practices remains
problematic.The EAT Framework tackles this disconnect by utilising the highest quality of research and translating this into a pragmatic
approach with evidence of institution-wide gains in student satisfaction with assessment. In this workshop the EAT Assessment Feedback
Framework will be outlined highlighting the importance of student and lecturer beliefs and values about assessment. The Framework is theresult of extensive research on assessment feedback utilising systematic reviews of assessment feedback (2010-2018) across domains, toinclude individual differences in learning, educational and cognitive psychology, and neuroscience research. The Framework, underpinned byconstructivist, socio-cultural, and socio-critical perspectives, enables learners (staff and students) to explore assessment literacy, feedback,and assessment design as part of an integrated and holistic model. Fundamentally, the Framework promotes student engagement with,andownership of assessment. Participants will have the opportunity to explore principles underpinning assessment practices, and through useof the Framework and associated tools, consider how to apply the concepts to their own context.The Framework can be applied at individual,
discipline, faculty, and institutional levels.Models used to scale up the Framework within and across institutions drawing on current funded
research application experiences will also be demonstrated along with exploration of meaningful impact.

11:15-12:15 | Room 305A (3F)

Saturday Session II
Workshop Presentation
43330

11:15-12:15 | Room 305A (3F)

I See You

Rachel Elphick, AFL Cape York House/Education, Australia
Nathaniel Tamwoy, The University of Sydney, Australia
Australia's Indigenous students belong to the oldest living culture in the world. Connection to country, community and culture provides greatstrength to the development of autonomous and successful people. For too long there has been disconnect between Indigenous education
policy and the academic achievement of Indigenous students. Deficit language, poor implementation of policy and a lack of understanding
about the roles that relationships play in the development of the whole person have meant that many opportunities have been missedby government and non-government agencies to build on these strengths. In education systems that are hierarchical and focussed onrelationships that are traditionally about power and influence, how do teachers and schools create environments that enable Indigenous
students to thrive? Relationships of strength can only be formed when the adults can de-role and get to know themselves, know their schools
and know the child. A partnership of love and trust needs to be created so that the shared knowledge becomes the instrument of power andboth child and adult can expect the best of each other. Nathaniel Tamwoy, an Argun man from Badu Island in the Torres Strait, graduateof AFL Cape York House and current student at the University of Sydney and Rachel Elphick, Education Manager at AFL Cape York House
enlighten delegates to the barriers between the "traditional" teacher and learner. Having worked together for 6 years, they provide strategies
and insights into creating relationships that strive for excellence and respect, where both parties are teacher and learner at the same time.

Like us on Facebook at www.facebook.com/iaforjapan | IICEHawaii/IICSEEHawaii2019 | IAFOR.ORG | 99

11:15-12:15 | Room 305B (3F)

Saturday Session II
Workshop Presentation
45112

11:15-12:15 | Room 305B (3F)Va‘atele: Creating Bilingual, Biliteracy and Translanguaging Opportunities with New Zealand Pacific Learners
Rae Si'ilata, The University of Auckland, New ZealandThis presentation will share findings from the Pasifika Early Literacy Project, a New Zealand Ministry of Education contract designed toenable NZ Pacific learners to utilise their linguistic and cultural resources at school through utilization of Pacific dual language books. It
will provide examples from teachers in English-medium classrooms who having participated in the professional learning and development(PLD) workshops, learnt how to teach for transfer in what traditionally had been monolingual classroom spaces. Through their changed
beliefs and practices, they enabled young Pacific children to utilise translanguaging to support their development and progress inspeaking, reading and writing at school. The initial research questions were: ‘What does effective facilitation focused on the developmentof linguistically and culturally sustaining pedagogies look like?’ And, ‘How do teachers who are not Pacific themselves, transfer knowledge
from PLD workshops into their everyday classroom practice to enable Pacific bilingual children to utilise their language resources?’
The study investigated the practices of an effective facilitator who supported and enabled teachers to change their practice, resulting
in significant impact on children and their families. Examples of facilitator, teacher and student talk will illustrate the catalysing powerof changed teacher mindsets on Pacific bilingual children’s experiences of schooling. The utilization of Pacific dual language books as
mirrors into the worlds of Pacific children and as windows into other worlds will illustrate the power of making connections with Pacificchildren’s funds of knowledge, to facilitate decolonising classroom spaces and the normalising of multilingual classrooms.

11:15-12:15 | Room 307A (3F)

Saturday Session II
Workshop Presentation
45081

11:15-12:15 | Room 307A (3F)

Awaken the Spirit: Fostering Awareness of Cultural Proficiency to Strengthen Indigenous Identities
Holly Linski, University College of the North, Canada

It is becoming increasingly evident that Canada's Indigenous students are falling through the cracks as they face a myriad of problems
in academic and socio-economic settings. Throughout the years, academic and social problems have intertwined and interweaved toinhibit Indigenous people from prospering and flourishing as economical equals in an adverse society. The deficiencies felt by Indigenous
students today could be attributed to the era of residential schools, which left behind a legacy of trauma that is still felt by Indigenous
and non-Indigenous Canadians today. The damage caused by generations of loss cannot be fully restored; however the residual impacts
may be alleviated through restitution aimed at the current and future generations of Indigenous students. This interactive workshop will
provide educational stakeholders with qualitative and quantitative research methods, effective strategies and techniques, and confidence
and motivation to aid Indigenous students in their quest for personal identity and restored value in society. In the words of Canadian
Senator Murray Sinclair during his role as Chairman of the Indian Residential Schools Truth and Reconciliation Commission: 'Education
got us into this mess and education will get us out.'

11:15-12:15 | Room 307B (3F)

Saturday Session II
Workshop Presentation
44441

11:15-12:15 | Room 307B (3F)

Building Powerful Classrooms for English Language Learners Through Culturally Responsive Family Engagement
Nichole Cooley, The New Teacher Project, United States
Atyani Howard, The New Teacher Project, United States

Developing powerful home-to-school partnerships with the families of English Language Learners helps ensure that families havethe resources they need to be strong advocates for their children and to support learning at home, particularly in the realm of literacy.
Participants will receive concrete guidance for how to assess the effectiveness and responsiveness of current engagement efforts andimprove the integration of family engagement to strengthen their literacy program. The session will begin with an overview of the researchthat shows how integrating family and community engagement efforts can strengthen the instructional program at the district, school
and classroom levels to lead to positive results for ELLs. Participants will have the opportunity to place this research into context by
exploring the case study of Camino Nuevo Charter Academy. This case study will illustrate how the teachers and staff at Camino Nuevo
engaged students' families as part of their academic approach and describe the positive results in students' language acquisition andoverall achievement. From there, participants will conduct a self-assessment of their own district or school and work in small groups to
explore successes and challenges of engaging families and communities towards increased student learning. Through that discussion,
participants will surface the knowledge and skills their staff need to better engage ELL students' families to accelerate student learning.
Participants will end the session by identifying professional learning opportunities that may address those knowledge and skill gaps.

100 | IAFOR.ORG | IICEHawaii/IICSEEHawaii2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

11:15-12:15 | Room 302A (3F)

Saturday Session II
Workshop Presentation
44956

11:15-12:15 | Room 302A (3F)

Documentary Activism: How to Launch a Social Justice Film Festival and Outreach Program
Greg Chan, Kwantlen Polytechnic University, Canada

As educators, how can we cultivate sites for speaking truth to power that extend beyond our classrooms? Focusing on KDocs
Documentary Film Festival and its Outreach Program based at Kwantlen Polytechnic University in Vancouver, Canada, this workshop
will explore possibilities for establishing a film festival (or special screenings) plus community outreach activities (town halls, docmaking workshops). We will consider best practices and lesson learned from KDocs, which began in 2012 as a special screening ofSiebel Newsom's Miss Representation, an event that featured Margaret Atwood as its keynote speaker, and has since grown to a 4-day
film festival in 2018 that welcomed over 1,500 guests, 15 keynote speakers, and 37 panelists. The workshop will allow us to: Identify
social justice issues most relevant to our students, colleagues, and institution; Craft a mandate and mission statement for a starter film
festival; Determine recruitment strategies for keynote speakers and panelists; Explore partnership opportunities across the disciplines/
in the community; and Map out an initial plan for funding and sustainability. As Paulo Freire says,"I engage in dialogue because I
recognize the social and not merely the individualistic character of the process of knowing. In this sense, dialogue presents itself as
an indispensable component of the process of both learning and knowing." Join us to discover how documentary activism can be thecatalyst for Freire's dialogue – dialogue that has the power to engage us in critical thinking and understanding about ourselves, ourcommunities, and our world.

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13:15-14:45 | Room 303A (3F)

Saturday Session III
Higher Education
Session Chair: Ljiljana Markovic45059

13:15-13:45 | Room 303A (3F)

Activating Autonomy

Zoe Jenkins, Kansai Gaidai University, Japan
Students from heavily teacher-centered educational backgrounds, or from cultural backgrounds that discourage students from expressing
opinions or drawing attention to themselves often do not cope well in classes requiring active participation, critical thinking and the ability
to be autonomous. This can be frustrating and present serious problems for both students and teachers alike. In this presentation,
the speaker will introduce a teaching method which flips the passive student/active teacher roles that this type of student is used to,creating a classroom where the students need to take responsibility for themselves, work through problems on their own, and actively
communicate with peers. The speaker will explain how and why this method has been successful for her and her colleagues in promoting
ongoing student autonomy at her Japanese university. She will also briefly explain the origin and theory behind the method; introduce its
key points; give specific examples of successful lesson plans and instructions; and explain some of its limitations. Participants will leave
with the skills and knowledge to be able to practice this teaching method in their own classrooms.
44350

13:45-14:15 | Room 303A (3F)

Effects of Reflective Practices on Self-Directed Learning Competency in a Korean University Pre-Service
Teachers' Course
Hyunkyung Lee, Hankuk University of Foreign Studies, South Korea
Carolyn Mori, Tokyo International University, Japan

Self-directed learning (SDL) is the central theme of adult education. Teachers, in particular, need to have SDL competency to acquire thenecessary knowledge and skills for themselves when they begin teaching. While SDL has been demonstrated to support students' learningin higher education, little is known about reflective practices' effectiveness for SDL in pre-service teachers' classes. It is crucial for preservice teachers to experience SDL first hand in their own learning in order to become effective practitioners. This study investigates theeffects of using reflective practices on students' SDL competency in a university pre-service teachers' course. The reflective practices aremeasured by three variables: self-reflection, peer-feedback, and collaboration. Based on the 28-item SDL Competency Scale, an online
survey was given to students who have taken a pre-service teacher course titled 'Instructional Methods and Technology' in Korea. A totalof 64 students participated in the survey and a multiple regression analysis method was used to analyze the data. The results of the study
present not only if and how the use of reflective practices improve students' SDL competency but what specific reflective practices affectstudents' SDL competency in the university pre-service teachers' course.
45084

14:15-14:45 | Room 303A (3F)

Learner Autonomy and the New Dawn of Education
Ljiljana Markovic, University of Belgrade, Serbia
Biljana Djoric Francuski, University of Belgrade, Serbia

Learner Autonomy, an ancient teaching paradigm dating back to Chu Hsi (12th century), defined and codified in the pedagogies of the
1970's by Henri Holec and in the 1990's by David Little, has flourished in the 2010's in an unprecedented way. The Web2 technologies
have finally made the ancient dream of all good teachers and dedicated learners come true. The custom-tailored teaching pedagogies,
which had been the privilege of the elite universities, can now be the reality of teaching the large classes, by making use of the hitherto
unimaginable possibilities offered by blended or distance-learning environments. What had been attainable in individual teaching
methodologies, has now become transferable to large audiences, dispersed often over huge learning spaces, bridged by distance-learningtechniques. We conducted a Case Study of the effectiveness of placing teaching contents on the Moodle Platforms for each subject
taught in the Japanese Studies Major, for groups of 63 students which we are accredited for, and researched the effectiveness of thus
enabled blended teaching. We also examined the relationship of learner independence and interdependence within the student teams who
used the resources posted on Moodle Platform Subject Group Spaces and worked towards producing their Seminar Papers in teams of
three. The teacher support was tailored to suit the needs of their chosen research task, as well as to guide them in reaching the learning
goals of their research interest.

102 | IAFOR.ORG | IICEHawaii/IICSEEHawaii2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

13:15-14:45 | Room 303B (3F)

Saturday Session III

Education, Sustainability & Society: Social Justice, Development & Political Movements
Session Chair: Renuka de Silva
45215

13:15-13:45 | Room 303B (3F)

Narrative of Two Indonesian Migrant Workers in Singapore: Education Gives My Dignity Back
Dewi Setiani, University of Hawaii – Manoa, United States

Migrant workers play important roles in the global economy. Besides contributing to their home countries through remittance, the workers
are fulfilling the jobs that cannot be fulfilled by existing workforce in the host countries, for example, domestic workers. Increasing numbersof women in the First World countries are participating in the formal economic sector, leaving behind domestic jobs that were perceived
as women's traditional tasks. It creates opportunities for foreign women to fulfill the needs of domestic workers. However, migrating toforeign countries comes with a lot of risks, especially for domestic workers. Working in private homes put women, who are often comingfrom poor and uneducated backgrounds, become vulnerable to abuse and human rights violations. My research will discuss about theexperience of two Indonesian foreign domestic workers in Singapore who enroll in education programs provided by Indonesian Embassy.
The methodology for this study is qualitative and participants are recruited with snowball sampling. This study is a part of my work-inprogress MA thesis that recruited 15 participants. The first participant is a woman who enroll in high school equivalent program. And
the second participant is a woman pursuing undergraduate program at the school. My research reflects that continuing education gives
value to the participants' personal and professional life. One of the participants mentioned that education gives her dignity back because
she feels that people are often downgrading her because of her job. The other one shares that pursuing education gives her broader
opportunities as she is not planning to work as maid forever. The two participants might not represent all Indonesian migrant workers;
however, their narratives could represent of the challenges of foreign domestic workers and how they overcome their issues. Further
researches need to explore deeper about educational options for the workers in order to provide a better education system for the workers.
Migrating to foreign countries are often perceived as better choices for unskilled and uneducated workforce. Hence, researching theexperiences of domestic workers are important to provide different perspectives of immigrant workers' lives. It provides more informationfor educators and policy makers to improve the life quality of foreign domestic workers.
44384

13:45-14:15 | Room 303B (3F)

Reconciliation in Research Through Collaborative Knowledge Mobilization with Indigenous Elders
Andrea Kennedy, Mount Royal University, Canada
Katharine McGowan, Mount Royal University, Canada
Doreen Spence, Mount Royal University, Canada
Roy Bear Chief, Mount Royal University, Canada
Jillian Bear Chief, Mount Royal University, Canada

Background: Using grounded theory methodology, we studied barriers and facilitators to implementing Truth and Reconciliation
Commission [TRC] of Canada (2015) Calls to Action with university faculty. The main concern was the social process of dominionization:
ownership of expertise, animated as academics design and defend their own expertise. When challenged to incorporate TRC Calls to
Action, tensions occurred when including or excluding Indigenous Knowledge from expertise. Results show opportunities for caretaking
knowledge and positive change in the academy. Purpose: The main objective is to co-produce knowledge to uptake TRC Calls to Action.
Initial knowledge translation was limited to reporting findings through meetings and publications. However, in collaboration with
Indigenous Elders, we realized the need to align reporting with reconciliation through collaborative Knowledge Mobilization (KMb) andsocial innovation. Method: KMb strategy is a 'reciprocal and complementary flow and uptake of research knowledge' (SSHRC, 2016).
Capacity for action is supported through iterative social innovation process of prompts, solutions, prototypes, sustaining, scaling &
diffusion, and system-level change (Murray, Caulier-Grice & Mulgan, 2010). Activities include talking circles and developing learning
frameworks and Indigenous art-based educational resources. Key impact indicators include mapping networks and identifying progress
markers on uptake of Calls to Action. Findings: Preliminary KMb evaluation findings will be shared. Indigenous Elders continue to shareguidance, including Seven Sacred Teachings (Cree Elder Doreen Spence, gifted by Anishinaabe Elder Dave Courchene) and Kimma Pi
Pitsin- kindness & compassion teachings (Blackfoot Elder Roy Bear Chief, artwork gifted by daughter Jillian Bear Chief).
44436

14:15-14:45 | Room 303B (3F)

Art and the Voices Within: Looking at Hawaiian Native and Indigenous Women's Arts Through Storytelling
Renuka de Silva, University of North Dakota, United States

Human beings live and tell stories for many reasons, and it is a way to understand one another and to give a time and place to events andexperiences. Therefore, a narrational approach within the context of this research offers a frame of reference and a way to reflect during theentire process of gathering data and writing. This empirical study examines the importance of storytelling among Native and Indigenous
women of Hawaii and their interconnectedness to land and spirituality through accessing [k]new knowledge. This empirical study
examines storytelling in contemporary Hawaii through the visual medium. The researcher immersed herself in making and discussing
artwork with Native and Indigenous women in artmaking. Using a narrational approach combined with portraiture methodology with its
five analytic methods this body of work draws broader parallels through the lenses of intersubjectivity and feminism, to understand theimplications of marginalization and how women's voices are drawn through the arts to redefine positionality of the Native and Indigenous
Women of Hawaii. Findings indicate that despite forced cultural and political changes over time, these women's innate beliefs andinterconnectedness to land and spirituality has begun to reshape in multidimensional ways both culturally and ecologically. In the spiritof Independence and Interdependence, these women not only feel directly tied to a generational spiritual base that governed them, butthey also feel that 'dimensions of traditional knowledge are not local knowledge, but knowledge of the universal as expressed in the local."Like us on Facebook at www.facebook.com/iaforjapan | IICEHawaii/IICSEEHawaii2019 | IAFOR.ORG | 103

13:15-14:45 | Room 305A (3F)

Saturday Session III

Teaching Experiences, Pedagogy, Practice & Praxis
Session Chair: David Wood
44250

13:15-13:45 | Room 305A (3F)

Listening While Reading: Developing Listening Comprehension of High-Performing Grade 2 Students ThroughAudiobooks
Anne Marie Felias, Miriam College, The Philippines

Listening serves as one of the essential language skills in information exchange. With today's developments in technology, newapproaches and materials should be fabricated in order to develop learners' listening skills. Various researches found out that assisted
reading with audio recordings is an effective instructional intervention. This study aims to hypothesize that there is a significant difference
between the test score means of students who developed listening comprehension after utilizing audio book with story text and of those
who do not. A quantitative research was utilized in the study. An experimental design was also applied which required the participants toundergo a 3-week long study, within a one (1) hour schedule. Participants were divided into two groups: control and experimental. The
control group used an audiobook to develop their listening comprehension while the experimental group maximized the use of audiobook
with story text. The data were obtained using the pre- and post-test. Results of the Mann-Whitney U test for the participants' listening
comprehension tests revealed that there is no significant difference (at α=0.05, z =0.18464) between the test mean scores of the twogroups. Same results were gained using the Wilcoxon Signed Rank test when pre- and post-test results of the experimental group werecompared (at α=0.05, W=8.5). On the contrary, it was found out that there is a statistical difference in the result of the pre- and post-testof the control group (α=0.05, W = 5).
44430

13:45-14:15 | Room 305A (3F)

How Can We Encourage Students to "Interact" and "Produce" In English Classes?: Voices of Japanese EFL Teachers
Maki Ikoma, Ritsumeikan University, JapanThe newly revised Course of Study for high school English education in Japan (MEXT, 2018) demonstrates the importance of fostering
students' productive skills. Students will be expected to 'interact' and 'produce' in English by engaging in a variety of oral communication
activities such as speech, presentation, debate and discussion. However, as great emphasis has long been placed on receptive skills inJapanese English education, the majority of high school EFL teachers lack experience in employing such oral communication activities(Benesse Educational Research and Development Institute, 2016). This qualitative study, therefore, aimed to investigate the teachingstrategies utilized and explored by Japanese EFL teachers who have experience in teaching EFL courses focusing on such activities(e.g. presentation, discussion). In particular, it attempted to examine the difficulties they encountered and the strategies they usedand explored in encouraging their students to 'interact' and 'produce' in English through such activities. In order to collect data, semistructured interviews were conducted with five Japanese EFL teachers. Findings indicated that several serious obstacles tend to exist
when implementing such activities in Japanese EFL context, including students' silence, speech anxiety, low motivation to speak English,
unequal participation, and poor achievement. In order to overcome such obstacles and support students' learning, it was suggested thatbuilding rapport with students, praising students' efforts to communicate through English, designing activities flexibly, and providing clear
learning goals and instructions are considered particularly crucial as they help promote students' engagement with oral communication.
43129

14:15-14:45 | Room 305A (3F)

Practicum Host Teachers in Language Teacher Training: Effects of the Hosting Experience
David Wood, Carleton University, Canada

In Canada, practicums in programs geared toward teaching English as a second language (TESL) are mandated by the professional
associations TESL Ontario and TESL Canada. Research indicates that practicums help student teachers, but there has been little effort toinvestigate how host teachers may benefit. In this study nine TESL host teachers were engaged in semi structured interviews to answer
two questions: 1) How do TESL practicum host teachers perceive the hosting process? 2) Do TESL practicum host teachers use thehosting process to reflect on their own practice, and if so, how? Results indicate that host teachers feel that the experience leads them tothink more carefully about their motivations and practice, they feel the need to show their best work, it encourages them to be self awareand critical as they verbalize their planning processes. More experienced teachers tended to focus more on practical day to day classroom
practice, and the less experienced teachers tending to focus more on reflecting and collaborating.

104 | IAFOR.ORG | IICEHawaii/IICSEEHawaii2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

13:15-14:45 | Room 305B (3F)

Saturday Session III

Curriculum Design & Development
Session Chair: Elizabeth Song Lockard42228

13:15-13:45 | Room 305B (3F)

Working in Silos: A Report on the Coordination of Course Collaboration at a Japanese University
Gary Cook, Hiroshima Bunkyo University, Japan

Universities can be workplaces where staff work in silos. Teachers are often left to their own devices when designing and implementing
curricula. Whilst the freedom of independence may be welcomed by teachers, it can lead to missed opportunities such as the chance
to encourage a spiral curriculum. This presentation will report on the coordination of staff teaching on a variety of English courses
across four years at a small women's university in Japan. Tasks asked of teachers were chiefly related to the creation of a sharedgoogle document containing separate tabs for each course. The Common European Framework of Reference for Languages (CEFR) was
employed as a tool for teachers to choose language goals in the form of "can do" statements. Teachers were required to add course
assessments, rubrics and test specifications where applicable. Additionally, columns were created for any comments or suggestions
related to the course. Finally, a chart showing all courses was created to display progression of course levels throughout the curriculum asa whole. While in its infancy, initial feedback from teachers involved in this project has highlighted the importance of course collaboration
to increase knowledge and improve transparency for both teachers and students alike. Further benefits, along with shortcomings, will be
discussed and recommendations given for the coordination of language courses at similar institutions.
43489

13:45-14:15 | Room 305B (3F)

Building Math Mastery in Early Childhood Through Adaptive Technologies
Anastasia Betts, University of Buffalo, United StatesChildhood mathematics achievement has been associated with success in later schooling, and is predictive of later success and adultsocio-economic status. Despite the critical need for strong mathematics skills, not all learners are able to develop them. It is welldocumented that children enter school with different levels of mathematics skills and understanding. These gaps in learners' foundations
not only cause students to lag behind their peers, they also make it less likely that such students will find career success after formal
schooling. A growing body of research exists documenting the impact of early school mathematics achievement and its relationship tolater mathematics achievement in school. It has proven challenging, however, to help all young students achieve the mastery of important
foundational concepts and skills in mathematics. There is promise, however, in using adaptive technologies designed to efficiently identify
what the child already does or does not know, and what the child is ready to learn next, thus keeping students in the zone of proximal
development. This presentation focuses on the design of and recent research related to a promising new adaptive platform that teaches
mastery of number sense foundations in a virtual environment. Early results show that students are not only able to master important key
concepts and skills in a very short amount of time, but that the system is able to effectively and efficiently monitor and move students
through the architecture of concepts and skills using personalized learning trajectories optimized for maximum learning.
45139

14:15-14:45 | Room 305B (3F)

Adapting Higher Education Curricula to Reflect an Interdependent World
Elizabeth Song Lockard, Chaminade University, United States

While primary school education has evolved over the last few decades to respond to diverse modes of intelligence and learning methods,
the benefits of active classroom techniques, and the importance of play and fearless exploration, post-secondary institutions have lagged
behind in incorporating such innovation. With some exceptions, collegiate curricula are still grounded in a silo system of majors, minors,
and discipline-segregated programs or departments. The structure of specialized study does not reflect, nor adequately prepare students
for, the complex, interdependent, and rapidly changing nature of the way knowledge in the 21st century is acquired and applied. The
convention of training students in a major and embedding that within a separate and distinct liberal arts curriculum was an effort toproduce well-rounded graduates who are competent in basic core skills. However, that pedagogy partitions the way in which students
participate in higher education, and ignores the opportunity to truly integrate curricula. The enormous problems we now face will not be
solved by a single discipline, but rather through a consortium of disciplines, the boundaries of which will become indistinguishable as theymerge at a higher level of sophistication. In response, the structure of higher education must be re-envisioned to recognize and leverage
the relationships between discrete fields of study and to establish new fields of inquiry that reside in those interstices. This paper will offer
both a critique of the traditional pedagogy and proffer another kind of curriculum that cultivates interdisciplinarity.

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13:15-14:45 | Room 307A (3F)

Saturday Session III

Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
Session Chair: Lizette Peter44528

13:15-13:45 | Room 307A (3F)

Foreign Language Education for Intercultural Citizens in a Global Era: What Chinese Teachers Say and What
They Do?
David Geng Zhang, Hong Kong University, Hong Kong

In order to make educational responses to globalisation, English language education is necessary to be located in a wider purpose,shifting from a focus on language skills, to a vision of intercultural understanding, and to a broader perspective of developing intercultural
citizenship. Taking this perspective, this study aims to investigate the FL (foreign language) teachers' cognition and practice of developing
citizenship. To this end, this study firstly explores teachers' understanding of a "good citizen". On this basis, their beliefs on the role of FL
in developing citizenship are examined, which followed by a sustained observation of their classroom practice of teaching citizenship.
From there the study moves to consider the relationship between the teachers' cognition (including their understanding of a good citizen
and their beliefs about the role of FL in developing citizenship) and their classroom practice. Through analysing the interview data andthe observation data collected from six EFL (English as a foreign language) teachers in one China's university, this study finds; 1) conceptof citizenship in the context of China is more concerned with morality, and 2) FL teaching contributes to citizenship development byemphasising more virtue than intercultural understanding, which is seen in both the teachers' beliefs and classroom practice. This study
extends current theories of citizenship education by contextualising concept of citizenship and illustrating the contribution of FL to
the development of the contextualised citizenship. It also explores the pedagogical implications of intercultural teaching and provides
insights for FL teacher development.
44669

13:45-14:15 | Room 307A (3F)English as an International Language (EIL): How Japanese Universities should present English education
amidst increased International Students
Regan Tyndall, Sophia University, Japan

With Japan as an example, this paper will argue that international students, as a consequence of government initiatives for globalizing"expanding circle" nations' universities, represent an opportunity to give local students and international students authentic English-asan-international-language (EIL) practice. The current context of English dialog between Japanese students and international students will
be analyzed partly through interviews with staff from four different Japanese universities, and through a sample of Japanese university
students' own opinions and impressions of English-practice with international students who are 'non-native English speakers' (NNESs).
I will posit, supported by consideration of expanding countries' futures in international matters, linguistic and language-learning theory,and the perspective of English expanding circle countries' overcoming English "nativism", that properly organized English-language dialog
between students of different first languages is an authentic, valuable, and practical pursuit for universities. In addition to preparing
students for possible future English dialog with other NNESs, the ideal result is that university students, whether native or non-native
English speakers, local or international, will come to understand English as serving the function of an international language. Finally, I will
suggest some practical ways of employing international students for English practice at various types of universities.
44833

14:15-14:45 | Room 307A (3F)

The Centrality of Language Objectives for Engaging English Language Learners in Academic Content:
Challenges and Opportunities for ESOL Teacher Trainers
Lizette Peter, University of Kansas, United States

Recent research into teachers' ability to accommodate the linguistic needs of English learners (ELs) within regular content instruction
suggests myriad challenges in lesson planning, instruction, and assessment. In particular, developing clear and measurable language
objectives that derive from a teacher's content objectives and instructional plan can be especially difficult for teachers whose own
understanding of the structure of English and second language acquisition processes is introductory. And yet, research also indicatesthe centrality of language objectives for effectively engaging ELs in academic content, and that the ability to plan content and language
integrated lessons is one of the most valuable tools teachers of ELs can possess. In this presentation, I report on my systematic attempts
as an ESOL teacher educator to facilitate pre-service and in-service teachers' understanding of the importance of language objectives,
as well as the experiences of my students in applying the principles of SDAIE (Specially Designed Academic Instruction in English)in establishing measurable content and language targets for ELs. Through an examination of their SDAIE lesson plans, I explore howteachers integrate new understandings of English language functions, forms, and vocabulary, as they relate to academic content. The
findings shed light on the sources of teachers' confusion and frustration and offer concrete solutions to better equip teachers to meet the
linguistic needs of their students.

106 | IAFOR.ORG | IICEHawaii/IICSEEHawaii2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

13:15-14:45 | Room 307B (3F)

Saturday Session III
Health & Wellbeing
Session Chair: Maria Mayan
44773

13:15-13:45 | Room 307B (3F)The Value of Motivational Theory to Influence Active Transport Behaviors: A Swedish Example
Karin Weman Josefsson, Halmstad University, Sweden
Jenny Back, Halmstad University, Sweden

Cycle commuting has been shown to promote major health effects, studies showing as much as 41% lower overall mortality compared to
car or collective transport (Celis-Morales et al 2017). Yet, for many of us, there are significant behavioral barriers in changing transport
behavior. On the positive note, studies have shown that bikes providing electric assistance when pedaling (pedelecs) also have positiveeffects on cardiovascular health and helps people meet physical activity recommendations. It is possible that pedelecs could facilitate
active transport by reducing some perceived behavioral barriers by enhancing autonomous motivation in line with self-determination
theory. The overall purpose was to examine underlying motives for using the pedelec above passive transport (car, bus). Semi-structured
interviews (N=14) were used to study motivational aspects of participation in a community-based pedelec project. Qualitative content
analysis revealed motives to choose the pedelec was health reasons (regular exercise), economic reasons (e.g. avoid having two cars),
environmental reasons (to reduce environmental impact) and personal values (e.g. related to exercise identity). These four motivational
themes can be related to the significance of autonomous motivation for behavioral regulation. The step from passive to active transport
might be challenging, but the use of pedelecs and appropriate communication policy might facilitate such a transition. Application of selfdetermination theory and addressing the motivational themes found in this study could shed some light on motivational drives for active
transport and inform community interventions and policies design to adopt sustainable transport behaviors.
45085

13:45-14:15 | Room 307B (3F)

A Study on the Social Solidarity and Emotional Energy of Young Gamers
HyeYeong Gim, Kangwon National University, South Korea
SeoungHo Ryu, Kangwon National University, South Korea

Games occupy an important position in the recreational culture of Korean youth. However, game-related studies and policies in Korea
have focused on the adverse effect or problematic behavior of games. This study intends to recognize situations in which games, the mainrecreational activities and culture of the youth, generate social interaction, and to then review the social solidarity and emotional energy
experienced by the youth concerning the interaction ritual argued by Randall Collins(2004). A total of 26 (19 male, 7 female) adolescentswere interviewed 10 times. The result of the study displayed that the adolescents formed social solidarity and obtained emotional energy
by enjoying games in the same space, such as a PC room, and independently formed ethics and regulations while also creating symbols,
such as levels and characters. Particularly those with high emotional energy displayed confidence, passion, and positive senses of self,
and displayed 1) Immersion : group competition, 2) healing : stress relief, and 3) creation : symbol or secondary creation. On the contrary,
those with low emotional energy displayed low confidence and a loss of solidarity. This situation was displayed as 1) violation : swearing/rudeness, 2) hate : female/generational hate, and 3) cursing : family conflict. Through this study, it was concluded that games performed
the role of forming a social life for the youth as a stage of manifesting social solidarity and emotional energy. From point of view, there isa need for the institutional supplementation of the policies for the youth and further education in game literacy.
44381

14:15-14:45 | Room 307B (3F)

Not Your Local Food Bank: A Food Rescue Program for Migrant Women and Their Families
Maria Mayan, University of Alberta, Canada
Sandra Ngo, University of Alberta, Canada
Dragana Misita, University of Alberta, Canada
Maira Quintanilha, University of Alberta, Canada
Rhonda Bell, University of Alberta, Canada

Through a maternal health research program, we sought to improve nutrition among migrant women living in difficult circumstancesand receiving services from a Community-Based Organization (CBO). However, nutritious food was not of primary concern for these
women; any food was needed. In response, we launched a food rescue program. We collect food, that would otherwise go to waste, andredistribute it through the CBO, to migrant women and their families who lack 'same day' food. Through focused ethnography, we studied
the program's evolution and impact. The research questions were, 'What are the necessary components of a food rescue program'? 'What
is its impact on its recipients and CBO workers'? Data collection included: a) participant observation at the food distribution site and atplanning meetings (25 fieldnotes), b) 30 short formal interviews with all CBO workers involved in the program, and c) program documents.
Data were analyzed using qualitative content analysis. Rigor was ensured through methodological cohesion, iterative data collection andanalysis, sampling adequacy, participant checks, peer review, and an audit trail. Necessary program components included: involvement of
the university, in-depth knowledge of the food landscape, safe distribution conditions, and challenging existing charity models. Impacts
occurred at the individual (women received food), organizational (CBO workers spent less time obtaining emergency food resulting in
more time to address root causes of poverty) and systems levels (city-wide attention to food rescue and improving food systems). Whendeveloping a food rescue program, particular components should be considered for increased likelihood of success.

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13:15-14:45 | Room 302A (3F)

Saturday Session III

Teaching Experiences, Pedagogy, Practice & Praxis
Session Chair: Gabrielle Lindstrom
44504

13:15-13:45 | Room 302A (3F)

Through my Autoethnographic Lens: ITAs Experience and Identity in Teaching at a Canadian University
Akiko Ohta, Simon Fraser University, Canada

As North American universities admit more international graduate students, the number of International Teaching Assistants (ITAs), has
increased, and it has been problematized as undergraduate students complain about the ITA's command of English and the quality ofteaching. The previous researches mainly focused on ITAs' language proficiency and language assessment, framing their English ability as
the main problem. Most of this research has been conducted through the interests of institutions, aiming to raise ITAs' teaching standard
to the level of native English TAs. Is this the direction universities wish to go with the internationalization of the university? What attributes
could ITAs bring to be utilized and beneficial for both universities and undergraduate students? While more recent researches also bringthe issues of undergraduate students' biases and unfamiliarity with being taught by non-native English teachers with the international
background (Manohar & Appiah, 2016), my study would explore ITA's experience and identity through my autoethnographic lens. Buildingon Zheng (2017)'s claim on translingual identity as pedagogy, this autoethnographic research will examine 'how these differences makea difference in the actual instructional interactions and more importantly how these differences can be managed' (Chiang, 2011). Thisautoethnographic study on the ITA research would contribute to the research area by adding ITA's perspective in developing institutional
support for ITAs.
44626

13:45-14:15 | Room 302A (3F)

Resisting Neoliberal Subjectivities: Resonant Texts as a Re-Humanizing Strategy in Higher Education
Josephine Pui-Hing Wong, Ryerson University, Canada

Neoliberal capitalization has intensified social, economic and environmental inequities within and across nations. Health and social
care professionals are increasingly challenged in meeting the complex needs of marginalized communities while coping with austerity,
deregulation and erosion of social welfare. Neoliberal ideologies of technical rationality, standardized performance and performanceefficiency are also eroding the fundamental principles of compassion, social justice and equity that underpin higher education and humanservices. This paper reports on the use of 'resonant texts' – as a re-humanizing teaching strategy with graduate students – to evoke
authenticity, critical reflection, embodied learning, empathic connections and dialogue for social change. Guided by 'the personal is social,political and spiritual', students were asked to draw on their lived experiences, course materials, and class discussions to create and share
their resonant texts (e.g., poems, paintings, drawings, sculptures, and mixed-medium creations). Initially some students found it difficult
to â€˜deviate' from cognitive analyses and technical writing that often suppress or exclude their authentic selves. However, students
shared at mid-term that creating resonant texts had enabled them to: (a) reconceptualize learning beyond performance measures; (b)engage with embodied learning; (c) reconnect to compassion for themselves and others; and (d) recognize the situatedness of theirprofessional practices within the changing socio-political systems. In summary, re-humanizing approaches that promote transformative
learning are critical to higher education. Since reflexivity is an embodied practice, supporting students to make sense of how their social
identities and lived experiences shape their personal and professional practices will also help to de-neoliberalize their subjectivities.
44443

14:15-14:45 | Room 302A (3F)

Towards a Pedagogy of Resilience

Gabrielle Lindstrom, Mount Royal University, Canada
Indigenous peoples, forced to live under the yoke of colonial oppression, have been denied the freedom to determine their own destinies.
This includes not only losses directly resulting from colonization such as language, traditional practices and social organizations but also
an ability to define current experiences from a uniquely Indigenous perspective. However, within an increasingly dynamic and changing
socio-political and cultural landscape, members of Indigenous tribal communities are reclaiming their Indigeneity by theorizing on
cultural continuity at the intersection of ancient tribal wisdom and contemporary pedagogy within higher-education. Exploring Indigenous
perspectives on resilience from a stance that is grounded in the Indigenous lived-experience is one example of how Indigenous peoples
are reclaiming their right to self-determination. In Canada, a commonwealth country established within a colonial ideological framework,
current Indigenous issues are foregrounded by the Truth and Reconciliation Commission's findings in relation to assimilationist policythat was, in part, manifested through the Indian Residential Schools and the horrific abuse that occurred within these institutions.
Among many other action items, some of the 94 Calls to Actions that emerged from these findings issue a significant challenge calling
for the inclusion of Indigenous ways of knowing into institutes of higher education. Informed by my doctoral research, I examine how
resilience from an Indigenous perspective emerges through relational and reciprocal processes between students and instructor and how
Indigenous pedagogical approaches premised within Indigenous tribal philosophies can intentionally foster student resilience. I offer
teaching strategies and assessment techniques leading to successful learning outcomes.

108 | IAFOR.ORG | IICEHawaii/IICSEEHawaii2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

15:00-16:30 | Room 303A (3F)

Saturday Session IV

Learning Experiences, Student Learning & Learner Diversity
Session Chair: Adrienne Johnson
42657

15:00-15:30 | Room 303A (3F)

Assessing the Impact of Teaching the "Simple" Strategy to Address Student Learning and Diversity Challenges
at a Caribbean University
Zuwena Williams-Paul, The University of the West Indies, Trinidad and Tobago

This study employed a mixed methodology with a, quasi-experimental, grounded theory research design whereby, from a population of
108 tertiary students who were identified and flagged on entry (Time 1 at the beginning of the semester) as having an External Locusof Control, a sample of 54 was split into one Control and one Treatment group. The Treatment group was taught the "SIMPLE" strategy(Internality instruction) as a strategic measure to stimulate the students of this group, to think and behave more Internally which is,more desirable for holistic and academic wellbeing. The Control group was not treated and so did not receive the "SIMPLE'' strategy
instruction. Both the Control and Treatment groups of Externals were re-tested at the end of the semester at Time 2, and similar toprevious international research, but, now in a Caribbean setting, the mean Locus of Control (LoC) score of the treatment group had
desirably reduced.
44335

15:30-16:00 | Room 303A (3F)Classroom Interactions in the Tertiary Level

Nelie Salvador, Mariano Marcos State University, The Philippines
The study aimed to determine and analyze classroom interactions in Social Science, Filipino and Physical Education subjects at Mariano
Marcos State University. Specifically, the researcher analyzed the pattern of exchanges of teachers and students; language used byteachers and students; linguistic structure of teachers' and students' utterances; and language function of teachers' and students'
utterance. Tape recorder was used in recording classroom interactions. Based from the study, there were seven structures of exchanges
from teachers' and students' utterances. These were the TPT, TP, TPTPT, TPTP, T, TPPPT, TPTP, TPPP, and PT. English, code-mixing,
Filipino, code-switching, and Ilokano were used in the discussion. The use of English language in all classes and Filipino language inFilipino classes was revealed. Code-mixing was also integrated to facilitate easier discussion, communication, sharing of ideas, opinions;and as a result of being trilingual or bilingual. Ilokano language was used by teachers to give emphasis for the first utterance, and toencourage students to participate in classroom interactions while students share their opinions, and reactions. Code-switching was used
to share quotations, examples, use of tag questions while students share messages. Teachers most often used paragraphs, phrases,
sentences, and words in class discussions. Fifteen categories such as informative, elicitation, directive, comment, marker, conclusion,cue, aside, nomination, accept, check, starter, prompt, meta-statement, and evaluate were also used. Meanwhile, reply, silence, react,
informative, elicitation, comment and loop were also revealed.
44400

16:00-16:30 | Room 303A (3F)

Training Teachers to Manage Culture and Identity Challenges in the Global Classroom
Adrienne Johnson, Missouri Western State University, United States
Ogbomo Queen, Tennessee Technological University, United States

With the global migration of families, teachers from dominant cultures or languages have the responsibility to help minority and migrantstudents integrate into the community while positively engaging their native identities (McBrien, 2005). For this to occur, teachers must
develop respect for the cultures of the minority or migrant communities with which they work (Cummins, 2013). The dynamics of training
effective teachers of diverse students is complex. In the U.S., many teachers are white and women, but teach students from all backgrounds(Hodgkinson, 2002). Teachers from demographically homogeneous backgrounds often teach in diverse contexts. Globally, teachers areoften trained in urban settings, but teach in rural settings. Teachers who speak dominant languages (English, French, Mandarin, etc.)
teach in schools and communities with local, endangered languages (Menken & Garcia, 2010). Teachers who lack exposure to diverse
populations need training before they can manage classrooms with complex identities and value systems (Roxas, 2010). Attendees tothis session will have a chance to participate in sample strategies used in an action research project implemented in teacher education
programs in two different regions of the United States. In this project, teachers in training engaged in empathy-building strategies to help
them develop self-awareness of their own basic value systems and world-views, while also helping them to understand the value systems
and world-views of their students. The presentation will include a discussion of a quantitative pre- post- survey given to the pre-service
teachers, teachers' qualitative reflections on their learning, and implications for teacher training programs.

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15:00-16:30 | Room 303B (3F)

Saturday Session IV

Education: Technology, Pedagogy & Special Needs
Session Chair: Kim Coon45019

15:00-15:30 | Room 303B (3F)

Tough Situation of Teachers in Information Technology in Japanese Junior and Senior High Schools
Yoshiaki Nakano, Kobe Municipal High School of Science and Technology, Japan
Yasuichi Nakayama, University of Electro-Communications, Japan

Japan played a major economic growth after the World War II, which could be realized with high industrial skill because of engineering
education such as mechanical engineering and electrical engineering. However, in recent years, everyone agrees that the importanceof information technology is rapidly increasing, while the industrial technology is also inevitable. Currently in Japan, IT education is
responsible for the subject "Technology" in junior high schools and the subject "Informatics" in senior high schools. It is self-evident thatexcellent education relies heavily on excellent teachers. The recruitment of teachers in Japan is conducted for each prefectural board ofeducation. The authors asked all the boards of education throughout the country to disclose information and investigated the present
situation of hiring teachers. As a result, despite the fact that the number of faculty members in "Technology" in junior high schools and"Informatics" in senior high schools is much less than the required number, almost no faculty recruitment has been conducted, and as
a result, It is clear that teachers of unrelated subjects doing classes or letting people without teacher's license temporarily take chargeof classes. Because such an environment, class content is far from computer science in many cases, education is almost not donesuch as programming. Fulfilling the teacher recruitment and in-service teacher training and improving Japan's information technology
capabilities, the authors are very worried about the future of Japan.
45119

15:30-16:00 | Room 303B (3F)

An Interactive Mining for Early Detection of Students with Learning Difficulties Using Moodle's Clickstream
Konomu Dobashi, Aichi University, Japan

In this study, course materials, mainly in the form of PDF files, were uploaded to a learning management system (Moodle) and face-toface lessons were conducted. Student clickstreams of the course materials and the results of quizzes were collected. The quizzes, whichused a five-alternative format, were prepared from the course materials. Data from the course material clickstream and the results of thequizzes were analyzed, and these were conducted from the viewpoint of educational data mining and learning analytics. A scatter chart
was created to classify students into the following four groups based on deviations from the average value of clickstream and quiz scores:(1) those with high clickstream and high quiz scores, (2) those with low clickstream but high quiz scores, (3) those with low clickstream
and low quiz scores, and (4) those with high clickstream but low quiz scores. Especially in group 3, the lower part of the group appears
to include students who have learning difficulties. It is shown that an analysis of the results of 12 quizzes and corresponding student
clickstreams can lead to the early identification of students with learning difficulties and enable a corrective intervention. It is also shownthat ineffective course materials can be identified by linking course materials and quizzes clearly and distinguishing the same four groupcategories as above for course materials.
44398

16:00-16:30 | Room 303B (3F)Interdisciplinary Approach to Training Healthcare Professionals to Address the Effects of Adverse Childhood
Events Using Simulation and Video Annotation
Kim Coon, The University of Oklahoma, United States
Frances Wen, The University of Oklahoma, United States
Julie Miller-Cribbs, The University of Oklahoma, United States
Kristin Rodriguez, The University of Oklahoma, United States
Martina Jelley, The University of Oklahoma, United States

Adverse childhood experiences (ACEs) are 10 categories of childhood abuse and maltreatment which have a dose-response relationshipwith common adult health concerns seen in healthcare settings including health risk behaviors, chronic disease, and mental illness.
Many of the ACEs-associated biopsychosocial risk factors are modifiable. However, healthcare professionals may not address theseissues for fear of opening 'Pandora's Box', i.e., a source of extensive problems for which they may feel that they are not sufficiently
prepared for with training, resources, or time. Trainees need instruction in how to conduct trauma-focused conversations within thelimited scope of an office visit and to deliver successful interventions. To address this need, we have developed and implemented a 4-hour
simulation and video based training program for healthcare professions trainees on how to conduct brief interventions connecting theirpatients' current health concerns and their experiences of ACEs. We have completed workshops that included didactic sessions followed
by individual simulations with standardized patients for over 500 trainees. Participants have evaluated this program as preparatory forreal-life encounters, and as being designed to allow for educational mastery. This presentation will describe the curriculum including thefive targeted skills, and illustrate the key components (i.e., didactics, provider and patient videos, simulated-patient encounters, trainee
feedback, and facilitated discussion that encompasses targeted skills, clinical implementation, and self-care). We will share outcomesfrom a mixed-methods evaluation of the training program.

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15:00-16:30 | Room 305A (3F)

Saturday Session IV
Mind, Brain & Psychology: Human Emotional & Cognitive Development & Outcomes within Educational Contexts

Session Chair: Kenton Wong44396

15:00-15:30 | Room 305A (3F)

Sociocultural Perspectives on Independent and Interdependent Identity Development in the Writers' Workshop
Sara A. Field, George Mason University, United States

The study of writing often focuses on text production or the cognitive events in producing writing. Issues of researching, teaching, andproducing writing are further complicated from a sociocultural perspective, which posits that 'good writing' is socially constructed,
not universal (Woodard, R., & Kline, S., 2016). This presentation explores the Writers' Workshop model from a sociocultural framework,
examining how the procedures, environment, and community of practice motivate students to develop independent and interdependentwriting identities. Writing and Writers' Workshop are social and cultural processes that reflect and privilege cultural values (Woodard,R., & Kline, S., 2016). Writers' Workshop is a process-oriented approach to writing that focuses on student choice, ample writing time,
conferencing, sharing, and building a community of writers (Calkins, L. M., & Harwayne, S., 1991). Research supports that the processorientation model increases self-efficacy, engagement, and other motivation constructs that correlate to academic achievement (Pajares,
F., Johnson, M.J., & Usher, E.L., 2007). In addition to increasing writing performance, writing and writing identity change and develop
through social interactions (Woodard, R., & Kline, S., 2016). Writers' Workshop creates a community of practice in which students learn fromeach other through sharing, peer feedback, and vicarious learning. Writers' Workshop fosters social interactions among students (Burns,
T.J., 2001; Englert, C.S., 1992; Rowe, D.W., Fitch, J.M., & Bass, A.S., 2001; Vygotsky, 1978; and Woodward, R, & Kline, S., 2016); teachers
can leverage those social interactions so students can independently and interdependently develop writing identities and proficiencies.
44432

15:30-16:00 | Room 305A (3F)

Healing and Honoring Wounded Identities to Improve Motivation and Academic Achievement
Elisabeth Chan, Northern Virginia Community College, United States

Ladson-Billings (2006) coined the term education debt in response to the focus on the achievement gap, also known as the opportunity
gap. She urged researchers and educators to reframe the problem, shifting blame from the students and their families or communities
onto the historical, political, sociocultural and moral barriers embedded in institutions that influence U.S. education. Despite this callto action over a decade ago, the problems persist. One large factor hindering positive changes toward more equitable education is thefact that it is difficult to change ideologies, but practices themselves resist change without first changing ideologies (Gorski, 2017). Two
prevalent ideologies that prevent shrinking the opportunity gap are the myth of social mobility and meritocracy (Reeves, 2018). These
deeply ingrained ideologies in the fabric of American identities are internalized by students and teachers with repercussions on their selfefficacies and engagement which can negatively impact their success with schools and academics (Pajares & Johnson, 1994). In fact,
Olson (2015), suggests that we focus on the mental and emotional disengagement faced by millions of students and teachers, rather
than test scores. Institutions that value conformity over creativity hamper student success and wound identities, so engagement withlearning can increase by examining, embracing, and honoring our unique identities. This conceptual presentation will begin with a briefbackground on the education debt and current opportunity gap statistics, followed by examples of Olson's (2015) seven school wounds,
how educators can address them, and suggested questions researchers can apply to their research.
44875

16:00-16:30 | Room 305A (3F)

A Case Study of a Character Education/Anti-Bullying Curriculum and Teacher Perceptions in Pre-Kindergarten
and Kindergarten
Kenton Wong, University of Hawaii, United States

This paper explores the serious issue of bullying in school settings and reports on a descriptive case study of IM4U, a character education
curriculum, in an early childhood education setting. IM4U addresses the social and emotional development of young children with a focus
on anti-bullying that aims to help children learn through the development of a safe learning environment with the use of music, activities,
and discussions. The case study includes an examination of teacher perceptions regarding the use of the program as an anti-bullying
curriculum. Results from the data allowed the researcher to generalize that pre-kindergarten and kindergarten students had varying
levels of development of core values and that teaching character education in early education has positive effects on students' corevalue development. Findings also demonstrated that bullying, including physical, verbal, and emotional, is a problem in pre-kindergarten
and kindergarten. Teacher perceptions and impressions of the IM4U program indicated that they liked the overall idea and concept of acurriculum addressing bullying behaviors and felt that songs, activities, and discussions effectively influenced students' thoughts andbehaviors; however, teachers believed that this curriculum was more appropriate for older students and suggested making the curriculum
more user friendly for pre-kindergarten and kindergarten. This short-term study builds upon the research base in the social and emotional
development in early education and recommends that more long-term and longitudinal studies of larger student populations be conducted
to measure the effects of character education and anti-bullying programs on student outcomes including the earliest grades.

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15:00-16:30 | Room 305B (3F)

Saturday Session IV

Challenging & Preserving: Culture, Inter/Multiculturalism & Language
Session Chair: Yvonne Yihsing Liu-Constant44545

15:00-15:30 | Room 305B (3F)

Learning About Cultures in a College Classroom Exchange

Melody McMurry, Portland Community College Rock Creek Campus, United States
Encouraged by a college administration in efforts to internationalize curriculum, community college instructors in Sociology and ESOL
collaborated on an interdisciplinary project: The Culture Exchange. in which Introductory sociology students welcomed ESOL classes ofInternational students from throughout the world, to discuss topics related to sociology while practicing English acquisition. Each week
students met new students and discussed social topics related to culture, social roles, family life and rituals, social groups, socialization,
deviance, and class, gender, and racial inequality in societies. After four years (2012-2015) of evaluations were completed, a total
sample of 110 sociology students who participated in the project completed twenty question surveys at term end. Findings included thefollowing: Students gained greater global perspectives, cultural awareness, and personal growth through the experience, and could apply
the learning to their career goals. Further, they ranked gender inequality as the greatest gain in understanding inequality in society as
well as understanding sociology. Finally, when ranking this course requirement with other assignments: reading, quizzes, library reviews,
lecture, ancestor mapping, students overwhelming chose the two international requirements: ancestor mapping, and culture classroom
conversations, as their favorites. It is clear that the project was of value to both groups of students, to the commuter campus culture, tothese students communities and families. Since community colleges have a wealth of international students taking English, this project
helps support global education, students, the college community, and faculty collaboration at very little cost to the institution, whilerevitalizing faculty instruction and internationalizing curriculum.
44473

15:30-16:00 | Room 305B (3F)

Language Images: A Discourse Analysis of Learners and Teachers' Identity Transformations in International Schools
Ana Paula Cortez, Graded School - The American School of São Paulo, Brazil

This presentation, organized in the Challenge and Preserving: Culture, Inter/Multiculturalism, and Language theme/stream, aims atanalyzing the constitution of political, academic, psychological and emotional discourses of individuals that belong to international schoolcommunities. Our main goal is to investigate the linguistic actions of such individuals and their discursive practices that support andshape their linguistic representations and identities. This analysis examines the mechanisms that build up and sustain language images
that are created by individuals while teaching-studying foreign languages and the development of an intercultural sensitivity throughout
the teaching-learning process. We will present testimonies and academic productions that depict transformations as teachers/learners
get acquainted and immersed in the local cultures. Our theoretical background is grounded on the studies of Social Historical Activity
Theory, as designed by Vygotsky (1933) and Leontiev (1977), as well as Bennett's Developmental Model of Intercultural Sensitivity(1986/2004) and Useem's (1963), Pollock's (2009) and Moore & Baker's (2012) approaches to Third Culture Kids studies. Our objective is
to identify the perceptual process that occurs when an individual starts to recognize the existence of cultural differences and begins tostabilize and to collaborate in the new environment, to the point that cultural norms are not imposed anymore. Therefore, subjects startdeveloping cultural self-awareness and reconcile with diversity, embracing and committing to the new culture.
44988

16:00-16:30 | Room 305B (3F)

Chinese Immigrant and European American Parents' Emotional Expressions in Childrearing Activities: Cultural
Norms of Emotions
Yvonne Yihsing Liu-Constant, Lesley University, United States

Both European Americans and Chinese immigrants value emotional expressions that are true to inner feelings, and adhere to social norms
dictating appropriate expressions for different situations. However, the two groups differ in how they coordinate the values of being
faithful to inner feelings and to social norms. The European American culture values an individual's genuine expressions of emotions
over allowing social norms to unduly dictate one's behavior. The Chinese culture values social norms over explicit, individualized
expressions of inner feelings. This study hypothesized that Chinese immigrants may be less likely to express inner feelings in social
situations that are heavily regulated by cultural norms, and more likely to express feelings in lightly regulated situations. European
Americans may differ less in emotional expressions across social situations due to the greater emphasis on self-consistency. Parent
interviews about their childrearing practices were conducted, and two childrearing activities, sleeping and privacy-related activities,
were selected for analysis according to cultural norms. Findings indicated that the two ethnic groups had different patterns in how
their emotional expressions changed according to situation, and the patterns fit their respective cultural norms. Contrary to prediction,
while the self-consistent orientation of European Americans was supported in that they were more likely to voluntarily express feelingsin both activities, the European American parents also changed their emotional expressions to fit social situations through variationsin positive versus negative expressions. The discussion centered on the interactions among social situations, measures of emotional
expressions, and cultural norms.

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15:00-16:30 | Room 307A (3F)

Saturday Session IV

Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
Session Topic: Session Chair: Namhee Kang
44536

15:00-15:30 | Room 307A (3F)

An Ensemble Cast Play Drawn from Characters in TV Dramas and Films for Foreign Language Learning
Eunju Na, New York University, United States
Eunyoung Na, Chonnam National University, South Korea

Teaching a foreign language through drama is an effective approach that learners can apply the target language to communicate as wellas understand the use of language in real-world contexts. Making and performing a playlet is one of the valuable methods to integrate andutilize what students have learned from a language course. In addition to see the benefits of cooperative group work while creating a skit,
the presenters examine how to involve individual's contributions and responsibilities similarly to teamwork in Korean language classes.
This research provides a thoroughly designed project setting to facilitate learners' motivations and well-structured plays. First, each
student watches Korean TV dramas and films over the semester and autonomously chooses a character having a distinct personality
trait. Then, students in a small group write a collaborative script using the selected characters for an ensemble-cast drama. At the end of asemester, each group presents their playlets to the class. This study will share the detailed project setting and procedure and the findings
in developing an ensemble casting by adopting Korean TV drama and film characters. Through it, the panel will discuss the advantagesof the project and suggest further strategies for other foreign language educators.
44534

15:30-16:00 | Room 307A (3F)English for Specific Purposes in a Rapid-Changing World: Fostering Language Skills Using Musics and Songsin the Foreign Language Classroom
Simoni Valadares, University of New Mexico, United States

This study explores the use of musics and songs as didactic and pedagogical tools for supporting students in learning foreign languages,
particularly English for speakers of other languages (for Brazilian Portuguese speakers), focusing on English as Specific Purposes
classrooms (workplace communicative approach) in higher education institutions under functional, sociocultural and cognitive linguistics
perspectives. In designing a course tailored for learners of English in workforce, relevant elements of the target language and scenesof work environment for mastering the language in usage events within workforce are considered, reflected upon, and turned out into
scenarios for communicative practices. Language(s)/linguistic and cultural background of the learners are strongly considered. The
perspectives of language patterns in a multi-domain of practices are supplemented by pedagogical and didactic tools that use music
and songs. This study aims at modestly contributing for the discussion on strategies for improving the teaching and learning English
for Specific Purposes and to the betterment of teaching-learning of terminologies and vivid scenario for practicing pronunciation andvocabulary while exploring the potential value of using musics and songs as part of a method of language practice in the classroom for
Brazilian Portuguese speakers. The aim is to develop linguistic and communicative competencies that contribute for a classroom thatcan effectively support the development of students' skill for communicating in workplaces akin with functional competency. Issues ofterminologies, semantic fields, language and the lexicon, and usage-based contexts are also taken into consideration.
44475

16:00-16:30 | Room 307A (3F)

Flipping an EFL Sports ESP Course Using ECS-Based Instructor-Created Youtube Videos and a OMP Technique
Namhee Kang, Chung-Ang University, South Korea

Student-athletes usually prioritize athletic success rather than academic achievement so that they unavoidably face the confusion
between the role of a student and of an athlete. This study aims to address a flipped communicative learning and teaching model in orderto motivate student-athletes to take more accountabilities on their learning, especially English which is one of the subjects required by
student-athletes' minimum academic achievement policy in Korea as well as they've been displaying strong demand of. Nineteen Koreanmale student-athletes took an ESP course for one semester in which three steps proceeded; watching ECS (Emotionally Competent
Stimulus)-based YouTube videos before class, doing in-class activities and wrapping up with OMPs (One-Minute Paper) during classand reviewing class with instructor-created YouTube videos with quizzes after class. Based on a pre- and a post-questionnaire, weekly
OMPs and focal interviews, the findings illustrated that the students considered the model was necessary to allow managing their selfregulated learning and autonomy. They were more comprehensible and had more fun with in-class activities based on the YouTube videos
consisting of short spoken utterances including formulaic expressions, which were suitable for beginners. The instructor-created videos
served after class gave opportunities to make up their missing classes. Easy accessibility on YouTube played a great role in letting themmore chances to be exposed to English. The OMP turned out a very effective mechanism for teacher-students' interaction. The model
ended up making the students start recognizing academic responsibilities more than before and become more aware of the importanceof English instruction.

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15:00-16:30 | Room 307B (3F)

Saturday Session IV
Urban Ecosystems
Session Chair: Ngai Lung Chau45011

15:00-15:30 | Room 307B (3F)

Synurbic Space: Reclaiming the Urban Wild

Rua Alshaheen, Arizona State University, United States
The concept of urban animals has thus far been directed by spatial and temporal changes. Humans and wild animals have been
trespassing into each other's spaces as populations grow and habitats destroyed, respectively. As cities are evolving, cohabitation
between humans and animals often occurs below the radar. The narrative that animals have either been introduced into cities overtime
and fluctuate in abundance is being challenged. Some urban animals are in fact the original inhabitants of these cities, and have simply
lived on in their independent habitats and managed to stay unnoticed. Other animals, albeit being originally found in these areas, havebeen forced to adapt to the changes in their surroundings as a result of urbanization. Containment as a means of spatially separating
humans and wild animals has been the practice for years. However, an urban wild environment comprising of opportunity and risk isreplacing the concept of a static nature in a city. Current ideas of cohabitation require humans, animals and the environment to beconsidered simultaneously, and challenge the current human-centric views and attitudes. Therefore, the power shifts of city spaces havebeen reflected in several urban intervention projects. By reclaiming the city, designs for non-humans move from a space of rigidity to oneof flexibility and accommodation. Proving that animal adaptation to urban environments does not need to be viewed as a fight for survival,
or "just holding on", but as a "story of co-existence".
44243

15:30-16:00 | Room 307B (3F)

Modeling the Residential Electrical Consumption and Energy Policy Analysis in Taiwan
Po-Hao Lu, National Cheng Kung University, Taiwan
Yen-Jong Chen, National Cheng Kung University, Taiwan

More than 92% of Taiwan energy sources are imported, including coal, oil, natural gas, etc. The self-supported energy sources are quite
limited. Nevertheless, the electric power price in Taiwan is rather cheap when comparing to other energy imported countries, such as
Japan. That results the question of overuse of electric power much more than what is real needed in Taiwan, especially in residential
sector. In this paper, we focused on the demand side to explore the electricity consumption and factors affected in the county level.
Factors include residence habits, local climate, household economic status, building characteristics, and demographic factors, etc. The
empirical data are selected form the panel type data source in month from 2012 to 2016. The data were collected from government
departments' open data. Also, applying individual effects is regarded as the habits difference effect in each county. This paper estimatedthrough the Pooled Mean Group (PMG) Model. PMG provided what use-characteristic types for each county in short-term so that thispaper could advise how to modify the local government policies based on bottom-up aspect. With the model constructed, we are able toevaluate some energy policies that may affect the residential power use.
44253

16:00-16:30 | Room 307B (3F)

Evaluation of Slope Greening Performance in Promoting the Urban Ecology of Hong Kong
Ngai Lung Chau, Technological and Higher Education Institute of Hong Kong, Hong Kong

Urban expansion leads to a large scale of terrestrial habitat loss in Hong Kong. Urban greening plays a crucial role in ecologically restoring
the degraded landscapes by promoting biodiversity and ecosystem services. Slope greening occupies to a considerable proportion ofgreening works in Hong Kong due to the presence of hilly topography and highly urbanized landscapes and its performance draws
our attention. A common greening strategy such as planting of herbaceous groundcovers is usually carried out on soil slopes while
its effectiveness is seldom reviewed. Besides the capabilities of forming a dense green cover, the roles of planted groundcovers inproliferating plant diversity are also important in promoting a sustainable green cover. Moreover, unlike other urban landscapes, the slopefeatures such as angle and orientation influence substantially the vegetative growth of soil slopes. Our study focuses on evaluating thegreening performance of soil slopes in Hong Kong by investigating the current vegetation abundance and structure. Any special findings
regarding to the distinct groundcovers dominating soil slopes will be disseminated. The relationships between vegetation and slope
performance, which govern a healthy plant community on soil slopes, will also be discussed. Furthermore, a comprehensive analysis
regarding to the influences of soil properties on slope greening will be shown. All these provide useful information in reviewing the current
greening strategy in promoting our environmentally sustainable city. Constructive suggestions based on our precise findings will be madeto improve the greening works and any practical measures can be recommended to other cities.

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15:00-16:30 | Room 302A (3F)

Saturday Session IV
Economic & Social Inequality
Session Chair: James Stone44427

15:00-15:30 | Room 302A (3F)

Poverty and Social Inequality Through Land Grabbing and Landlessness in the Philippines
Reginald Vallejos, University of the Philippines Manila, The Philippines
Celeste Vallejos, University of the Philippines Diliman, The Philippines

In a country that is characterized by a long standing problem of poverty, it is the aspiration of its people to see their country develop.
This is the case of the Philippines. While most of its Asian neighbors do well in their drive for development, the Philippines remained
underdeveloped and majority of the Filipino people are poor and vulnerable. The Philippines is an archipelago endowed with richnatural resources including fertile lands and mineral resources. The country's total area is 300,000 square kilometers, composed of
298,000 square kilometers of land and 1,830 square kilometers of water bodies. Majority of the Philippine population depend on land forsustenance, especially the Filipino farmers. But because of the continuing land grabbing and landlessness, they suffer in dire poverty.
Land grabbing and landlessness is among the biggest problem in the Philippines that makes the majority of the population vulnerable.
The paper will present the effects of land grabbing and landlessness to the lives of the Filipino people, especially the farmers who areamong the vulnerable sectors in the country. It will propose the importance of genuine land reform as a tool for social justice, genuine
development, and just and lasting peace.
45050

15:30-16:00 | Room 302A (3F)

The Consequences of Sustainability Strategy

Yu-Chun Lin, National Changhua University of Education, Taiwan
Chin-Shan Kuo, National Defense Medical Center - Tri-Service General Hospital, Taiwan
This study examines the economic consequences of sustainability strategy, which are reflected as firm value, investors' evaluation, andsocial perspectives. The cost structure on corporate finance will be discussed. We employ Heckman-two stage process to control for theendogenous bias. Using Taiwan firms that earned 'Corporate Social Responsibility' awards from Taiwan Institute for Sustainable Energy
during the period of 2005-2016, we find significant association between sustainability activities and of firm value. Specifically, when firms
have high quality of corporate governance, sustainability strategy activities are positively associated with firm performance. Our empiricalresults suggest that sustainability strategy has a significant effect on the association between firm performance and investors' evaluation.
44332

16:00-16:30 | Room 302A (3F)

Right-Wing Populism, Eco-Populism, and the Future of Environmentalism
James Stone, Mt. San Antonio College, United States

My paper analyzes the populist rupture in what is generally understood as 'normal politics' and the implications of this rupture for
ecological theory and environmental policy. I draw on John Judis' book The Populist Explosion: How the Great Recession Transformed
American and European Politics and other works to define populism generally as well as the difference between left-wing and right-wing
forms of populism. Using Judis' analysis as a starting point my paper traces the right-wing populist approach to environmentalismthat assumed prominence in the Reagan administration to the view of environmentalism that prevails in the Trump administration. I
then draw on Andrew Szasz's book Ecopopulism: Toxic Waste and the Movement for Environmental Justice and other works to explore
ways to transform ecological theory, strategy and messaging to enact environmental policies that enjoy broader and more active public
support and are, therefore, more resilient in the face of right-wing populist attacks. Classical republican themes of independence and selfreliance found in populism alongside themes of interdependence and cooperation to achieve collective ends are a focal point of this paper.
Drawing on Herbert Reid and Betsy Taylor's Recovering the Commons: Democracy, Place, and Global Justice, ecopopulism is defined as a
discourse that not only divides the political landscape between elites and ordinary people with regard to disparities in wealth and power,
but that also provides a vision of community that has the potential to unite and empower ordinary people in the common purpose of caring
for each other, the earth, and future generations.

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15:00-16:00 | Room 302B (3F)

Saturday Session IV
Health & Wellbeing
Session Chair: James W. McNally
44776

15:00-15:30 | Room 302B (3F)

Community-Based Health Education to Empower Self-Care Within US Pacific Islander: Promoting Better
Nutritional Choices and Sustainable Physical Activity
Sela V. Panapasa, University of Michigan, United States

Empowering Pacific Islander communities requires that the community itself has ownership of the tools and opportunities to develop
and implement culturally-tailored wellness programs. The work of the National Center for Pacific Island Wellness to foster PacificIslander communities of wellness has received overwhelming support from Pacific Islander leaders and community stakeholders. This
presentation discusses new educational approaches that build health coalitions among Pacific Islander faith-based organizations, local
health departments, and local agencies to address health disparities and prevent the spread of chronic disease by encouraging theempowerment of local residents. The presentation discusses educational strategies aimed at improving nutritional habits through thedevelopment of local programs that enhance food procurement, focus attention on nutritional standards and implement local training
groups to reinforce behaviors. Similarly, the presentation discusses ongoing efforts to improve physical activity in specific neighborhoodsby educating communities about the presence or need for walking routes, parks and recreation centers, and how to work with local
governmental units to achieve these goals. Finally, the presentation will discuss training programs that encourage the identification,
promotion and increased use of appropriate and locally available health and community programs. The lack of culturally competent
educational programs for Pacific Islander adults is particularly problematic in many parts of the United States, including California, Hawaii
and the northwest. This presentation outlines an innovative education strategy that is currently being tailored to the needs of Pacificcommunities through a process of community meetings, focus group interactions and the engagement of Pacific leaders and elders.
44774

15:30-16:00 | Room 302B (3F)

Creating the Next Generation of Care Practitioners for Elderly Populations Worldwide: Developing Education
Programs in the Science of Geriatric Care
James W. McNally, University of Michigan, United States

Due to sharp increases in the size of the elderly worldwide, most nations are seeking educational strategies that will help address theneeds of caring for this growing population. From a pedagogical standpoint, instructing care providers, practitioners and social service
professionals in the unique needs of elderly clients typically require specialized training beyond that provided in these fields for thegeneral population. The elderly often have different healthcare needs from the general population, and their social service needs are often
more complex as well. For example, service provision frequently needs to allow for barriers such as frailty or disabling conditions that
limit the ability of the client to accomplish specific goals without additional assistance. The science of geriatric medicine and geriatricsocial service provision are slowly emerging as recognize fields within training programs that emphasize the provision of care and theimprovement of the quality of life for their clients. These programs, while valuable, remain rare within the developing world and arealmost nonexistent elsewhere. This presentation will review successful programs that address the needs of the elderly from a specificpedagogical focus and discuss ways of implementing these kinds of programs within a diverse, culturally competent and multinational
perspective. There is a critical need for the rapid growth of educational programs that train students in the provision of geriatric services
worldwide. To meet this need the development of educational programs that focus on the specific and often unique needs of the elderly
population is a critical first step.

116 | IAFOR.ORG | IICEHawaii/IICSEEHawaii2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)Virtual
Presentations
Virtual presentations afford authors the opportunity to present their research to IAFOR’s farreaching and international online audience, without time restrictions, distractions or the need totravel. Presenters are invited to create a video of their presentation, which is then uploaded to theofficial IAFOR Vimeo channel and remains online indefinitely. This is a valuable and impactful wayof presenting in its own right, but also an alternative means for those delegates who may be unable
to travel to the conference due to financial or political restrictions.
Abstracts appear as originally submitted by the author. Any spelling, grammatical, or typographicalerrors are those of the author.

www.vimeo.com/iafor/channels/moderated/

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Virtual Presentations
43210

Assessing Barriers to the Diffusion of Net-Zero Homes: Consumer Response to the Solarhouse Demonstration
Project
Philip Walsh, Ryerson University, Canada

Buildings are responsible for a significant proportion of the total energy and carbon emissions worldwide and as such the building sector
can be integral to the implementation of sustainable development strategies. One of those strategies is encouraging the constructionof net-zero energy buildings and residential houses. Data was gathered from attendees of the 2017 Expo for Design, Innovation, andTechnology in Toronto, Canada who visited a demonstration net-zero energy home at the Expo, and subjected to multivariate correlation
and regression in order to provide some insight on the relative influence of certain barriers to the adoption of the net-zero housing
technology. Our results suggest that cost, knowledge, and social compatibility barriers that might limit the diffusion of this housing
innovation can be overcome if consumers are provided the opportunity to experience the construction and design quality of a net-zerohouse. However, addressing knowledge barriers remains important in reducing sensitivities to the extra investment cost of a net-zerohouse when compared with conventional housing. The findings of this study present implications for the housing industry in developing
sustainable housing.
43468

Basic Research and Ethical Inquiry for EFL Students: Implementation and Reflection
Michael Houston Brown, Kanda University of International Studies, Japan

Ethical inquiry and reasoning are essential types of critical thinking. Developing and understanding research skills are necessarycomponents of a university education. This presentation will detail the rationale, design, implementation, and instructor reflection of
an integrated research skills, ethical inquiry, and essay writing unit in an undergraduate, low to low-intermediate proficiency, English
as a Foreign Language (EFL) university course in Japan. The rationale will be discussed in terms of why ethics and research skills
should be introduced, even with lower proficiency students, and why ethics and research skills may be an effective language learning
combination for EFL students. The design will be discussed in terms of unit planning and intended outcomes, as well as how to structure
the introduction of ethics in an appropriate fashion that does not tell students what to think, but rather allows space for students to use
their own powers of reasoning. The implementation will be discussed in terms of classroom and pedagogical choices that make the unit
accessible and meaningful for students. The instructor reflection will be discussed in terms of perceived outcomes, feedback, challenges,
and ideas for future units. Overall, the presentation will describe a flexible student research unit that provides opportunities for meaningfultarget language use and can be modified for a wide variety of teaching and learning contexts.
44440

Endangered Cultures: The Tacit Wisdom of the Past
Ismat Hossain, North South University, Bangladesh

Bangladesh has a wealth of indigenous communities and ethnic groups scattered across its geographical territory. More than twenty
seven different peoples and cultures have been identified each with its rich and diverse cultural practices. Having been marginalized bothin terms of authority and connectivity, these people are in most cases deprived from the mainstream infrastructural and technologicaladvancements. However this remoteness from conventional development has also given them the opportunity to sustain and reinforce
their irrevocable interrelationship with their surroundings. One such example is the â€˜Tripuri' people that inhabit the fringes of RemaKalenga Wildlife Sanctuary, a protected forest and wildlife sanctuary in Bangladesh. The "Tripuri" people, who have been living here formany generations, are interdependent on the forest ecology for their subsistence in countless ways. The Sanctuary thrives on a wide rangeof bio-diversity and is home to many rare and endangered species of plants, birds and animals. Due to lack of proper governance andinconsiderate development activities the future of the forest and its inhabitants is under constant threat. Much like the forest the people
there, too, have a culture that is constantly intimidated by the ostentatious temptations of progress. The ancient wisdom and ways of the
Tripuri people is a valuable storehouse of information and insight into the bio-network of the forest and its ecological context. Losing theirways and customs could cause irreversible loss of the collective and accumulated experience that these people have acquired over time.
44733

The Self-Management System Standard for a Prosper Lifestyle: An Educational Module for Dependencies
Interface Management: From the Teachings of Islam
Ruba A M AlZeer, PROSPETERNITY - Systems Behavior Advisory, Palestine

Born orphan. Right after birth, his mother passed away. Nurtured by another mother of the same tongue (Arabic), and living at thecountryside (a Bedouin), the prophet Mohammad PBUH (Peace Be upon Him), was consequently taken care of by his grandfather anduncle. Mohammad PBUH gifted with the Quran for Humanity, and the messenger of Islam, said: 'Ever new born is born with instinct (aclose translation to 'Fitra' in Arabic). The parents either raise him to be a Jew, a Christian, or a Buddhist'. This paper purpose focuses on
the identification of instinct and its relevance to the belief system the prophet of this proverb came up with; Islam. Islam, a name of abelief system derived from the Arabic term 'Salam' – peace in English – and means ascending to 'Allah'. In this paper, Islam resembles'the methodology' for maintenance of the state of instinct. Quran is the curriculum, and the set of teachings is the pedagogy. This earlychildhood experience evolving in a prophet, whose duty was to deliver a module for building prosper communities, is the drive of this study.
This paper is displaying in a dedicated research those standardized practices for nowadays' prosper lifestyle, especially, while noticeable
is the result of incongruities by today's followers of this naturally conceived comprehensive belief system comprising a transparent
curriculum and methodology. Research methodology of this paper is the researcher's property and complies with the top international
best practices of relevance.

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Virtual Presentations
44467

Social and Academic Impacts of Studying Abroad
Sean Gay, Kwansei Gakuin University, Japan

Study-abroad experiences are often researched in terms of cultural competency and linguistic development, which is limiting because it
ignores a broad range of experiences related to the study-abroad experience. In contrast, this study used a transcendental phenomenologicalapproach to examine the subjects' general academic and social development experiences in the context of involvement in study abroad.
The primary source of data was semi-open interviews with individuals that were publicly recruited. The participants had studied abroad
and ranged in age from 19 to 43. Data analysis revealed the themes of changes in relationships, support networks, outsider, and liberation.
These themes suggested that broader preparation programs and improvements in student support might be advantageous or necessary.
This information can lead to improvements in the understanding of both the social and academic issues that students can expect toencounter when they study abroad. This information could also improve programs designed to prepare students for studying abroad.
44505

The Culture of Writing and the Writing of Culture: Organizational Connections and Pedagogical Implications of
ESL Writing in Multilingual Setting
Randy Magdaluyo, University of Pennsylvania, United States

One pressing concern among ESL writers is the confusing differences that exist between the conventions of writing in their first andtarget languages. Previous studies show that rhetorical organization of ideas in writing is assumed to be an activity embedded in culture(Kaplan, 1966; Kachru, 1997). In second language learning, writing basically involves overcoming the differences between the linguistic
systems of the first and the target languages (Brown, 2000). However, whether writing is done in first or target languages, one is expected
to follow a basic structure of introduction, body and conclusion. In this study, samples of argumentative essays of thirty Filipino college
ESL students from three distinct linguistic backgrounds (Cebuano, Chavacano and Tausug) were analyzed to explain the complex natureof ESL writing in a multilingual setting. Anchored on Rhetorical Structure Theory, the writing samples were described based on theirorganizational structures and features. The nature of word order, sentence construction and the specific components of students'
essays were quantitatively and qualitatively analyzed based on ESL writing models. Results suggest that while the overall organizationalfeatures of the students' essays did not differ significantly, an interesting observation can be made on the word order and sentence
structure of students' essays based on their respective linguistic backgrounds. This further indicates that a writing pattern seems to beunconsciously integrated in students' writing. As such, implications for the teaching of ESL writing using Anglo-American models andstudents' community funds of knowledge (Moll, 1992) within independent physical and virtual spaces were discussed.
44600

Language Learning Strategies of Grade VIII Students in Tabuk City National High School, Tabuk City, Kalinga
Shiela Esteban, Tabuk City National High School, The Philippines

Teacher's knowledge about his students is crucial in his effort of making learning meaningful. Moreover, knowing how students learn the
English language could help English teachers plan activities suited them. This study generally determined the English language learning
strategies of the grade VIII students in Tabuk City National High School, 2015-2016. It specifically found out the extent of dominant
manifestation of the language learning strategies of the respondents along Memory, Cognitive, Compensation, Metacognition, Affective,
and Social and its significant difference when respondents are grouped according to gender and the school program they belong. The
descriptive survey method was used with the Strategy Inventory for Language Learning (SILL) (50-item version 7.0 ESL/EFL) of R. L.
Oxford as the instrument. t-test and Analysis of Variance (ANOVA) were used to determine if there were significant differences in theextent of dominant manifestation of language learning strategies of the respondents when grouped according to the moderator variables.
Results showed that grade VIII students moderately manifested the language learning strategies along the six categories. Both male andfemale grade VIII students perceived that the language learning strategies were somewhat true to them. Regardless of school program,the students employed language learning strategies at about the same frequency which bid them in developing the macro skills incommunication arts. Recommendations included that language teachers should integrate language learning strategy trainings in theirlessons to make students aware of the benefits of using these in learning the English language.
44942

Power-Dependence in Domestic Politics and Interdependence, Balance of Power and Soft Law in Diplomacy,
Comparison of Bureaucracy in the History
Yoshihiro Nagata, Nagoya University, Japan

This paper investigates Power-Dependence in Domestic Politics and Interdependence, Balance of Power and Soft Law in Diplomacy,
Comparison of Bureaucracy in the History between the US., UK., EU and Japan. This paper consists of four parts. First, this paper
investigates the similarity and common factors of Power-dependence in Domestic Politics and Interdependence in Diplomacy. I consider
the power-dependence theory in intergovernmental relations by Rhodes and the interdependence theory in international relations by Nye
and Keohane have similarity and common factors. Second, this paper investigates the Bureaucracy of Power-Dependence. In Japan,
the Bureaucracy and Government coordinate the politicians, interest groups and local government. On the other hand, Bureaucracy andGovernment have conflicted to take initiative of politics. This paper investigates the cooperation and conflict between bureaucrats andgovernment in Liberal Democratic Party and Democratic Party in Japan. Third, this paper investigates the Soft Law and Balance of Powerin U.S., U.K., EU and Japan focusing on the Bureaucracy and Government of Power-Dependence, and Interdependence in Diplomacy. The
diplomacy of United States, United Kingdom and European Union is influenced by the Balance of Power and Collective Security. This paper
investigates how the balance of power influences the diplomacy. Finally, in Japan, Bureaucracy and Official Residence have cooperated
and fought to take initiative and leadership. This paper investigates the history of Bureaucracy between the US, UK, EU and Japan.

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Virtual Presentations
44994

Research as Assessment for Learning vs Assessment of Learning at Higher Education
Dennis Zami Atibuni, University of Johannesburg, South Africa

At higher education, students are terminally assessed through a research output that demonstrates their originality, creativity,
innovativeness, and contribution to knowledge and problem solving in society. However, the assessment process, unlike the traditional
pencil-and-paper and other performance assessments which are thoroughly proctored by the examiner, is one that is loosely structured.
Depending on whether the student engrosses in undertaking research as an assessment by mastery orientation or performance orientation
or both will determine whether the research process serves as an assessment for learning rather than assessment of learning. In thisarticle it is argued using a critical review of literature that higher education students who use mastery orientation to research will pursue
a deep learning of both the theoretical and practical demands of their research, in which case what is learned is enduring. Hence research
as a terminal assessment will serve as an assessment for learning. On the other hand, students engaged in research through performanceorientation are likely to engage in surface learning of taking ethical shortcuts in the pursuit and just wanting the work done, presented, andpassed. In this case, what is learned from the research process is not enduring, and hence the process serves as assessment of learning
for a short while. It is recommended among others that institutional policies and faculty practices on research conduct should engenderdeep learning through mastery orientation as opposed to surface learning through performance orientation so as to foster research as an
assessment for learning rather than assessment of learning.
45008

Survival vs Traditions: How Georgia Fights Against Economical Crisis – the Economical Issues of the 21stCentury Family
Ia Beridze, Penn State University, United States
Guli Shervashidze, State University of Batumi, Georgia

Georgia is identified for its national historical culture where gender balance was always playing a significant role in formation of the entire
society. This paper presents findings how Georgian nation makes choices in the way and process of survival of its soul within our global
community through immigration and how a female part undertook the responsibility for fixing the family's economical crisis, switching
the family supporting role of male to female. We compare and analyze the recent statistics collected on Georgian immigrants around theglobe. The results exhibit that a female immigrant is better fighter, and suitable for a new environmental atmosphere than a male one.
Gender balance was always recognized as a key in building the Georgian society. Both academic and practical observations proved thatfemale workers have been increasing over the past few decades. Recent research shows that immigrants focus on the positive side ofcorporate social issues management, explaining why and how a family put responsibilities on female activities and how such engagement
influences on Georgian culture. In this study, we focus on Georgian economical reality and explore the ways how family chooses the further
responsibilities based on gender in the economical fight. We discuss the implications of our findings and the contributions of this study
to the research based on our case study, which illustrates the challenges of our research on the Georgian community in the United States.
45107

A Study of Early Childhood Teachers' STEM Pedagogical Strategies: Select, Adapt, Contextualize, and Integrate
Esther Ntuli, Idaho State University, United States

Research indicates that early exposure and experience with STEM has positive impacts across the entire spectrum of learning (McClureet. al., 2017). Research in child development shows that rich learning experiences during sensitive periods have a lasting positive impact
on young children's future academic success. For instance, early math knowledge not only predict later success, it also predicts later
reading achievement (National Research Council, 2012). Early experiences with science develop children's 'social meanings about science
as a distinct academic domain that comprises its own disciplinary content, language, and processes' (Matzicopoulos, Samarapungavan &Patrick, 2009, p. 312). Despite these powerful findings, elementary schools and early childhood programs often lack knowledge, resources,time, and capacity to focus on early STEM learning in developmentally appropriate ways (Office of Innovation & Improvement, 2017,
McClure et. al., 2017). The purpose of study was to examine early childhood teachers' pedagogical practices related to integrating STEM
in the classroom. Early childhood in this study is defined as zero to eight years. The research was guided by the following questions: Howdo early childhood education (ECE) teachers integrate STEM in the classrooms? How do ECE teachers select, adapt, and contextualize
STEM activities and resources? What are the current barriers to STEM integration in the classroom? An explanatory mixed method design
was used, whereby quantitative data were collected and analyzed in phase one, followed by a second phase of qualitative data collection
and analysis (Creswell, 2013).
45141

Promoting Reflective Learning to Develop Learner Autonomy
Jehan Cruz, Kyoto University of Foreign Studies, JapanThe development of reflective abilities to enhance learners' awareness of the learning process has been linked to autonomy (Little, 1991;
Holec, 1981). This presentation shall discuss a pilot study of how reflective learning has been incorporated as part of classroom practiceto assist beginning Japanese university students make the transition from teacher dependence to more self-directed learning. The study
is being conducted in response to the need to provide opportunities for learners to develop a level of reflection, as most language teachingsituations do not create enough opportunities for this. This research is fundamentally based on the belief that learning is effective whenpeople become personally engaged in the learning process and engagement takes place when there is a need to learn (Boyd & Fales,1983). A range of classroom activities and assessments have been selected and created to help students "reflect-in-action" and "reflecton-action" (Schon, 1983) to engage and promote the language learning process. Learners are given guided questions to help them reflect
on what work they have done which they log in their journals. The study so far has shown students become more aware of their learning
behaviour and develop more specific learning goals, however, the challenges for the practicing teacher is how to help students reflect
more critically on themselves and how to provide individualised support to students. Finally, the study also has shown challenges on how
to regulate autonomy in line with the Japanese educational context.

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Conference
Highlights:
The Past 12
MonthsSince 2009, IAFOR has welcomed university presidents, faculty deans, journalists, national politicians,
government ministers, diplomats, charity leaders, think tank directors, company presidents,
documentary photographers, movie directors, members of the armed forces, actors, lawyers, doctors,
jurists, artists, poets, writers, clergy, scientists, philosophers...
Here are some highlights from the past twelve months, from our events in six cities, in five countries,
and over three continents.

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"Urban Heritage and the Modern City" was the theme of The IAFOR Conference on Heritage & the City, held in partnership with Hostra
University, New York. Academics from more than 25 countries attended the conference to “help build the concept of ‘urban heritage’ as
the foundation for developing pioneering methodologies for the study of cities”.
Above from left to right: Academic, actress and theatre director, Professor Jean Dobie Giebel (Hofstra University) welcomes delegates;
Professor Mark Lukasiewicz, Dean of the School of Communication at Hofstra University, delivers a Keynote Presentation on “Alternative
Facts”; Professor Gregory Pell (Hofstra University), an expert on artistic correspondence between cinema and film, speaks as part of the
Featured Panel on "Urban Heritage and the Modern City". Panelists responded to the proposition that the “diversity and otherness of the newcity-space requires us to study the city as a sort of cultural heritage collage,” and “urges us to consider new methodological paradigms”.
Below, clockwise from top left: On the same Featured Panel were Dr Rodney Hill of Hofstra University, a prominent film scholar and archivist
who considered the role of visual and filmic versions of New York, and Professor Alfonso J. García Osuna, who looked at literary interpretationsof the city. IAFOR Vice-President, Professor Ted O’Neill of Gakushuin University, Japan, with IAFOR Scholarship winners, Ioannis Vardapolous ofHarakopio University (Greece), and H. Kubra Gur Duzgun of Mimar Sina Fine Arts University (Turkey). Dr Ljiljana Markovic, Dean of the Faculty ofPhilology at the University of Belgrade, Serbia, spoke of cities as places of both conflict and compromise, as well as cooperation and reconstruction.
Professor Markovic has been interested in the role of the university at the very heart of civil life in Serbia, where she also serves as a city councilor.

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Top left: Professor Leonard K Cheng, President of Lingnan University, Hong Kong, welcomes delegates to the IAFOR Conference on
Higher Education Research (CHER-HongKong2018), before delivering his keynote presentation, “Innovation and Entrepreneurshipat a Liberal Arts University? The Experience of Lingnan University”. The Conference was held in association with the Asia PacificHigher Education Research Partnership (APHERP). Top right: Professor Anthony Welch, of the University of Sydney, Australia,delivers a Keynote Presentation, “Innovation, Entrepreneurship and the Shift to the East”, to a packed room in Lingnan University,in which he detailed the massive increase in research and development budgets and output from China.
Below, clockwise from top left: Dr Xu Di from the University of Hawai’i at Manoa, USA, gives her Featured Presentation titled “Value,
Innovation, Entrepreneurship: An Ethical Perspective for Global Education, Research & Development”. Professor Deane Neubauer
from the East-West Center, USA, and co-director of APHERP, gives a Featured Presentation on “Recalculating Higher Educationin the Asia Pacific Region within the Emerging Fourth Industrial Revolution”. Professor Catherine Montgomery, University ofBath, UK answers questions following her Featured Presentation on the impact of innovation and entrepreneurship on education.
Professor Yuto Kitamura, The University of Tokyo, Japan, gives a Featured Presentation on “The Impact of Internationalization ofHigher Education in Asia on Cooperation Among Diverse Stakeholders: International Cooperation to Promote Entrepreneurshipand Innovation”.

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Top: APHERP celebrates the moving of its secretariat from the East West Center (Hawaiʻi, USA) to Lingnan University (HongKong) with the unveiling of a ceremonial plaque at CHER–HongKong. The International Academic Forum (IAFOR) was excited topartner with APHERP for this event. After this successful conference, IAFOR is looking forward to future opportunities to workwith APHERP.
Below: Professor Ka Ho Joshua Mok, Vice-President of Lingnan University (left), and Dr Joseph Haldane, Chairman and CEO
of IAFOR (right) deliver closing addresses following the plenary sessions. The two both expressed that the conference had
been a great success, and that they enjoyed seeing so many scholars from around the world coming together in international,
interdisciplinary academic pursuits.
Bottom left: A trio of musicians from Lingnan University entertain delegates at the welcome reception. Many delegates noted
they enjoyed the opportunity to network at the Welcome Reception, and that the music helped to create a relaxing, informal
atmosphere. Bottom right: Detail from the CHER–HongKong Programme.

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Top left: Dr Zachary Walker, of University College London’s Institute of Education, delivers the opening keynote to the 10th Asian
Conference on Education (ACE2018), held in Tokyo, and attended by more than 550 people. Dr Walker’s insightful Keynote Presentation,
titled “The Things that Do Not Change”, explained the importance of flexibility in responding to learner needs, but also the need to
implement best practices as demonstrated by research in the field. Top right: Dr Andy Curtis, from Anaheim University (USA), and50th President of TESOL International, gives a humorous and moving account of his journey as an educator and scholar, in a Keynote
Presentation titled “Moving Forward by Going Back: Not Changing but Innovating”, drawing on both personal experience and on a wide
variety of intellectual inspirations, including the current relevancy of Thomas Dewey’s work from more than hundred years ago.
Bottom, clockwise from top left: Professor Keith W. Miller, University of Missouri-St. Louis (UMSL), USA, delivers a Keynote Presentation
titled “Sophisticated Machines and Innovative Education: Who (or What) Will Thrive?” in which he spoke of the role of AI, robots andtheir relationship with students and teachers in an interactive, and thought provoking speech. Dr Liying Cheng, from Queen’s University,
Canada, gives a wide ranging Keynote Presentation on “High-Quality Classroom Assessment in Times of Change: From Purposes andUses to Tasks and Environments”, which looked at new and innovative methods of assessment. Professor Ted O’Neill of Gakushuin
University (Japan) is flanked by founding IAFOR Journal of Education editor, Dr Bernard Montoneri of National Chengchi University(Taiwan), and current editor, Dr Yvonne Masters from the University of New England (Australia). Professor O’Neill moderated a lively
Featured Panel on “Thriving in Publication: Ethical Guiding Principles for Academic Publication”.

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Top left: Professor Kay Irie, from Gakushuin University, Japan, speaks about delivering change in conservative institutions aspart of the Featured Panel Presentation on “Leadership and Innovation”, chaired by IAFOR Chairman, Dr Joseph Haldane (notpictured). Top right: Professor Ljiljana Markovic, Dean of the Faculty of Philology at the University of Belgrade, Serbia, whospoke of the challenges facing a developing country, responds to a question during the same panel.
Bottom, clockwise from top left: Dr Kristin Palmer, Director of Online Learning Programs at the University of Virginia, USA, in
the Featured Panel Presentation titled “Leadership and Innovation”, delivers a perspective from a major US public research
institution. Dr Peter McCagg, Vice-President of Akita International University, Japan, a small but highly ranked college
located in rural Japan, talks of disconnect between the university’s more global facing aims and its relationship with thelocal community. Professor Ljiljana Markovic is interviewed by prominent Serbian TV anchor, Svetlana Gurbor of Pinkova TV.
Distinguished Professor Tien-Hui Chiang, of Zhengzhou University, China, delivers a thought provoking and controversial
Keynote Presentation titled, “Teacher Competences Function as the Discourse of International Competitiveness within theInstitutionalized Milieu in the Epoch of Globalization”.

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Top left: Professor Kaori Hayashi, a noted expert in the field of Japanese Media and Politics at The University of Tokyo, Japan,
gives the opening Keynote Presentation on “Indifferent Publics – The Challenge of Japanese Media Today” at the ninth Asian
Conference on Media, Communication & Film (MediAsia2018). Top right: Prominent Asian documentary filmmaker, Keiko Bang,
gives a highly engaging multimedia Keynote Presentation on “Fearful Futures: Are we Awoke?”. Bang has produced more than 50
award-winning documentary films, worked and for and with governments and non-profit agencies, undertaken projects to support
refugees, and worked at some of the largest broadcast companies in the world, and she drew on this breadth of experience todeliver a truly memorable presentation.
Bottom, clockwise from top left: Professor Georg Adlmaier-Herbst, of the Berlin University of the Arts, Germany, delivers a
Keynote Presentation titled “When All the Research Says Otherwise but Fear Remains: On the Role of Facts in Dealing with Future
Fears”, which looked at the intersections of psychology, behavior and media. Professor Yutaka Kubo from Waseda University,
Japan, takes part in a Featured Panel Presentation on the state of film studies in Japan. The panel was moderated by Timothy W.
Pollock, from Osaka Kyoiku University & Hagoromo University of International Studies, Japan, who also served on the Organising
Committee for MediAsia2018, helped to make the conference so successful. Professor Chie Niita, also from Waseda University,
was another panel participant. Professor Kubo and Professor Niita provided deep insights built on their many years of respective
experience, and thoroughly engaged the audience in discussion.

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The IAFOR Global Innovation & Value Summit (GIVS2018) was held in Tokyo, and brought together some of the biggest names ingovernment and business in Japan. Organised in association with JWT and The Wall Street Journal, the conference considered
and contextualised questions of innovation and value with a focus on innovation ecosystems in the global, regional and local
ecosystem of Japan.
Top left: Telecommunications pioneer, Dr Sachio Semmoto, Chairman of RENOVA, Inc. and founder of DDI (later KDDI), delivers
the opening Keynote Presentation at GIVS2018, recalling his experience of innovation in Japan in the privatisation of the telecom
industry. Top right: Oki Matsumoto, Managing Director & Chairman of the Monex Group gives his views on how government canhelp encourage innovation by keeping its distance.
Clockwise from bottom left: Motoko Imada, President and Founder of media group, Infobahn, Inc., talks of the challenges andopportunities of being a woman in business in Japan; Dan Sloan, Founder of the Nissan Global Media Center moderates themorning Keynote Panel; Student volunteers from Gakushuin University help welcome delegates to GIVS2018.

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If the phrase “innovate or die” is true, then these “shinisei” businesses must be considered to be the most innovative in the world.
This “Innovation in Japan’s Heritage Industries” plenary session at GIVS2018 explored how innovation happens within heritage
companies and what can be gleaned from these practices and applied to organisations that aspire to be similarly sustainable
over the long term.
Top left: Masao Hosoo, President (11th Generation), Hosoo Corporation, talks about how his textile company uses both tradition andcutting edge technology in its products. Top right: Reverend Takafumi Kawakami, Zen Priest & Vice Abbot, Shunkoin Temple, Kyoto,
has lectured around the world, including at MIT, on mindfulness and the continued relevance and role of religion in changing times.
Below left: Shuji Nakagawa, President & Craftsman, Nakagawa Mokkougei, which makes wooden objects, speaks about using
innovation to introduce a new generation to traditional implements by reimagining them.
Bottom left: Hiroko Koide, External Board Director of Mitsubishi Electric Company, and Board Director for Business Strategy andMarketing at Vicela Japan Co. chairs the panel discussion. Bottom right: Rumiko Obata, Executive Vice President, Obata Sake
Brewery, speaks of the innovative production and promotion practices she has employed to keep tradition and the rural brewery
flourishing.

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Top left: Japanese firms have been regularly regarded as inwardly focused, and averse to overseas business and competition,
but this is not accurate, as there are many notable exceptions, including that of Mr Yuzaburo Mogi, Honorary Chief Executive
Officer & Chairman of the Board, Kikkoman Corp. One of the true business giants of the past century, Mr Mogi was responsiblefor introducing soy sauce to the US market postwar, and to the building of the company into the food manufacturing giant it istoday. Here he recounts his experiences of opening a new market to a traditional product, and how he helped create that market.
The second plenary panel at GIVS2018, on “The Multinational View on Innovation (Inbound/Outbound)”, explored how Japan’s
leading companies define, measure, manage and inspire innovation both domestically and overseas with representatives fromseveral leading Japanese companies. Panelists included Jin Song Montesano, Chief Public Affairs Officer, LIXIL Corporation(pictured above), and clockwise from left below, Masafumi Ishibashi, Chief Marketing Officer, Nestle Japan; Mandali Khalesi,
Toyota Global Head of Automated Driving Mobility and Innovation; Ludovico Ciferri, President, Advanet. The panel was chaired by
Ross Rowbury, President of Edelman Japan.

130 | IAFOR.ORG | IICEHawaii/IICSEEHawaii2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)Prime Minister Shinzo Abe has pinned the future of Japan’s economy on innovation, and while heritage and existing businesses
must plan an important role in this embrace of growth and change, everyone is looking to Japan’s start-up sector as the key
driver of Japan’s future growth. In the “Entrepreneurial Innovation in Japan” session at GIVS2018, panelists explored the uniqueelements of Japan’s start-up culture, and how this is driving or dampening the country’s future innovativeness.
Above: Kei Shimada, Director of Innovation, at IBM Innovation and Incubation Labs (left) and Tamaki Sano, General Manager of theBusiness Creation Department at Kirin Company, Ltd. (right) talk about creating and encouraging innovation and entrepreneurshipwithin large corporations.
Below left: David Milstein, Partner, Head of Japan, Eight Roads Ventures, and prominent venture capitalist speaks positively of
the investment environment of Japan. Below right and bottom: Marco Koeder, Digital Business Director at J. Walter Thompson,
Japan chairs the panel, where David M. Uze, Co-Founder & CEO, Trillium Secure, Inc., strongly disagrees with the positive viewsof Japan’s start-up environment, comparing it unfavourably with Silicon Valley.

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Driving innovation and value creation across all earlier panels at GIVS2018 are the laws, regulations and overall policies set inplace by the central and regional governments. Simultaneously, Japan’s educational foundation is built on creating the proper
environment and launching pad for innovative research and new entrepreneurs and innovators who will drive the future ofinnovation growth. This session explored how the Japanese government, as well as educational institutions, are working to foster
both the spirit and environment to foster and develop future innovations.
Top left: Yoshimasa Hayashi, Minister of Education, Culture, Sports, Science, and Technology (2017-2018), & Member of theHouse of Councillors, Japan, talks as part of the panel, and outlined how the Ministry is preparing for “Society 5.0”, where Artificial
Intelligence both destroys and creates opportunities and employment. Top right: Yoko Ishikura, Professor Emeritus, Hitotsubashi
University, Japan, and Member of the Global Future Council at the World Economic Forum speaks on the need for immediate
action to encourage innovation in Japan.
Clockwise from left below: Kosuke Motani, Chief Senior Economist of the Japan Research Institute, talks about regional
regeneration in Japan in depopulated areas; Eikei Suzuki, Governor of Mie Prefecture, Japan, responds with success stories from
Mie; David Hajime Kornhauser, Director of Global Communications, Kyoto University, Japan, moderates the session; Yoshiaki Ishii,
Director of the Science, Technology and Innovation Bureau at the Cabinet Office gives another government view.

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Above (and bottom left): Geoffrey Wexler, Chief, International Division, Studio Ponoc, Japan, and formerly of Studio Ghibli and Walt
Disney, moderates the final session at GIVS2018, weaving together the insights and discussions from all previous sessions, andencouraged the remaining panelists to answer the key question under discussion throughout the entire Symposium: What is truly
driving innovation and innovativeness in Japan today, and how will this develop and grow in the future?
Below left: Professor Philip Sugai, Professor, Doshisha University, Graduate School of Business, Japan, and Director of the OSIPPIAFOR Research Center’s Innovation and Value Initiative at Osaka University thanks delegates for attending the event.
Below right: Peter Landers, Tokyo Bureau Chief of The Wall Street Journal delivers a very thoughtful overview of the GIVS2018
summit in his closing remarks. The Wall Street Journal was the official partner of the summit.

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Above left: Dr Alex Aguilar, Vice Rector for Outreach and Internationalisation at the University of Barcelona (left) and Dr Joseph
Haldane, IAFOR Chairman and CEO, welcome delegates to The IAFOR International Conference on the City (CITY2018) held concurrently
with The IAFOR International Conference on Global Studies (GLOBAL2018). The conference theme was “Fearful Futures” and theuncertain political future of the global city of Barcelona provided a stimulating backdrop for this conversation to unfold. Above right:
Internationally acclaimed novelist and journalist, Liz Byrski of Curtin University, Australia, delivers a Keynote Presentation, considering
her love-hate relationship with various cities in which she has lived, the reasons for fleeing from them, and the physical and emotional
effects of being in any city. This address was a part of a “Cities we Fled” panel that also included addresses by Professor Sue Ballyn(opposite page above right) and Professor Donald Hall (opposite page bottom right).
Below (clockwise from top left): Dr Bill Phillips delivers a Keynote Presentation on “Catalonia’s Referendum on Independence from
Spain”, contextualising the political crisis in Catalonia as part of a panel on the subject. Dr Philips is head of the English and German
Studies Department, and teaches English literature and culture, at the University of Barcelona, and also serves as a local councillor.
Dr Cornelis Martin Renes delivers a thought-provoking keynote address, “¡A España no hay presos políticos! / In Spain there are no
Political Prisoners!”, that looked at the way in which the Spanish government handled political and legal issues around the Catalan
independence referendum. Dr Montserrat Camps-Gaset, a member of the Board of the University of Barcelona, and a Catalan native
responds to questions on the issue of separatism and identity in Spanish politics, while Michael Strubell contributes a poignant
analysis as a panelist in a Featured Panel Presentation “The Way and Wherefore of Spain’s Current Political Crisis: Catalonia… Again”.

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Above (from left to right): Professor Cynthia Schmidt-Cruz, Director of the Center for Global and Area Studies at the Universityof Delaware, after her her Keynote Presentation “Writing the City: Buenos Aires in New Millennium Crime Fiction”, which lookedat true crime as inspiration for fictional explorations. Phil Ball delivers a thought-provoking Keynote Presentation on “Football,Politics and the City”. Mr Ball is one of the world’s foremost football journalists, who has written award-winning and bestsellingbooks during his career as a sports journalist. Professor Emerita Sue Ballyn, Founder and Honorary Director of the Centre forAustralian and Transnational Studies Centre at the University of Barcelona, responds to questions from the audience during the
Featured Panel Presentation “Cities we Fled”.
Below (from left to right): Writers Phil Ball, Gloria Montero and Liz Bryski on a very wide-ranging panel entitled “How Can Writers
Respond when the Future Looks Fearful?”. Gloria Montero is a world-renowned novelist, playwright and poet, especially known
for her play Frida K., which has been performed globally.
Bottom right: Professor Donald Hall, Dean of the Faculty of Arts, Sciences & Engineering at the University of Rochester, delivers
remarks as part of the “Cities we Fled” panel, where he talks of the societal, racial and generational fissures in the Deep Southof the United States in the 1960s and 1970s. Bottom left: Conference attendees pose for a group shot outside the Aula Magna of
the University of Barcelona.

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Above left: Dr Thomas G. Endres responds to audience questions after his Keynote Presentation, “Classic Rock in the Year of Revolt: Using
the Illusion of Life to Examine the Hits of 1968” at The European Conference on Media, Communication & Film 2018 (EuroMedia2018),
held in parallel with The European Conference on Arts & Humanities 2018 (ECAH2018), in Brighton. Dr Endres is head of the School ofCommunication at the University of Northern Colorado, USA, and Executive Director and Editor-in-Chief of the Society for the Academic
Study of Social Imagery. Above right: Professor Bruce Brown of the Royal College of Art, UK, delivers a wide-ranging and powerful Keynote
Presentation on “Design and Democracy”. Underscoring the “Fearful Futures” conference theme, Professor Brown presented ideas about
how art and design intersect with politics and freedom, and how advancing technology impacts these relationships.
Below left: Dr James Rowlins enjoying the audience discussion following his Feature Presentation & Film Screening at The European Conference
on Media, Communication & Film 2018 (EuroMedia2018). Dr Rowlins is currently a lecturer in the Humanities and the Arts Department at
the Singapore University of Technology and Design, Singapore, which was established in collaboration with the Massachusetts Instituteof Technology (MIT), USA. As Founding Director of the Brighton Rocks Film Festival, Dr Rowlins discussed the triumphs and challenges ofstarting a new film festival in the digital age before screening the “Best Short Film” of the 2018 Brighton Rocks Film Festival, Alexanderplatz,
directed by Mark Nelson (below right), who is seen taking questions from the audience about his film.
Bottom: Delegates line up for a group photo outside the conference venue.

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Above left: Dr Eddie Bruce-Jones, Deputy Dean at Birkbeck College School of Law, University of London, gives an engaging
Keynote Presentation on “Contemporary Continuities: Racism, Populism and Migration” at The European Conference on the Social
Sciences 2018 (ECSS2018) which was held in parallel with The European Conference on Sustainability, Energy & the Environment
2018 (ECSEE2018). Dr Bruce-Jones discussed ideas related to race in British colonialism, law, and populism drawing on his
experience as a scholar of legal history. Above right: Professor Matthew Weait delivers a profound Keynote Presentation entitled“HIV – Environmental Phenomenon or Bodily Harm?”. Dr Weait, who is Professor of Law and Society, and Dean of the Faculty of
Humanities and Social Sciences at the University of Portsmouth, in the UK, talked about societal and individual responses to thecriminalisation of HIV and the stigma attached to the disease.
Below (clockwise): A group photo of attendees outside the conference venue. Dr Tom Houghton has a relaxed conversation withother delegates at The European Conference on Sustainability, Energy & the Environment 2018 (ECSEE2018) before giving his
Keynote Presentation “Innovation for Low Carbon Energy: Are Power Utilities Ready?”. Dr Houghton, who has recently establisheda training program in Renewable Energy for Developing Countries with UNITAR, is Director of the MBA (Oil & Gas) at Curtin
Graduate School of Business, Australia. The magnificent Royal Pavilion in Brighton, designed by John Nash and inspired by the
Indo-Saracenic style of India.

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Above left: Dr George D. Chryssides, Honorary Research Fellow in Contemporary Religion at the University of Birmingham, enjoying
discussion with the audience after his Keynote Presentation “Unchanging Truth? – Not in the Study of Religion” at The European
Conference on Ethics, Religion & Philosophy 2018 (ECERP2018). Dr Chryssides presented ideas on modern spirituality and theconcept of change in the study of religion. Drawing on his vast experience, from completing his doctorate at Oxford, in 1974, tobeing Head of Religious Studies at the University of Wolverhampton, UK, from 2001 to 2008, Dr Chryssides was able to give in-depth
analysis of how views on religion change through time. This Keynote Presentation underscored the conference theme “Surviving
and Thriving in Times of Change”. Above right: Held concurrently with ECERP2018, The European Conference on Psychology & theBehavioral Sciences 2018 (ECP2018) shared the same “Surviving and Thriving in Times of Change” theme. Here, Professor David
Putwain delivers his Keynote Presentation, "Surviving High-stakes Exams: Do Teachers Help or Hinder?". As Director for the Centreof Educational Research in the School of Education at Liverpool John Moores University and Chair of the Psychology of Education
Section of the British Psychology Society, Professor Putwain is a noted expert on the psychology of education, and the audience
showed a keen interest in the lively discussion following the address.
Below: Dr Joseph Haldane, Chairman and CEO of IAFOR, poses with conference scholarship award winners.
Bottom: Delegates outside the conference venue enjoying the summer sun in a group photo.

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Above left: The Karl Mannheim Chair of Sociology of Education at University College London’s Institute of Education, Professor Louise Archer
gives an insightful Keynote Presentation, entitled "'It's Interesting, but Not for Me’: Understanding what Shapes Student Subject Choice andCareer Aspirations Age 10-18”, to delegates at The European Conference on Education (ECE2018), and answers questions from an engaged
audience. ECE2018 was held in parallel with The European Conference on Language Learning (ECLL2018). Above right: Dr Annamaria Pinter,of the University of Warwick, answers questions following her Keynote Presentation, “Children Working as Co-Researchers and Researchers– Possibilities and Challenges”. Dr Pinter shared thoughts from her books and publications on second language acquisition in childhood.
Below (clockwise): Professor Anne Burns delivers her Keynote Presentation at ECLL2018, “Teacher Tales: Context-Embedded
Language Teacher Professional Development” in which she discusses sustaining teacher professionalism, and professional
development accounting for location. Professor Burns, armed with scholarship and international teaching experience, shared insights
into the value of learning in the context of where one works. Dr Björn Åstrand, of Sweden’s Umeå University, delivers his Keynote
Presentation “Teaching in Times of Change – To Nurture the Essentials for a Thriving Education”, before a large and engaged audience.
Professor Mario Novelli, from the University of Sussex, UK, enjoys the discussion after his Keynote Presentation, “Education, Conflict &Peacebuilding: Transcending Negative Peace, Peace Education & the Global Education Agenda”. Professor Novelli shared findings fromhis research for UNICEF on education in times of conflict and how it connects to peacebuilding. Professor Brian Hudson, Professor of
Education and Head of the School of Education and Social Work at the University of Sussex, and an Organising Committee member,addresses the audience at ECE2018.

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Above: Dr Megumi Rosenberg of the World Health Organization (WHO) engages with the audience in a “Health Across the Lifecourse” plenary panelat the Asian Conferences on the Social Sciences (ACSS2018), Sustainability, Energy and the Environment (ACSEE2018), and Aging and Gerontology(AGen2018), while Hiroshi Ishida, Professor of Sociology, in the University of Tokyo, looks on. Held in June, under the umbrella theme of "Surviving
and Thriving”, Kobe is also home to the WHO Centre for Health Development, which although based in Japan, is fully part of the WHO’s headquarters
in Geneva. The panel was chaired by James W. McNally, Research Scientist at the University of Michigan.
Below left: Philip Sugai of Doshisha Business School, Japan, delivers a featured presentation titled “Towards a Universal Standard of Value throughBlockchain” in which he speaks of his work creating and testing a theoretical model for the application of blockchain technology to marketing
practice with the aim of deepening scholarly and practical knowledge of how value is created, measured and managed for customers, firms,
employees, partners, society and the planet. Below right: Lowell Sheppard, Asia Pacific Director of the HOPE International Development Agency,
delivers a featured presentation on “Surviving and Thriving”, drawing on his experience working in and writing about intensely dysfunctional
communities, the result of war, disaster and extreme poverty.
Bottom left: Professor William Baber of Kyoto University’s Graduate School of Management, Japan delivers a workshop presentation introducing
and review some general aspects of negotiating in professional contexts. Bottom right: Kathryn M. Lavender, a project manager at the National
Archive of Computerized Data on Aging (NACDA) at the University of Michigan engages with attendees of a featured data research workshop.

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Above: The Asian Conferences on Cultural Studies (ACCS2018) and Asian Studies (ACAS2018) were held concurrently under the theme "Fearful
Futures: Cultural Studies and the Question of Agency in the Twenty-First Century" at the Art Center of Kobe in May. Here Haruko Satoh chairs aplenary panel titled “Fearful Futures: Rescuing Asian Democracy”. Professor Satoh is professor at Osaka University’s School of International Public
Policy (OSIPP) where she lectures on Japan’s relations with Asia and identity in international relations, and co-director of the OSIPP-IAFOR ResearchCentre. The panelists from left to right are Colin Dürkop, Visiting Fellow at Kyoto University, Japan and formerly of the Konrad-Adenauer-Stiftung(KAS); Pavin Chachavalpongpun, a leading Thai public intellectual, who is also associate professor at Kyoto University’s Center for Southeast AsianStudies; and Takuma Melber, coordinator of the Master’s programme Transcultural Studies Programme at The University of Heidelberg.
Below left: Helen Gilbert, Professor of Theatre at Royal Holloway, University of London, delivers a keynote on “Indigenous Resurgence andEnvironmental Justice on the Global Stage”. Below right: Vinay Lal is Professor of History and Asian American Studies at UCLA, and one of theworld’s foremost scholars of Indian history, historiography, and culture in India. In a wide-ranging lecture on “The Challenge of the Global South”
he highlighted what he termed the challenge of Bandung, which is to try to understand whether the Global South can mount an intellectual andsocio-cultural defence that would facilitate the conditions for an ecologically genuine survival of plurality. Bottom left: Poet and academic Tammy
Lai-Ming Ho of Hong Kong Baptist University answers questions following her keynote on “Poetic Resistance and Empowerment”, which lookedat how Western literature and culture are incorporated into the expression of a unique Hong Kong identity. Bottom right: Donald E. Hall, Dean of
Lehigh University’s College of Arts and Sciences, delivers a keynote presentation discussing the city of his birth: Birmingham, Alabama (USA), which
encouraged the audiences to consider their own relationship with their own cities as sites of pleasure and pain.

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Above left: Professor Diane Hawley Nagatomo of Ochanomizu University, Japan, delivers the opening Keynote Presentation at The
Asian Conference on Language Learning (ACLL2018), held in Kobe, Japan. The conference theme was “Surviving and Thriving:
Education in Times of Change”, and Professor Nagatomo reflected this in her address exploring questions of gender, and personal
and professional identity among Western female English Language Teachers in Japan “Surviving and Thriving in the Gendered Watersof Japan: Ten Women’s Stories”. Above right: The second Keynote Speaker was Professor Bonny Norton of the University of British
Columbia, Canada, who joined the conference by video link, and also tackled questions of identity in her insightful Keynote Presentation
on “Identity and Language Learning in an Unequal Digital World”.
Below left: Professor Ken Urano of Hokkai-Gakuen University, Japan, listens to questions following his Featured Presentation at
ACLL2018, titled “Task-Based Language Teaching in an English for Business Purposes Program”. Below right: Professor Emerita Judy
Noguchi delivers a Featured Presentation on English for Specific Purposes (ESP) entitled “A New Paradigm for English Language
Teaching in Asian Contexts”. A Professor Emerita of Kobe Gakuin University, Judy Noguchi served as the first Dean of its Faculty of
Global Communication. She served as Vice-President of JACET (The Japan Association of College English Teachers) from 2015 to 2017and as President of JACET Kansai Chapter from 2010 to 2015.

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Above left: Professor Umberto Ansaldo, Chair of the School of Humanities at The University of Hong Kong, delivers a wide-ranging
keynote that looked at controversial questions of language preservation and conservation in “Heritage in Language?”, as part of aplenary panel on Language and Heritage. The panel explored issues surrounding the role of heritage languages in contemporary society
and education, both from theoretical perspectives as well as practical solutions. Above right: Dr Lisa Lim, Head of the Departmentof English and at the University of Hong Kong and a noted scholar on the sociolinguistics of globalisation, delivered a keynote on“Heritage in Language: Nurturing Collective, Socially Relevant and Transformative Research in Education”. Here she is pictured in an
exchange during the moderated panel which followed both presentations.
Below left: Professor Steve Cornwell IAFOR President, also Vice-President of Osaka Jogakuin University, Japan, takes part in a Featured
Panel Presentation on “Language Learning in a Time of Complexity and Change” at ACLL2018, which asked and encouraged delegatesto reflect and draw on their own experiences in language learning education. Below centre: Professor Ted O’Neill of Gakushuin
University, Japan, and an IAFOR Vice-President, speaks as part of the same panel on his experience helping to found a new faculty at
the university. Below right: Professor Jo Mynard, Director of the Self-Access Learning Centre (SALC) at Kanda University of International
Studies (KUIS) in Japan in a light-hearted moment engaging with a member of the audience in the same panel.

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Above left: Professor Eun Kyung Min of Seoul National University, South Korea delivers a Keynote Presentation entitled “'The
Prospect ... towards the East': Reorienting Eighteenth-Century British Literature”. Her research interests include Enlightenment
ethics and aesthetics, the history of literary canon formation, and early modern cultural history; she is also interested in Asian
literature in English, Asian American Literature, and Asian cultural production in general. Her keynote was delivered as a part of The
Asian Conference of Arts and Humanities (ACAH2018), where the conference theme was "Recentering: Asian Spaces, Cultures andIdeas in the 21st Century". Above centre: Professor Li Ou of the Chinese University of Hong Kong, Hong Kong responds to a question
following her Keynote Presentation entitled “British Romanticism in China: Received, Revised, and Resurrected”. Li Ou is Associate
Professor at Department of English, the Chinese University of Hong Kong. Professor Ou’s research interests include Romantic poetry
and cultural/literary relations between China and Britain. Above right: Professor Georges Depeyrot of the Ecole Normale Superieure,
Paris, and Director of the IAFOR Silk Road Initiative, introduces the scope of the programme to delegates at ACAH2018. Professor
Depeyrot is a monetary historian and Board Member of the French National Center for Scientific Research (CNRS), France. He is
the author or co-author of more than one hundred volumes, and is the founding director of the Moneta publishing house, the mostimportant collection of books on the topic of money. Professor Depeyrot is a member of the board of trustees of the Centre Nationalde Recherche Scientifique.
Below left: Dr Yutaka Mino of the Hyogo Prefectural Museum of Art, Japan delivers a Keynote Presentation on The Ceramic Road
as part of the IAFOR Silk Road Initiative at ACAH2018. Dr Mino is the Director of the Hyogo Prefectural Museum of Art, where theconference plenary session was held, and one of Japan’s leading museum curators, as well as a Chinese ceramic and art historianof international renown. Below right: Dr Shoso Shimbo is a leading exponent of Ikebana, the Japanese art of flower arrangement. Dr
Shimbo was selected by Belle magazine as one of six “Australia’s top floral designers” and has won multiple awards including theGold Award at the Melbourne International Flower & Garden Show. He is a director of the International Society of Ikebana Studies andhe teaches “Japanese Aesthetics: From Ikebana to Contemporary Art” at RMIT. Here he is seen with his beautiful creation, following
a demonstration at the ACAH Welcome Reception.

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Above: The 2018 ACAH Conference in Kobe hosted a series of IAFOR Silk Road Initiative associated presentations on the conference
theme of "Recentering: Asian Spaces, Cultures and Ideas in the 21st Century", using this as the lense through which researchers
associated with the Initiative discussed a range of topics, covering art and culture, as well as history, politics, and international relations,and a special symposium was organised with the cooperatIon of Kobe University and the Nara National Museum, both of whichorganisations IAFOR will work on a planned Silk Road Conference in 2019. Pictured here after the presentations (from left to right)
are Dr Sakae Naito, Chief Curator of the Nara National Museum and expert on Buddhist art; Kiyomitsu Yui, Professor of Sociology andExecutive Director of the Centre for EU Academic Collaboration at Kobe University; Professor Hiroko Masumoto, Dean of the Graduate
School of Humanities of Kobe University; Professor Noriyuki Inoue, Vice-President of Kobe University, and Professor Georges Depeyrot,
Director of the IAFOR Silk Road Initiative. For more information about the IAFOR Silk Road Initiative, please visit www.silkroad.iafor.org.
Below left: Professor Ka-ho Joshua Mok listens to a response to his Keynote Presentation on “The Quest for World-class University
Status: The Role of Liberal Arts University Nurturing Leaders for Uncertain Futures”. Professor Mok is the Vice-President and concurrently
Lam Man Tsan Chair Professor of Comparative Policy of Lingnan University, Hong Kong, and one of the world’s leading scholars ininternational higher education research. His recent published works have focused on comparative social development and social policy
responses in the Greater China region and East Asia. He is also the founding Editor-in-Chief of the Journal of Asian Public Policy (London:
Routledge) and Asian Education and Development Studies (Emerald) as well as a Book Series Editor for Routledge and Springer. Below
middle: Dr Xu Di of the University of Hawai’i at Manoa, USA discusses issues of education and ethics as part of a plenary panel entitled“The Challenge to Survive and Thrive in the 21st Global Learning Space/Community: Technology and Ethics”. Xu Di is an educational
philosopher and professor in the department of Education Foundations, at the College of Education in the University of Hawai’i-Mānoa
whose research focuses on bridging Eastern and Western philosophy for educational practices. Below right: Professor Curtis Ho delivers
a presentation as part of the same panel. Professor Ho is Department Chair and Graduate Chair of the Learning Design and Technology
department at the University of Hawai’i at Manoa, who is a noted expert in educational media research, interactive multimedia, web-based
instruction, distance education, video technology, and computer-based education.

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Above left: Professor Dexter Da Silva, Professor of Educational Psychology at Keisen University in Tokyo, delivers a presentationas part of the Featured Panel entitled “Psychological Literacy: The Most Important Literacy for the 21st Century”, at the jointly held
Asian Conference on Psychology & the Behavioral Sciences, and the Asian Conference on Ethics, Religion & Philosophy in Kobe.
Dr Da Silva He has taught EFL at junior high school, language schools and universities in Sydney, Australia, and for more than two
decades has been living and teaching at the tertiary level in Japan. Above right: Professor Ronald Mellado Miller of Brigham Young
University, Hawaii, fields questions during the same panel. An academic psychologist, Dr Miller’s main interests are in the areas ofapplied statistical analysis and predictive modelling. He has led research in Tonga, Fiji, and Samoa, working with governments andNGOs to improve educational and other social outcomes.
Below left: Dr James W. McNally of the University of Michigan, USA and the NACDA Program on Aging, in a lighter moment during
his Featured Presentation on a serious topic, “Patterns of Depression Among Elderly Asian Immigrants to the United States Overthe Past Decade”. Dr McNally is the Director of the NACDA Program on Aging, a data archive containing over 1,500 studies related
to health and the aging lifecourse. He has worked extensively on issues related to international aging and changing perspectives on
the role of family support in the later stages of the aging lifecourse. A Vice-President of IAFOR, he is the Chair of the Social Sciences& Sustainability division of the International Academic Advisory Board. Below right: Professor Frank S. Ravitch of Michigan State
University College of Law, USA, is a constitutional lawyer with an international reputation who works across the fields of ethics,
religion and law. He has authored several books, including Freedom’s Edge: Religious Freedom, Sexual Freedom, and the Future ofAmerica (Cambridge University Press, 2016); Marketing Creation: The Law and Intelligent Design (Cambridge University Press 2012),
and Masters of Illusion: The Supreme Court and the Religion Clauses (NYU Press 2007), as well as amicus briefs to the U.S. Supreme
Court. Here he delivers a wide-ranging, timely and powerful Keynote Presentation entitled “Law, Religion and Authoritarianism: From
State Shinto to Religio-Trumpism”, in which he draws some uncomfortable parallels between the present political situation in the
USA with darker moments in Japan’s past.

146 | IAFOR.ORG | IICEHawaii/IICSEEHawaii2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)Dubai’s Festival City again hosted The IAFOR International Conferences on Education and Language Learning (IICEDubai and
IICLLDubai), and attracted delegates from across the region as well as further afield as research and presentations focussed
on the conference theme of Surviving and Thriving: Education in Times of Change. Both research focussed and more practicalpresentations and workshops were organised over the three days of the conference, and included presentations by representativesof the UAE Ministry of Education.
Above left: Dr Christine Coombe of Dubai Men's College, UAE, responds to questions following her Keynote Address entitled"Classroom Management: Empirical and Practical Perspectives". Dr Coombe is a widely published academic, a past presidentof TESOL International Association and sits on the IAFOR International Academic Advisory Board. Above right: Dr Deena Boraiedelivers a Keynote Address, “Exploring English Language Education in the MENA Region Now and in the Future”, in which she drew
on her experiences in Egypt. Dr Boraie is dean and professor of practice at the School of Continuing Education at The American
University in Cairo.
Below left: Dr Martin Spraggon of the Mohammed Bin Rashid School of Government expands on the local context, giving an
overview of educational policy, in his Featured Presentation on “Key Trends, Challenges and Opportunities in the Field of Higher
Education in the UAE”. Below right: Dr Sufian Abu-Rmaileh of the UAE University listens to delegates giving feedback after his
engaging presentation entitled “Using Critical Thinking Techniques in the Classroom”. Dr Abu-Rmaileh is a past president of
TESOL Arabia.
Bottom left: Professor Mustafa Hashim Taha of the American University of Sharjah, UAE, examined entertainment education with
an emphasis on the role of theatre in promoting political reconciliation in post-apartheid South Africa in his thought-provoking andwide ranging Keynote Presentation. Bottom right: Dr Virginia Bodolica of the American University of Sharjah, UAE delivers a Featured
Presentation that addressed the wider conference theme of Surviving and Thriving in Times of Change with her featured address on“In the Era of Disruptive Transformations: Embracing the Imperative of Dynamic Adaptation to the Evolving World of Work”.

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THINK.IAFOR.ORG
THE ACADEMIC PLATFORM
THINK.IAFOR.ORG is IAFOR’s online magazine, launched in early 2016. THINK
is an ambitious project conceived by academics, for academics, with the following
objectives:
To provide an international, far-reaching platform for the best researchpresented at IAFOR conferences;
To make original, high-quality, thought-provoking multimedia content
freely accessible to a wide readership;
To facilitate the opportunity for academics to step outside of the
traditional research publishing status quo – to get creative, explore
different disciplines and to have their ideas heard, shared and discussed
by a diverse, global academic audience.
Content published on THINK spans a wide variety of disciplines and the format isvaried, encompassing full research papers, long-form journalism, opinion pieces,creative writing, interviews, podcasts, video, photography, artwork and more.
Current contributing authors include leading academics such as Professor Svetlana
Ter-Minasova, Professor A. Robert Lee, Professor Bill Ashcroft and Professor J. A.
A. Stockwin.
Get involved by visiting the website, following us on Facebook and Twitter andsigning up to our e-newsletter.
facebook.com/ThinkIAFOR
twitter.com/ThinkIAFORSUBMIT TO THINKWe are currently accepting submissions for publication in 2018. We welcome
photographs to accompany articles, as well as topical photo-essays.
Submissions should be between 500 and 2,500 words and sent topublications@iafor.org. Please include “THINK submission” in the subject line.

Innovation andValue Initiative
www.iafor.org/innovation-and-value-initiative/

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Innovation and Value Initiative
More than ever, solutions to the transnational challenges, from climate change, sustainability to
refugee crises, are in need of radically new approaches that depart from the present institutional
limitations of global governance. Interdisciplinary and cross-sector collaboration, between
science/technology and the humanities or public and private sectors, in search of new values andmodels of how we conduct businesses, produce food or even live, are recognised widely as theway forward, as has been demonstrated in the United Nations’ Sustainable Development Goals(SDG) that usefully combines the achievements of the Millennium Development Goals (public) andGlobal Compact (private sector).
Moreover, as the world confronts the limits of Western concepts of innovation and the value thatthese bring, other unique, sustainable and inclusive models of innovation may have important andglobally applicable lessons that could guide the future of innovation and value creation initiatives
around the world. Even though global connectivity has been greatly enhanced, there are local orregional pockets of ecosystems with demonstrated capacities to survive over centuries, and yetthese are hardly recognised or properly integrated into the theoretical underpinnings that inform
international practices and policies.
As a way to take part in this global endeavour to renovate the current international system and create
new values, the IAFOR Research Centre is proud to announce the Innovation and Value Initiative thatwill start as a three nodes project in the following areas: Value and International Economy, Value andInternational Politics and Value and Social Innovation.

Lead Researchers•••

Haruko Satoh – Professor, OSIPP, Osaka University, Japan
Philip Sugai – Professor, Doshisha University, Graduate School of Business, Japan
Toshiya Hoshino – Ambassador and Deputy Permanent Representative of Japan to the United
Nations

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About the Initiative
The purpose of the Innovation and Value Initiative is to explore the drivers, processes and outcomesof innovation and value creation across countries, markets, industries and sectors and identify thedrivers that foster the most healthy innovation and value-creating ecosystems across (1) heritage
businesses, (2) multinational companies, (3) entrepreneurial startups, (4) educational institutions,(5) governments, (6) NGOs and NPOs. This initiative will also foster mature conversation between
leaders across these fields and industries, and will address the questions of “what is innovation?”,“what is value?” “what are innovation ecosystems?” and what we mean by these terms in context.
The initiative will be comprised of the following elements: research, education, dissemination(working papers, workshops and conferences), and initiate collaborative implementation projects
with businesses, local, regional or international NPOs and/or international organisations (forexample, the humanitarian use of blockchain technology). The three nodes, “Value and International
Economy”, “Value and International Politics”, and “Value and Social Innovation” will have each haveits independent research component, but the researchers will also work closely to share findings,
team teach for classes at OSIPP, integrate their works at implementation level or producing policy
recommendations where possible and practicable, and plan new collaborative projects.

Project Nodes and Teams
Value and International Economy
Lead Researcher•

Philip Sugai – Professor, Doshisha University, Graduate School of Business, Japan

Associated Researcher•

John Beck – President, North Star Leadership Group

Value and International Politics
Lead Researcher•

Haruko Satoh – Professor, OSIPP, Osaka University, Japan

Associated Researchers••

Toshiya Hoshino – Ambassador and Deputy Permanent Representative of Japan to the United
Nations
Peng-Er Lam – Senior Research Fellow, East Asian Institute, National University of Singapore,
Singapore

Value and Social Innovation
Lead Researcher•

Toshiya Hoshino – Ambassador and Deputy Permanent Representative of Japan to the United
Nations

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Innovation and Value Initiative

United Nations STI Forum 2018 Report
IAFOR collaborated with the United Nations in the hosting of a special session at the Third Annual
Multi-stakeholder Forum on Science, Technology and Innovation for the Sustainable Development
Goals (STI Forum 2018) at the United Nations Headquarters in New York on June 6, 2018.
Dr Joseph Haldane, Chairman and CEO of IAFOR, co-moderated the Official Meeting, a roundtablesession on Innovators and Investors, and focussed on questions at the intersection of innovationand value, including “Impact investing”; investments made into companies, organisations, andfunds with the intention to generate social and environmental impact alongside a financial return.
The chair of the meeting was Japanese Ambassador to the United Nations, His Excellency Dr
Toshiya Hoshino.
Dr Haldane said: “For IAFOR, impact investing is a particular area of interest in regards to thefunding of research in higher education, and dovetails with the work we will be doing within the
IAFOR Research Centre at the Osaka School of International Public Policy (OSIPP) at Osaka
University, as part of our new Innovation and Value Initiative, and also with The IAFOR Global
Innovation & Value Summit 2018 (GIVS2018) to be held in Tokyo later this year.” He added that “itis a great recognition of IAFOR to have been invited to collaborate, and we are honoured to havebeen asked to work with the United Nations at this important event, and look forward to working
with the UN and other stakeholders in the support of Science, Technology and Innovation for the
Sustainable Development Goals (STI-SDG).”
Dr Haldane, who teaches on the postgraduate Global Governance course at OSIPP, and is an Expert
Member of the World Economic Forum in this area, was also keen to raise the issue of governanceand policy implications of the uses of blockchain technology. In his introduction to the panel, hesuggested that the use of blockchain, given its verifiability and the transparency of transactions
might have a positive effect on systems of governance. This might be especially important at atime when the rules-based international system, exemplified by institutions such as the United
Nations, are being challenged.
Image | Dr Joseph Haldane, Chairman and CEO of IAFOR, co-moderates a roundtable session on Innovators and Investors at the United
Nations Headquarters in New York.

152 | IAFOR.ORG | IICEHawaii/IICSEEHawaii2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)IAFOR Silk
Road Initiative
The IAFOR Silk Road Initiative encourages individuals and institutions working across the world
to support and undertake research centring on the contact between countries and regions in
Europe and Asia – from Gibraltar to Japan – and the maritime routes that went beyond, into
the South-East Continent and the Philippines, and later out into the Pacific Islands and theUnited States. The IAFOR Silk Road Initiative is concerned with all aspects of this contact, andexamines both material and intellectual traces, as well as consequences.

www.silkroad.iafor.org

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IAFOR Silk Road Initiative
As an organisation, IAFOR’s mission is to promote international exchange, facilitate interculturalawareness, encourage interdisciplinary discussion, and generate and share new knowledge. In 2018,
we are excited to launch a major new and ambitious international, intercultural and interdisciplinary
research initiative that uses the silk road trade routes as a lens through which to study some of theworld’s largest historical and contemporary geopolitical trends, shifts and exchanges.
IAFOR is headquartered in Japan, and the 2018 inauguration of this project aligns with the 150th
anniversary of the Meiji Restoration of 1868, when Japan opened its doors to the trade and ideas thatwould precipitate its rapid modernisation and its emergence as a global power. At a time when global
trends can seem unpredictable, and futures fearful, this Silk Road Initiative gives the opportunity torevisit the question of the impact of international relations from a long-term perspective.
This ambitious initiative will encourage individuals and institutions working across the world to encourage
research centring on the contact between countries and regions in Europe and Asia, from Gibraltar to
Japan, and the maritime routes that went beyond into the South-East Continent and the Philippines, andlater out into the Pacific Islands and the United States. The IAFOR Silk Road Initiative will concern all
aspects of this contact, and will examine both material and intellectual traces, as well as consequences.
A series of round tables on the IAFOR Silk Road Initiative were held in Japan, the UK and Spain in
2017, and the initiative will become a central aspect of a series of conferences, meetings, seminars
and workshops from 2018 in Asia, Europe and North America.

Rationale
The occidentalisation of history and the grand narrative of European and American progress has
consigned the Silk Road instead to historical quaintness, exotic literary caricature in the adventuresof Marco Polo, or the sort of esoteric academic investigations that receive little attention. This largely
ignores its huge historical and present-day importance and relevance to the routes and paths that
continue to connect humans through trade and exchange.
In a world of rankings, algorithms, unedited “news”, and self-referential “centres of excellence”, it is facile
to conclude that the centre and pinnacle of all knowledge is held by a few pockets of venture-capitalbacked open-plan offices in Silicon Valley, or schools and universities in which the cloistered architecture
does not even offer the pretence of openness. Globalisation, and the technology that has enabled it,
has allowed an immense flowering of possibilities in communication and access to knowledge, whileat the same time increasing alienation from self and society, encouraging “virtual” worlds, creating andcementing fissures, and encouraging fear of the foreign. It is only through encounters with difference
that we are able to shape ourselves and our ideas, and physical human interaction is and remains at thesource of all value. The international, intercultural and interdisciplinary meetings that lie at the heart of
IAFOR and this research initiative have never been more important in our globalised world.

Lead Institutions
•
•
•
•
•
•
•

The International Academic Forum (IAFOR), Japan
Osaka University, JapanThe IAFOR Research Centre (IRC), Japan
Belgrade University, Serbia
École Normale Supérieure (ENS), France
DAMIN, France
MONETA, France

If you wish to be informed of the latest news and developments, please subscribe to the mailing liston the IAFOR Silk Road Initiative website: www.silkroad.iafor.org

154 | IAFOR.ORG | IICEHawaii/IICSEEHawaii2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)IAFOR Silk Road Initiative2018 Moscow Roundtable Report
The first IAFOR Silk Road Initiative roundtable of 2018 was held in Moscow on February 21, andin partnership with Moscow State University.
The event was hosted by the Moscow State University Institute of Asian and African Studies, andopened by the Director of the Institute, renowned scholar of politics and international relations,
Professor Igor I. Abylgaziev. Attended by a group of invited scholars from both universities in
Moscow and abroad, the Roundtable was organised with the kind support of the President of
the Faculty of Foreign Languages and Area Studies, Professor Svetlana Ter Minasova, and Dr
Elena Mishieva, Academic Secretary of the same faculty, and IAFOR Silk Road Initiative Project
Coordinator in Moscow.
The roundtable was co-chaired by Professor Georges Depeyrot of the École Normale Supérieure(ENS), Paris, and Board member of the Centre National de la Recherche Scientifique (CNRS),
and Dr Joseph Haldane, Chairman and CEO of IAFOR, and took as its subject, “International
Academic Cooperation in Uncertain Times”. The topic was very timely, as this is a period of great
global political uncertainty.
Professor Svetlana Ter Minasova delivered the opening address, which set the scene by underliningthat most senior academics had effectively lived in two separate countries in succession; The
Soviet Union until 1991, and then Russia since that time. She described the Soviet times as the“Kingdom of Prohibitions”, where everything was governed by what could not be done, and by
what was prohibited, and there existed an insularity and isolationism, making relations withcountries outside the communist sphere difficult.
With the fall of the erstwhile “enemy” of the USSR, the new Russia became suddenly very
popular, as different Western companies, NGOs and universities, sought to quickly build relations
with the country, and money started to pour in as people sought to gain market position andinfluence. Although that created funding pools that had until that point been non-existent, it alsoushered in an era of inflation, and meant university lecturer wages were not enough to live on,
and obliged many to engage in supplementary private tuition, with academics being underpaid
and overworked. This has led to the familiar problem of a brain drain, and economic migration,
as Russian academics sought higher paid opportunities abroad. Although there have beenmarket reforms introduced, the state educations system remains slow and highly bureaucratic.
A presentation by Dr Lubov Kulik of the Faculty of Economics at Moscow State University spokeof the economics of education in a presentation that considered education as both a public good
and a commodity. [Report continued on the next page]
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Recently, Russia has found itself more distanced from the west, as a result of, and resulting in,a context of increased authoritarianism and nationalism, and this has often made international
research collaborations more difficult, and has seen cuts in funding from such programs as
Erasmus +. For its part, the Russian funding bodies have continued to prioritise STEM subjects
over the liberal arts, following a policy that mirrors most other countries. In the non-scienceareas of study, funding is more often directed towards internationally and internally sensitive
issues that are often geared towards encouraging internal cohesion, nation building and so on,
and in areas such as geopolitics, minority languages and religions; not surprising given that
Russia is at once an old and a young country.
The intellectual life of the country is heavily weighted in Moscow and St Petersburg, although
there are attempts to ensure that other parts of the country are well funded, and there are wellrespected state universities elsewhere in the country, such as Novosibirsk and Vladivostok, aswell as satellite campuses in the former Soviet republics, where Russia maintains considerable
economic, cultural and linguistic influence.
The country also enjoys relations with many of the countries it now borders, and although theseare historically weighted both positively and negatively, reflect a continued strong regional andcultural influence, where there are also large minority ethnic Russian populations. China has
enjoyed a continued intellectual relationship with Russia, and there are frequent exchanges ofstudents and professors alike, and Russian enjoys continued popularity in China, while Chinese
is becoming a more popular language option. Professor Tatiana Dobrosklonskaya of Moscow
State University, and a Visiting Professor at Beijing International Studies University gavea presentation which looked at the relationship and an overview of educational and cultural
exchange between the two countries.
Professor Ljiljana Markovic, Dean of the Faculty of Philology at the University of Belgrade closed
the symposium by speaking of the modernisation paradigms of education, and in a context
of political instability, drawing attention to crises of identity, both individual and national. She
underlined that we must seek ways to collaborate, to work together, and that this is both aphilosophical and practical commitment.
In all, the symposium was a great success, and we look forward to future IAFOR Silk Road
Initiative events.
Dr Joseph Haldane
Chairman and CEO, IAFOR

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Reviewers
IAFOR depends on the assistance of a large number of international academics and practitioners
who contribute in a variety of ways to our shared mission of promoting international exchange,
facilitating intercultural awareness, encouraging interdisciplinary discussion and generating andsharing new knowledge. Our academic events would not be what they are without a commitment
to ensuring that international norms of peer review are observed for our presentation abstracts.
With thousands of abstracts submitted each year for presentation at our conferences, IAFOR relieson academics around the world to ensure a fair and timely peer review process in keeping withestablished international norms of double-blind peer review.
We are grateful for the time, effort and expertise donated by all our contributors.

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IICEHawaii2019

Review Committee
Dr Marquita Blades
Dr. Blades Consulting, LLC, USA
Dr Joanie Crandall
University of Saskatchewan, Canada
Dr Sean Gay
Kwansei Gakuin University, JapanDr Jodi Meyer-Mork
Luther College, USA
Dr Brian McFarlin
University of North Texas, USA
Dr Thowfeek Mohamed Hussain
South Eastern University of Sri Lanka (SEUSL),
Sri Lanka
Dr Matthew Motyka
University of San Francisco, USA
Dr Akiko Nagao
Ryukoku University, JapanDr James Oborah
The Federal Polytechnic, Idah, Nigeria
Dr Martiallou Organiza
Ramon Magsaysay Central Elementary School,
Philippines

Dr Ifem Emmanuel Orji
UNESCO Center for Global Education, USA
Dr Kristin Palmer
University of Virginia, USA
Dr Despoina Panou
Ionian University, Greece
Dr Leslie Scamacca
The City University of New York, USA
Dr Joy Tungol
University of Santo Tomas, Philippines
Dr Yu-Wen Wei
Defense Language Institute, USA
Professor Shih-Hsuan Wei
National Taichung University of Education, Taiwan
Dr Yifeng Yuan
University of Technology Sydney, Australia

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Senior Reviewers
Dr Amira Ali
Sadat Academy for Manganese Sciences, Egypt
Muhammad Amjid
National University of Modern Languages,
Pakistan
Dr Chinedu Anumudu
Texas State University San Marcos, USA
Dr Sumreen Asim
Indiana University Southeast, USA
Dr Christina Belcher
Redeemer University College, Canada
Dr Glenda Bonifacio
University of Lethbridge, Canada
Dr Delindus Brown
South Carolina State University, USA
Gemmaline Bumanglag
Tabuk City National High School, The
Philippines
Dr Hans Chun
Chaminade University, USA
Dr Nicole Declouette
Georgia College & State University, USA
Dr Lisa Delgado Brown
Oklahoma City University, USA
Dr Doddie Marie Duclan
Tabuk City National High School, The
Philippines
Dr Jovonni Farrington
Miami-Dade County Public Schools, USA
Dr Garrett Fisher
Western Carolina University, USA
Dr Aaron Griffen
DSST Public Schools, USA
Professor Heeseon Jang
Pyeongtaek University, Republic of Korea
Dr Erick Kong
California State University East Bay, USA
Dr Lorna Llaneza
Department of Education - Abra, The
Philippines
Professor Hashini Mohottala
University of Hartford, USA
Dr Masako Mouri
Toyohashi University of Technology, JapanDr Shermeen Nizami
Carleton University, Canada
Dr Esther Ntuli
Idaho State University, USA
Dr Oluwaseun Oyewole
University of Ibadan, Nigeria
Dr Mico Poonoosamy
Josai International University, JapanDr Ragnar Purje
Central Queensland University, Australia
Dr Johan Redelinghuys
North-West University, South Africa
Dr Sidra Rizwan
Allama Iqbal Open University, Pakistan
Dr Emarely Rosa-Davila
Texas Woman's University, USA
Dr Nelie Salvador
Mariano Marcos State University, The
Philippines
Professor Zilungile Lungi Sosibo
Cape Peninsula University of Technology, South
AfricaDr Bonnie Stelmach
University of Alberta, Canada
Dr Maria Luz Villarante
University of Perpetual Help Philippines, The
Philippines
Dr Harrie Vredenburg
University of Calgary, Canada
Naomi Wilks-Smith
RMIT University, Australia
Dr David Wood
Carleton University, Canada
Dr Wen-Lung Wu
National Academy for Educational Research,
TaiwanProfessor Dawn Zinga
Brock University, Canada

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IICEHawaii2019

Reviewers
Dr Dennis Zami Atibuni
University of Johannesburg, South Africa
Dr Susan Bertelsen
Metropolitan State University of Denver, USA
Dr Divya Chandrasenan
University of Alabama in Huntsville, USA
Dr Hungche Chen
Chang Gung University of Science andTechnology, Taiwan
Dr Yih-Lan Chen
Ming Chuan University, Taiwan
Dr Svetlana Chevenko
Independent Scholar, New Zealand
Dr Kim CoonThe University of Oklahoma School ofCommunity Medicine, USA
Dr Konomu Dobashi
Aichi University, JapanDr Michael Donovan
Macquarie University, Australia
Professor Carol Evans
University of Southampton, UK
Professor June Eyckmans
Ghent University, Belgium
Dr Mark Lawrence Fernandez
Mariano Marcos State University, The
Philippines
Traci-Ann Garrad
University of New England, Australia
Dr Mark Griep
University of Nebraska-Lincoln, USA
Dr Roddran Grimes
Georgia College and State University, USA
Dr Shamsinar Haji Husain
Sultan Hassanal Bolkiah Institute of Education,
Brunei Darussalam
Dr Aroona Hashmi
PU, Pakistan
Dr Jianli Hu
Cerritos College, USA
Professor Darren Iwamoto
Chaminade University of Honolulu, USA

Dr Amanda Jacobs
Capella University, USA
Dr Adrienne Johnson
Missouri Western State University, USA
Dr Ibrahim Karkouti
The American University in Cairo, Egypt
Dr Joyce Lee Yang
Biola University, USA
Dr Joshua Mamman
Kwara State University, Malete, Nigeria
Dr Deborah Mattheus
University of Hawai'i at Mānoa, USA
Dr Maizatulliza Muhamad
Sultan Idris Education University, Malaysia
Dr Ana Neves
University of Saint Joseph, Macao
Abdullahi Shehu Onisabi
Kaduna State College of Education, Nigeria
Dr Devin Oshiro
Pearl Harbor Elementary, USA
Dr Lizette Peter
University of Kansas, USA
Dr Christine Slade
The University of Queensland, Australia
Professor William Staples
University of Kansas, USA
Dr Khalid Tantawi
Motlow State Community College, USA
Dr Andrei Tiutiaev
Samara State Technical University, RussianFederation
Dr Wang Tsun
Independent Scholar, Taiwan
Dr Karin Weman Josefsson
Center of Research on Welfare and Health,SwedenDr Stephen Wills
Georgia College & State University, USA
Dr Kenton Wong
University of Hawaii, USA

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Review Committee
Dr Trish Blazey
Macquarie University, Australia
Professor Becky Jacobs
University of Tennessee College of Law, USA
Dr Panitan Jutaporn
Khon Kaen University, Thailand
Dr Jacob Lanphere
California Baptist University, USA
Dr Ibrahim M. Magami
Usmanu Danfodiyo University, Nigeria

Dr Hala El Miniawi
Ministry of Education, UAE
Professor Ahmed Radwan
Helwan University, Egypt
Dr Shakil Rehman Sheikh
Air University, Pakistan

IICSEEHawaii2019

Senior Reviewers
Dr David Caloza
University of the Philippines, The Philippines
Dr Ali Cheshmehzangi
The University of Nottingham Ningbo China, China
Professor Kenneth Hansen
California State University, Fresno, USA
Professor Olumuyiwa Lasode
University of Ilorin, Nigeria
Dr Hosea Kato Mande
Kaduna State University, Nigeria
Dr Joseph Peter Regondola
Trinity University of Asia, The Philippines

Dr Sara Roe
Watsonville High School, USA
Dr Mateen Shafqat
University of Gujrat, Pakistan
Dr Anthony Ugulu
University of Johannesburg, South Africa
Professor Ping Xu
University of Colorado, Boulder, USA

IICSEEHawaii2019

Reviewers

Dr Glenda Bonifacio
University of Lethbridge, Canada
Dr Ngai Lung Chau
Technological and Higher Education Institute ofHong Kong, Hong Kong
Dr Getu Hailu
University of Alaska Anchorage, USA
Professor Celeste HammondJohn Marshall Law School, USA
Professor Norihiro Itsubo
Tokyo City University, Japan
Professor Sean Hay Kim
Seoul National University of Scienceand Technology, Republic of Korea
Dr Yu-Chun Lin
National Changhua University of Education, Taiwan

Dr Gwendolyn Perkins
Richmond City Public Schools, USA
Professor Rahuth Rodjanapradied
Chulalongkorn University, Thailand
Dr Premasish Roy
Empi Business School New Delhi, India
Professor James Stone
Mt. San Antonio College, USA
Dr Philip Walsh
Ryerson University, Canada
Dr Karin Weman Josefsson
Center of Research on Welfare and Health, Sweden

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CHER

2019

The IAFOR Conference for Higher Education Research

HONG KONG

LINGNAN UNIVERSITY
November 8–10, 2019cher-hongkong.iafor.org

ISSN: 2433-7544 (Online) | ISSN: 2433-7587 (Print)

CHER-HongKong2019 is co-organised by IAFOR, APHERP & Lingnan University

iafor

A-Z Index ofPresenters

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A-Z Index of Presenters
Abo Elkhair, Sara				p. 87
American University in Cairo, Egypt
Al-Samiri, Reem				p. 96
University of Kansas, USA
Alghamdi, Khadijah				p. 96
Indiana University Bloomington, USA
Alshaheen, Rua				p. 114
Arizona State University, USA
Alzeer, Ruba				p. 116
PROSPETERNITY - Systems Behavior
Advisory, Palestine
Andrews, Robert				p. 61
University of Toronto, Canada
Andrews, Susan				p. 61
University of Toronto, Canada
Appiah, Kingsley				p. 86
Jiangsu University, China
Asim, Sumreen				p. 80
Indiana University Southeast, USA
Atibuni, Dennis Zami			p. 118
University of Johannesburg, South Africa
Bakhati, Pramila				p. 94
Curriculum Development Centre, Nepal
Bear Chief, Jillian				p. 103
Mount Royal University, Canada
Belcher, Christina				p. 74
Redeemer University College, Canada
Belcher, Christina				p. 81
Redeemer University College, Canada
Benson, Lyle				p. 60
MacEwan University, Canada
Beridze, Ia				p. 118
State University of Batumi, USA
Bertelsen, Susan				p. 94
Metropolitan State University of Denver, USA
Betts, Anastasia				p. 105
University at Buffalo, SUNY, USA
Boussaa, Djamel				p. 62
Qatar University, Qatar
Boyd, Leigh				p. 75
Columbia University, USA
Brooks, David				p. 95
Kitasato University, Japan
Brown, Delindus				p. 68
South Carolina State University, USA
Brown, Michael				p. 116
Kanda University of International Studies, Japan
Bucoy, Juliet				p. 68
Trinity University of Asia, The Philippines
Bumanglag, Gemmaline			p. 75
Tabuk City National High School, The Philippines
Caloza, David				p. 61
University of the Philippines, The Philippines
Carter, Lorraine				p. 84
McMaster University, Canada
Chamberlain, Chris				p. 59
California State University, East Bay, USA
Chan, Elisabeth				p. 111
Northern Virginia Community College, USA
Chan, Greg				p. 101
Kwantlen Polytechnic University, Canada
Chau, Ngai Lung				
p. 114
Technological and Higher Education
Institute of Hong Kong, Hong Kong
Chen, Hungche				p. 64
Chang Gung University of Scienceand Technology, Taiwan
Chen, Su					p. 46
The University of Memphis, USA
Cheraghlou, Shayan			
p. 48
Yale School of Medicine, USA
Chiu, Chiung-Fang				p. 45
National Chi Nan University, Taiwan

Choy, Sonny Yip Hong			p. 97
Technological and Higher Education
Institute of Hong Kong, Hong Kong
Chun, Hans				p. 78
Chaminade University, USA
Clearsky, Eileen				p. 70
Mount Royal University, Canada
Clifton-short, Kendall			p. 97
The Purpose:Fully, Australia
Cook, Gary				p. 105
Hiroshima Bunkyo Women's University, Japan
Cooley, Nichole				p. 100
TNTP (The New Teacher Project), USA
Coon, Kim				p. 110
The University of Oklahoma School ofCommunity Medicine, USA
Cortez, Ana				p. 112
Graded - The American School of São
Paulo, Brazil
Cox, Jt					p. 92
Valdosta State University, USA
Cruz, Jehan				p. 118
Kyoto University of Foreign Studies, Japan
Czupryk, Bailey				p. 99
TNTP (The New Teacher Project), USA
de Silva, Renuka				p. 103
The University of North Dakota, USA
De Sisto, Marco				p. 60
RMIT University, Australia
DeClouette, Nicole				p. 73
Georgia College & State University, USA
DeLevie, Brian				p. 63
University of Colorado Denver, USA
Delgado Brown, Lisa			
p. 81
Oklahoma City University, USA
Delgado, Rodolfo				p. 77
The University of Kitakyushu, Japan
DeVore-Wedding, Beverly			p. 83
University of Nebraska-Lincoln, USA
Dickinson, Genevieve			p. 60
RMIT University, Australia
Dimoski, Blagoja				p. 64
Tamagawa University, Japan
Dion, Amber				p. 70
MacEwan University, Canada
Djoric Francuski, Biljana			p. 102
University of Belgrade, Serbia
Dobashi, Konomu				p. 110
Aichi University, Japan
Duclan, Doddie Marie			p. 65
Tabuk City National High School,
The Philippines
Dwyer, Paul				p. 71
Chartered College of Teaching– North London Collegiate School, UK
Eichelberger, Ariana			p. 66
University of Hawai‘i at Mānoa, USA
Elphick, Rachel				p. 99
AFL Cape York House, Australia
Esteban, Shiela				p. 117
Tabuk City National High School, The Philippines
Evans, Carol				p. 99
University of Southampton, UK
Felias, Anne Marie				p. 104Miriam College, The Philippines
Fernandez, Mark Lawrence			
p. 58
Mariano Marcos State University, The Philippines
Field, Sara				p. 111
George Mason University, USA
Fisher, Garrett				p. 74
Western Carolina University, USA
Gallagher, Anthony Brian			p. 68
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A-Z Index of Presenters
Garrad, Traci-Ann				p. 57
University of New England, Australia
Gay, Sean				p. 117
Kwansei Gakuin University, Japan
Gim, Hyeyeong				p. 107
Kangwon National University, Republic of Korea
Goss, Natasha				p. 84
East Georgia State College, USA
Griep, Mark				p. 83
University of Nebraska-Lincoln, USA
Grimes, Roddran				p. 56
Georgia College and State University, USA
Gutierrez, Angela				p. 51
University of Kentucky, USA
Hailu, Getu				p. 79
University of Alaska, Anchorage, USA
Haji Husain, Shamsinar			
p. 95
Universiti Brunei Darussalam, Brunei Darussalam
Halston, Abby				p. 60
Chaminade University of Honolulu, Australia
Hammond, Celeste				p. 98
John Marshall Law School, USA
Hansen, Kenneth				p. 62
California State University, Fresno, USA
Hardie Boys, Deryn				p. 67
Victoria University of Wellington, New ZealandHayashi, Masaaki				p. 69
Seiko Epson Corporation, Japan
Higa, Sterling				p. 66
University of Hawai‘i at Mānoa, USA
Hori, Mayumi				p. 67
Chuo University, Japan
Hossain, Ismat				p. 116
North South University, Bangladesh
Howard, Atyani				p. 100
TNTP (The New Teacher Project), USA
Huang, Yi					p. 92
Coppin State University, USA
Ikoma, Maki				p. 104
Ritsumeikan University, Japan
Imasaka, Yusaku				p. 50
Prefectural University of Hiroshima, Japan
Itsubo, Norihiro				p. 69
Tokyo City University, Japan
Iwamoto, Darren				p. 60
Chaminade University of Honolulu, USA
Jackson, Talisa				p. 59
George Mason University, USA
Jacobs, Amanda				p. 84
Capella University, USA
Jang, Heeseon				p. 44
Pyeongtaek University, Republic of Korea
Jauchen, Joanna G.			
p. 59
George Mason University, USA
Jenkins, Hollyann				p. 93
Rappahannock County Public Schools, USA
Jenkins, Zoe				p. 102
Kansai Gaidai University, Japan
Johnson, Adrienne				p. 109
Missouri Western State University, USA
Kang, Namhee				p. 113
Chung-Ang University, Republic of Korea
Karlsudd, Peter				p. 57
Linnaeus University, Sweden
Katayama, Yumi				p. 50
Hachinohe Institute of Technology, Japan
Katiya, Misiwe				p. 63
Cape Peninsula University of Technology,
South Africa
Kawai, Yoshiki				p. 49
Prefectural University of Hiroshima, Japan

Kennedy, Andrea				p. 103
Mount Royal University, Canada
Khujanov, Ravshanjon			p. 79
RheinMain University of Applied Sciences,
Germany
Kim, Mihyeon				p. 46
College of William and Mary, USA
Kim, Sangryool				p. 51
Chosun University, Republic of Korea
Kim, Sean Hay				p. 50
Seoul National University of Scienceand Technology, Republic of Korea
Kim, Sean Hay				p. 51
Seoul National University of Scienceand Technology, Republic of Korea
Kim, Seoyong				p. 50
Ajou University, Republic of Korea
Kim, Yonghwan				p. 61
Daisung Green Tech, Republic of Korea
Kimura, Fumika				p. 48
Tokyo Kasei Gakuin University, Japan
Kohyama, Megumi				p. 74
Doshisha University, Japan
Kong, Erick				p. 45
California State University East Bay, USA
Kopecky, Sheena				p. 73
Georgia College & State University, USA
Ku, Dongnyeon				p. 77
Kangwon National University, Republic of Korea
Laben, Joyce				p. 44
Northern Illinois University, USA
Lasode, Abolanle				p. 67
Federal University of Agriculture, Abeokuta,
Nigeria
Lasode, Olumuyiwa			p. 69
University of Ilorin, Nigeria
Lee Yang, Joyce				p. 44
Biola University, USAlee, Hyemi				p. 62
Kangwon National University, Republic of Korea
Lee, Hyunkyung				p. 102
Hankuk University of Foreign Studies,
Republic of Korea
Lee, Miran				p. 61
Daisung Green Tech, Republic of Korea
Lee, Sung-Tao				p. 47
National Taichung University of Education,
TaiwanLin, Yu-Chun				p. 115
National Changhua University of Education,
TaiwanLindstrom, Gabrielle			p. 108
Mount Royal University, Canada
Linski, Holly				p. 100
University College of the North, Canada
Liu-Constant, Yvonne			p. 112Lesley University, USA
Liu, Weijie				p. 57
National Institute of Education, Singapore
Lockard, Elizabeth				p. 105
Chaminade University, USA
Lu, Po-Hao				p. 114
National Cheng Kung University, Taiwan
Luna, Paulina				p. 49
Yale University, USA
Magdaluyo, Randy				p. 117
Salalah College of Technology, Oman
Mahto, Jamini Kant				p. 70
Singhbhum Legal Aid and Development Society(SLADS), India
Majumdar, Ananda				p. 70
University of Alberta, Canada

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A-Z Index of Presenters
Manning-Lewis, Tanya			p. 96
University of Victoria, Canada
Markovic, Ljiljana				p. 102
University of Belgrade, Serbia
Mattheus, Deborah				p. 47
University of Hawai‘i at Mānoa, USA
Mayan, Maria				p. 107
University of Alberta, Canada
McFarlin, Brian				p. 94
University of North Texas, USA
McKie, Michael				p. 61
University of Toronto, Canada
McMurry, Melody				p. 112
Portland Community College (retired), USA
McNally, James W.				p.116
University of Michigan, USA
Meguro, Wendy				p. 72
University of Hawaii, USA
Miller, Henry S				
p. 83
Nebraska Indian Community College, USA
Miller, Jordan				p. 59
Arizona State University, USA
Mills, Daniel				p. 66
Ritsumeikan University, Japan
Mingo, Shakeara				p. 87
Focused Vision Consulting, USA
Mizelle, Nancy				p. 65
Georgia College & State University, USA
Mohottala, Hashini				p. 80
University of Hartford, USA
Molnar, Leslie				p. 80
College of the Rockies, CanadaMori, Carolyn				p. 102
Tokyo International University, Japan
Mouri, Masako				p. 73
Toyohashi University of Technology, Japan
Müller, Amanda				p. 56
Flinders University, Australia
Muschell, Lyndall				p. 65
Georgia College & State University, USA
Na, Eunju					p. 113
New York University, USA
Nagata, Yoshihiro				p. 117
Nagoya University, Japan
Nakano, Yoshiaki				p. 110
Kobe Municipal High School of Scienceand Technology, Japan
Neves, Ana				p. 46
University of Saint Joseph, Macao
Nizami, Shermeen				p. 63
Carleton University, Canada
Ntuli, Esther				p. 118
Idaho State University, USA
Nyairo, Risper				p. 86
Osaka University, Japan
O'Connor, Kevin				p. 95
Mount Royal University, Canada
O'Neill, Ted				p. 62
Gakushuin University, Japan
Ogbomo, Queen				p. 109
Tennessee Technological University, USA
Oh, Seungbae				p. 61
Daisung Green Tech, Republic of Korea
Ohta, Akiko				p. 108
Simon Fraser University, Canada
Okamura, Takehiko				p. 69
Seiko Epson Corporation, Japan
Ono, Yuya				p. 69
Tokyo City University, Japan
Oshiro, Devin				p. 76
Hawai‘i DOE – Pearl Harbor Elementary, USA
Panapasa, Sela V.				p.116
University of Michigan, USA

Pan, Leon				p. 44
University of the Fraser Valley, Canada
Park, Sang Hyeon				p. 77
Hanyang Cyber University, Republic of Korea
Peng, Peng				p. 85
University of Minnesota-Twin Cities, USA
Perkins, Gwendolyn			p. 71
Richmond City Public Schools, USA
Peter, Lizette				p. 106
University of Kansas, USA
Peters, Joseph				p. 92
Georgia College & State University, USA
Pituk, Jerrecho				p. 57
De La Salle - College of Saint Benilde,
The Philippines
Poonoosamy, Mico				p. 81
Josai International University, Japan
Popal, Shogufa				p. 85
Kabul University, Afghanistan
Purje, Ragnar				p. 58
Central Queensland University, Australia
Ramdeen-Mootoo, Gloria			
p. 72
The University of the West Indies,
Trinidad and Tobago
Redelinghuys, Johan			
p. 96
North-West University, South Africa
Rice, Diana				p. 59
Dawson College, Canada
Rodriguez, Kristin				p. 110
The University of Oklahoma Schoolof Community Medicine, USA
Roe, Sara					p. 61
Watsonville High School, USA
Rosa-Davila, Emarely			p. 93
Texas Woman's University, USA
Rourke, Lorna				p. 84
St. Jerome's University in the Universityof Waterloo, Canada
Saito, Yoshinori				p. 47
Gunma Prefectural Institute of Public Healthand Environmental Sciences, Japan
Saleem, Umer				p. 98
University of Tsukuba, Japan
Salvador, Nelie				p. 109
Mariano Marcos State University, The Philippines
Samboo, Homeswaree Savitra		
p. 75
Mauritius Institute of Education, Mahatma
Gandhi Institute, Mauritius
Samboo, Jaya				p. 73
Reitaku University, Japan
Samonte, Paoloregel			p. 78
United Nations University, Japan
Scamacca, Leslie				p. 94
The City University of New York & LaGuardia
Community College, USA
Schwartz, Linda				p. 74
Ambrose University, Canada
Scroggin, Kristin				p. 58
genWHY Communication Strategies, USA
Setiani, Dewi				p. 103
University of Hawai‘i at Mānoa, USA
Si'ilata, Rae				p. 100
The University of Auckland, New ZealandSimmons, Amelia				p. 84
East Georgia State College, USA
Sirianni Molnar, Danielle			p. 60
Brock University, Canada
Siwajian, Hasmek				p. 93
Pepperdine University, USA
Song, Yeonjoo				p. 48
DongShin University, Republic of Korea

166 | IAFOR.ORG | IICEHawaii/IICSEEHawaii2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

A-Z Index of Presenters
Sosibo, Zilungile Lungi			p. 56
Cape Peninsula University of Technology,
South Africa
Staples, William				p. 56
University of Kansas, USA
Stelmach, Bonnie				p. 97
University of Alberta, Canada
Stet, Cristian				p. 79
Erasmus University Rotterdam, Netherlands
Stone, James				p. 115
Mt. San Antonio College, USA
Sumowski, Rob				p. 92
Georgia College & State University, USA
Suntjens, Terri				p. 70
MacEwan University, Canada
Suzuki, Kanae				p. 76
University of Tsukuba, Japan
Suzuki, Shigeyuki				p. 82
Tokyo Kasei University, Japan
Tamwoy, Nathaniel				p. 99
The University of Sydney, Australia
Tashiev, Ruslan				p. 97
University of Tsukuba, Japan
Tholen, Alana				p. 72
University of Iowa, USA
Thomas, Dax				p. 46
Meiji Gakuin University, Japan
Tien, Helen				p. 86
University of Hawaii at Hilo, USA
Tyndall, Regan				p. 106
Sophia University, Japan
Valadares, Simoni				p. 63
University of New Mexico, USA
Valadares, Simoni				p. 113
University of New Mexico, USA
Vallejos, Celeste				p. 45
University of the Philippines, The Philippines
Vallejos, Reginald				p. 115
University of the Philippines Manila,
The Philippines
Vredenburg, Harrie				p. 98
University of Calgary, Canada
Walsh, Philip				p. 116
Ryerson University, Canada
Walton, Calvin				p. 93
Georgia Southern University, USA
Wang, Jaesun				p. 98
Honam university, Republic of Korea
Wang, Tsun-Hsin				p. 83
Chung-Gang Senior High School, Taiwan
Waring, Michael				p. 99
Loughborough University, UK
Wells, Elizabeth				p. 71
North London Collegiate School, UK
Weman Josefsson, Karin			
p. 58
Halmstad University, Sweden
Weman Josefsson, Karin			
p. 107
Halmstad University, Sweden
Wilks-Smith, Naomi			p. 82
RMIT University, Australia
Williams-Paul, Zuwena			p. 109The University of the West Indies,
Trinidad and Tobago
Wills, Stephen				p. 45
Georgia College & State University, USA
Wolfgramm-Foliaki, Ema			p. 95
University of Auckland, New ZealandWong, Graham				p. 69
National Taiwan University, Taiwan
Wong, Josephine Pui-Hing			p. 108Ryerson Univesity, Canada
Wong, Kenton				p. 111
University of Hawaii, USA

Wood, David				p. 104
Carleton University, Canada
Woodard, Janyce				p. 83
Little Priest Tribal College, USA
Wu, Wen-Lung				p. 83
National Academy for Educational
Research, Taiwan
Wu, Yu-Chieh				p. 65
University of Hawai‘i at Mānoa, USA
Xu, Ping					p. 78
University of Colorado, Boulder, USA
Yu, Hee Jung				p. 49
Catholic University of Pusan, Republic of Korea
Zahid, Madiha				p. 92
University Lahore – Lahore College for Women,
PakistanZhang, Geng				p. 106
Hong Kong University, Hong Kong
Zhang, Jianhui				p. 76
University of Hawai‘i at Mānoa, USA
Zhou, Yugang				p. 64
Defense Language Institute Foreign
Language Center, USA
Zinga, Dawn				p. 60
Brock University, Canada

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Present your research at The Asian
Conference on Language Learning (ACLL2019)
Conference Theme: “Independence & Interdependence”
Dates: Thursday, May 16, 2019 t​ o Saturday, May 18, 2019
Location & Venue: Toshi Center Hotel, Tokyo, Japan
Early Bird Abstract Submission Deadline: January 09, 2019
Final Abstract Submission Deadline: March 12, 2019
Registration Deadline: April 05, 2019
The duality of our theme speaks to how each of us as learners, teachers, andresearchers – people curious about the world and our place in it – act together toeducate. We each bring our independent individual variables to any teaching andlearning situation, yet work interdependently to learn from each other and create newconnections and meanings.
Language learning and teaching are at once highly personal and individual while
also social and embedded in an ecology of inter-relationships. Independence andinterdependence cannot exist without each other, so how should this tension andintegration inform our academic inquiry into language learning research and practice?
Research in self-regulation, self-determination, learner and teacher autonomy, andmotivation for language learning is one of several ways to approach these questions,and our host country for this conference, Japan, is a center for such work.
This conference provides opportunities to explore psychological, theoretical andpractical aspects of language learning. Whether one’s focus is the impact of technology
or the integration of emotions into the classroom, we can and must all rely on eachother to best serve students and support them in becoming autonomous, independent
language learners who can be successful in an increasingly interconnected andinterdependent world. An international, intercultural, and interdisciplinary conferencesuch as this brings us together; to surprise, support, and learn from each other.
We invite your proposal on a topic that will help us to explore independence andinterdependence from multiple perspectives; consider, but do not limit yourself to:
•
•
•
•
•
•
•

The psychology of language learning
Learner autonomy
Technology enhanced learning
Relationships between content and language
Critical pedagogy
Educational cultures, ecologies, and systems
And, additional topics and streams listed in our abstract submission guidelines

IAFOR offers a 10% discount on ACLL2019 registration fees to all IICEHawaii/
IICSEEHawaii2019 delegates. IAFOR Members get 15% off all registration fees.

www.acll.iafor.org
172 | IAFOR.ORG | IICEHawaii/IICSEEHawaii2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)ACLL2019 Keynote Speakers

Phil Ball

Sarah Mercer

Author and Journalist

University of Graz, Austria

Masaya Mori

Keiko Sakui

Rakuten Inc.

Kobe Shoin Women’s University, Japan

Keynote Speakers will provide a variety of perspectives from different academic and professional
backgrounds on the conference theme, “Independence & Interdependence”. For their biographies, please
visit the following page on the conference website:www.acll.iafor.org/speakers
Like us on Facebook at www.facebook.com/iaforjapan | IICEHawaii/IICSEEHawaii2019 | IAFOR.ORG | 173

www.iafor.org/conferences

Upcoming Events
Conference resources available here:
www.iafor.org/conference-resourcesTokyo, 2019
March 21–23, 2019

May 24–26, 2019

The Asian Conference on
Psychology & the Behavioral Sciences(acp.iafor.org)

The Asian Conference on Cultural Studies(accs.iafor.org)

The Asian Conference on
Ethics, Religion & Philosophy(acerp.iafor.org)

March 25–27, 2019
The Asian Conference on
Education & International Development(aceid.iafor.org)

March 29–31, 2019
The Asian Conference on Arts & Humanities(acah.iafor.org)

May 16–18, 2019
The Asian Conference on Language Learning(acll.iafor.org)

The Asian Conference on Asian Studies(acas.iafor.org)

October 25–27, 2019
The Asian Conference onMedia, Communication & Film(mediasia.iafor.org)

October 31 – November 3, 2019
The Asian Conference on Education(ace.iafor.org)

November 3, 2019
The Asian Undergraduate Research
Symposium (AURS)(aurs.iafor.org)

May 20–22, 2019
The Asian Conference on the Social Sciences(acss.iafor.org)
The Asian Conference on
Sustainability, Energy & the Environment(acsee.iafor.org)
The Asian Conference on Aging & Gerontology(agen.iafor.org)

174 | IAFOR.ORG | IICEHawaii/IICSEEHawaii2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)Virginia (USA), 2019

London, 2019

May 6–8, 2019

July 19–20, 2019

The IAFOR Conference on
Educational Research & Innovation(eri.iafor.org)

The European Conference on Education(ece.iafor.org)

Brighton (UK), 2019

The European Conference on Language
Learning(ecll.iafor.org)

July 5–6, 2019

Hong Kong

The European Conference on
Psychology & the Behavioral Sciences(ecp.iafor.org)

November 8–10, 2019

The European Conference on
Ethics, Religion & Philosophy(ecerp.iafor.org)

July 9–10, 2019
The European Conference on the Social
Sciences(ecss.iafor.org)
The European Conference on
Sustainability, Energy & the Environment(ecsee.iafor.org)

July 12–13, 2019
The European Conference on Arts & Humanities(ecah.iafor.org)
The European Conference onMedia, Communication & Film
(euromedia.iafor.org)

The IAFOR Conference for Higher Education
Research – Hong Kong(cher-hongkong.iafor.org)

INTRODUCING THE
IAFOR RESEARCH CENTRE
AT OSAKA UNIVERSITY, JAPANThe IAFOR Research Centre (IRC) is a politically independent, international and interdisciplinary
think tank based at the Osaka School of International Public Policy (OSIPP), at Japan’s Osaka
University, that conducts and facilitates international and interdisciplinary research projects.
The main focus is to encourage mutual international and intercultural understanding andcooperation in line with IAFOR’s mission of encouraging interdisciplinary discussion, facilitatingheightened intercultural awareness, promoting international exchange, and generating andsharing new knowledge.
The IRC helps to nurture and capacity build by encouraging students to take part in international
conferences and research projects, in line with the Osaka University’s Global 30 commitmentsfrom Japan’s Ministry of Education, Culture, Sports, Science and Technology (MEXT).
For more information about the IAFOR Research Centre visit:www.osipp.osaka-u.ac.jp/iaforresearchcentre/
THE IAFOR RESEARCH CENTREOSAKA SCHOOL OF INTERNATIONAL PUBLIC POLICYOSAKA UNIVERSITY

大阪大学大学院国際公共政策研究科OSIPP
IAFOR研究センター