IAFOR DUBAI 2017

EDUCATING FOR
CHANGE______________
EAST MEETS WEST:INNOVATION AND
DISCOVERYTHE INTERNATIONAL ACADEMIC FORUM PRESENTS
THE IAFOR INTERNATIONAL CONFERENCE ON EDUCATIONTHE IAFOR INTERNATIONAL CONFERENCE ON LANGUAGE LEARNING
THE IAFOR INTERNATIONAL CONFERENCE ON THE SOCIAL SCIENCES
THE IAFOR INTERNATIONAL CONFERENCE ON ARTS & HUMANITIESTHE INTERCONTINENTAL FESTIVAL CITY EVENT CENTRE, DUBAI, UAE
FEBRUARY 26-28, 2017

IAFOR
Dubai 2017
Education
Language Learning
Social Sciences
Arts & Humanities

Theme I
Educating for Change
Education
Why are we in teaching and learning if not to be able to help enrich the lives of our students? Educational institutions at
all levels, and of all types, should continue to strive for social change in today’s world. Beyond the apparent simplicity of
our conference theme, however, there is great scope for wide-ranging responses to the question of just how we go about
educating for change, through examination of the inherent challenges and responsibilities faced by educators the world over.
Education, too frequently, is the victim of politics, and, worse, sometimes ideologies. Politicians and bureaucrats
devise and implement policies to effect change that range from curriculum structure and goals to manipulating
budgets on behalf of interest groups and their lobbyists. Questions relating to accountability, transparent governanceand community relations are too frequently avoided.
Within the classroom itself, bridging the gap between policy, theory and practice, whether traditional or virtual, teachersand professors de facto become, at varying levels, agents for change. Beyond providing students with resources for study
in given fields, they also support them by often being seen as acting not merely as mentors, but also as role models.
These issues are part of the global transformation affecting all human civilisation. How can we as teachersfunction effectively in a very uncertain environment? How do we help to equip our students with the intellectualand existential tools they require? How do we narrow the gap between theory and practice? How do we makedecisions about curriculum and course context in the face of political pressure and social norms? What is the roleof interdisciplinary studies in educating for change? And, at the macro level, how can we stimulate awareness of
issues such as education assisting the promotion of social justice?

Language Learning
Whether we are looking at why we must change, how education has changed or even how education will change, change
affects all of us involved in language education in many ways. Administrators, teacher trainers, teachers, students: we all wear
many hats and we all come face-to-face with change, sometimes on a daily basis. Positive change is about improvement:
improving proficiency, improving lives, helping learners achieve their goals and dreams and ultimately, broadening horizons.
In our work as educators we are often asked to effect change – that we are change-makers can be seen in the new curriculums,
new material, and even new techniques or methods that we develop. For those of us who conduct research, our research isoften focused on finding “better” or more effective ways of teaching often measured in outcomes such as students enteredwith an average of X and improved to an average of Y. In such a case, improvement = change! But change is also an areaof research, as can be seen by looking at journals such as the Journal of Educational Change, Changes in Higher Education, Culture
and Change and Educational Research for Social Change, to mention four. It is a serious area of study, and one worth our attention.
The focus of the last journal mentioned above is worth looking at. Change is not only about test scores or proficiency
going up. It is also about lasting change in one’s life, life choices, and looking beyond us as individuals to the society welive in. Social change and a focus on improving the societies we live in is another outcome of education. In recent years,
there has been a focus on language and identity, as well as an embrace of sociocultural theory and language development.
At the same time change for the sake of change is not a good reason for change. There is often a tension between the statusquo (which is not always bad) and the desire to change. As invested members of our field, we need to be able to examinechange, identifying and applying that which is appropriate and will further our goals while also having the wisdom andgumption to reject change that does not make sense. As Dewey said, “reforms which rest simply upon the enactment of law,or the threatening of certain penalties, or upon changes in mechanical or outward arrangements are transitory and futile.”
And so we welcome you to this year’s conferences, where we can examine change in ways that are important to eachof us. What are its challenges, its complexities and its constraints? It is electrifying to think about the wide-ranging
conversations we will have as we consider how we can go about educating for change the world over.
2 | IAFOR.ORG | IAFOR Dubai 2017

Theme II

East Meets West: Innovation and Discovery
Social Sciences
From natural phenomena and the results of climate change to pollution and societal traumas, migrations andwar, the enormous challenges that face humankind and our environment are frequently daunting and difficult tocomprehend. However, with every new challenge or disruption comes the opportunity for innovation and discovery.
Whether inventing new technologies, implementing innovative systems, enacting better policies, legislation, or
governance, or ensuring greater cooperation and information sharing, responses are many and varied.
From incremental shift to radical change, from the local to the regional and from the national to the global, thisinternational conference will focus on the challenges that demand a collective response. It will highlight the needto harness our abilities as scientists, policymakers, practitioners, engineers and educators to find multidisciplinary
solutions in pursuit of the common goal of a sustainable world.

Arts & Humanities
Global movements of people and ideas have made possible meetings of East and West that have brought together
peoples whose roots lie in different nations, languages, religions and cultures.
These meetings of different cultures, literal and metaphorical, have generated contrasts ranging from outrightconfrontation to some amazingly creative responses. They have inspired art and architectural beauty, generated
new perspectives, expanded trade exchanges, and stimulated technological innovation and scientific discovery.
They have also been directly and indirectly responsible for suffering and destruction on the one hand, but forliterature, music, food, friendships and love on the other.
From the high end of literature, music, art and fashion, to simple improvements in communications andunderstanding, all of which are necessary for the progress of human civilisations, this conference has as its theme
the historical, geographical and cultural meetings of East and West.

The Organising Committee
Dr Sufian Abu-Rmaileh
UAE University, UAE

Professor Sue Jackson
Birkbeck, University of London, UK

Dr Christine Coombe
Dubai Men’s College, UAE

Professor Barbara Lockee
Virginia Tech, USA & IAFOR

Professor Steve Cornwell
Osaka Jogakuin University, Japan & IAFOR

Kiyoshi Mana
IAFOR

Professor Said M. Faiq
American University of Sharjah, UAE

Dr James W. McNally
University of Michigan, USA & IAFORDr Joseph Haldane
IAFOR & Osaka School of International
Public Policy (OSIPP), Osaka University, Japan

Professor Ted O’Neill
Gakushuin University, Japan & IAFOR

IAFOR Dubai 2017 | IAFOR.ORG | 3

The Reverend Professor
Stuart D. B. Picken (1942-2016)
It is with sadness that we inform our friends of IAFOR that the Chairman of the organisation, the late Reverend Professor
Stuart D. B. Picken, passed away on Friday, August 5, 2016.
Stuart Picken was born in Glasgow in 1942 and enjoyed an international reputation in philosophy, comparative religious andcultural studies, but it is as a scholar of Japan and Japanese thought for which he will be best remembered, and as one of theworld’s foremost experts on Shinto.
Picken entered University of Glasgow, Scotland, aged 16 to study divinity and philosophy, and his studies culminated with adoctorate that looked at Christianity and the work of Kant. In 1966 he was ordained in the Church of Scotland, and began
his career as a minister in Orkney.
However, his curiosity led him from isolated rural Scotland to the world’s largest city, and following a visit to Tokyo on a
Rotary scholarship, 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 atime when the country was emerging from the shadows of the Second 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 andprimitive, or unjustly caricatured for its wartime associations.
As Japan emerged as an economic superpower in the 1970s and 1980s, and given his growing prominence as an academic,
Picken was much in demand as part of a period in which Japanese wanted to learn more about themselves as seen through theeyes of the West, and where Western businesses were eager to learn from the all-conquering Japanese model. By then fluent
in Japanese, he served as a business consultant to such corporations and also served as a consultant to various businesses,
including Jun Ashida Ltd., Mitsui Mining & Smelting Corp., Kobe Steel and Japan Airlines. During this period he was activein the St Andrew Society, and founded the Tokyo Highland Games, which is still an annual event.
The author of a dozen books and over 130 articles and papers, Picken was to stay at ICU for 25 years, where he was a popular
lecturer and mentor to both Japanese and visiting scholars, serving tenures as Chairman of the Division of Humanities from1981 to 1983, and as Director of Japanese Studies from 1995 to 1997, as well as concurrently founding Director of the Centre
for Japanese Studies at the University of Stirling, Scotland from 1985 to 1988. A keen amateur footballer, whose devotion
to Japan was rivalled only by that he felt for Glasgow Rangers, he continued to play into his fifties at ICU, encouraging many
students to take up the sport.
He left ICU in 1997, and from then until 2004 served as the founding Dean of the Faculty of Foreign Languages and AsianStudies at Nagoya University of Commerce and Business, and the founding Dean of the Graduate School Division of
Global Business Communication from 2002 to 2004.
Upon his retirement from his academic posts, he returned to Scotland to re-enter the ministry as minister of the linked chargeof Ardoch with Blackford in 2005, yet he continued his academic and Japanese interests as the Chairman of the Japan Societyof Scotland.
Whether in his research or teaching, Picken devoted much of his life to increasing understanding between his adopted
country 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 Japanand the UK. He also served as the International Adviser to the High Priest of the Tsubaki Grand Shrine, one of Japan’slargest 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 awarenessand understanding. In the years immediately preceding his illness, he continued to lecture throughout the world, in Europe,
North America, Asia and the Middle East.
He is survived by his wife, Hong Wen, and children, Fiona, Jeannette, William and Lynn.
4 | IAFOR.ORG | IAFOR Dubai 2017

Welcome from the
Chairman of IAFOR
Dear Colleagues,
We are very happy to return for our third year of interdisciplinary conferences here in Dubai, with a fascinating
programme that promises to engage minds, stimulate discussion and excite new research projects.
Dubai is a fantastic location of meetings real and metaphorical, of different tribes and peoples, of desert and sea.
Fittingly, our two conference themes reflect the meetings of East and West, and the dialogues around conservation,conservatism, preservation and change. Dubai has long been a trading post for merchants and financiers, but the city
has also established local centres of educational, innovative and artistic excellence, as it has sought to build a newand sustainable existence and identity. We look forward to participating in a wonderful exchange of ideas between
the 150 delegates from more than 30 countries in the beautiful Dubai Festival City venue.
I would like to thank the local Organising Committee members, Professor Said M. Faiq of the American Universityof Sharjah, Dr Sufian Abu-Rmaileh of United Arab Emirates University and Dr Christine Coombe of ​Dubai Men’s
College, for their role in putting the conferences together, as well as our Keynote and Featured Speakers. I would
also like to thank our university affiliates, who bring their institutional reputation and academic credibility to help
make this international academic forum a reality here in Dubai. Last, though certainly not least, I would like to thankand each and every delegate for travelling to Dubai to take part in this event, and trust that your experience over the
next few days will make the trip worthwhile.
We welcome your active engagement in this expanding global academic community of individuals and networkof institutions, and I encourage your participation as a route to intellectual and personal empowerment, as wetranscend boundaries of nation, culture and discipline, in search of new friendships and new knowledge.
I hope you enjoy the event, and look forward to meeting you all.
Warm regards,

Joseph Haldane
Chairman & CEO, The International Academic Forum (IAFOR)
Guest Professor, Osaka School of International Public Policy (OSIPP), Osaka University, Japan

IAFOR Dubai 2017 | IAFOR.ORG | 5

Submit your research to the
IAFOR Journal of Education• Fair and rigorous peer
review process• No submission or
publication fees
• Editorially independent• Freely available online to a
global academic audience

The IAFOR Journal of Education
is calling for submissions for a
special issue on “Technology in
the Classroom”.
Submission deadline: May 1, 2017
For details of how to submit yourpaper, view the Author Guidelines
on the journal website: joe.iafor.org

The IAFOR Journal of Education is an internationally reviewed and editorially independentinterdisciplinary journal associated with IAFOR’s international conferences on Education andTechnology in the Classroom. Like all IAFOR publications, it is freely available to read online, andis free of publication fees for authors. The first issue was published in July 2012, and the journal
continues to publish annually.
All papers are reviewed equally according to standard peer review processes, regardless ofwhether or not the authors have attended a related IAFOR conference.

Conference
Guide

IAFOR Dubai 2017 | IAFOR.ORG | 7

Sunday at a Glance

February 26, 2017 | Room: Al Baraha
08:00-09:00

Conference Registration | Room: Al Baraha Foyer

09:00-09:15
Announcements and Welcome Address
Kiyoshi Mana, Director of International Operations, IAFOR
Joseph Haldane, Chairman & CEO, IAFOR
09:15-10:00
Keynote Presentation
Interdisciplinary Education for Innovation and Change
Donald E. Hall, Lehigh University, USA & IAFOR
10:00-10:30

Coffee Break

10:30-11:15
Keynote Presentation
Reading: A 21st Century Skill in Higher Education
Melanie Gobert, Abu Dhabi Men’s College, UAE
11:15-12:00
Keynote Presentation
Education: A Supertanker in an Ocean of Change and Innovation
Christina Gitsaki, Zayed University, UAE
12:00-12:15

IAFOR Documentary Photography Award – 2016 Winners Screening

12:15-13:30

Lunch Break

13:30-14:00
Featured Presentation
EDUCATE to INNOVATE
Fadi Aloul, American University of Sharjah, UAE
14:05-14:35
Featured Presentation
Leadership Skills and Styles for Successful Administrators
Sufian Abu-Rmaileh, UAE University, UAE
14:40-15:10
Featured Presentation
Effective Mentoring in an Educational Context
Mohamed Azaza, ADNOC Technical Institute, UAE
15:10-16:15
Featured Panel Presentation
The Challenges of Doing Research and Creative Activity in the Humanities and Cultural Studies Today
Donald E. Hall, Lehigh University, USA & IAFOR
Said M. Faiq, American University of Sharjah, UAE
Joseph Haldane, IAFOR & Osaka School of International Public Policy (OSIPP), Osaka University, Japan
16:15-17:15

Conference Poster Session & Coffee Break

17:15-18:15
Featured Presentation
How the Most Productive TESOLers “Fit It All In”
Phil Quirke, Higher Colleges of Technology, UAE
Christine Coombe, Dubai Men’s College, UAE
18:30-20:00
Welcome Reception | Location: Leisure Deck
Join fellow delegates for a drink or two at the Welcome Reception. All registered presenters and audience members
are very welcome to attend.
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Monday at a Glance
February 27, 201708:30-17:00

Conference Registration | Room: Amwaj 2

09:00-10:30

Parallel Session I

10:00-10:30
IAAB Spotlight Presentation | Room: Al Khayma
PST Online: Catering to a Changing Educational Landscape Through Enhanced Teacher Education
Yvonne Masters, University of New England, Australia
10:30-10:45

Coffee Break

10:45-12:15

Parallel Session II

12:15-14:00

Lunch Break

14:00-15:30

Parallel Session III

15:30-16:00

Coffee Break

16:00-16:45
Keynote Presentation | Room: Amwaj 1
By Natural Law the Earth Is Held in Common
Robert J. C. Young, New York University, USA & New York University Abu Dhabi, UAE
17:00-18:00

Workshops | Rooms: Al Waha & Al Khayma

Tuesday at a Glance
February 28, 201708:30-15:00

Conference Registration | Room: Amwaj 2

09:00-10:30

Parallel Session I

10:30-11:00

Coffee Break

11:00-13:00

Parallel Session II

13:00-14:00

Lunch Break

14:00-15:30

Parallel Session III

15:30-16:00
Featured Presentation | Room: Amwaj 1
Managing for Innovation and Sustainability: Lessons from the Gulf Region
Virginia Bodolica, American University of Sharjah, UAE
16:00-16:15

Closing Session | Room: Amwaj 1

IAFOR Dubai 2017 | IAFOR.ORG | 9

Introducing IAFOR’s Academic Grants
and Scholarships
IAFOR is dedicated to helping young scholars achieve their research and academic goals, while also
encouraging them to apply the principles of interdisciplinary study to their work. From Spring 2017
IAFOR is offering travel and accommodation grants and full or partial scholarships covering conference
registration fees to PhD students and early career academics who might not otherwise have the financial
resources to be able to attend our academic conferences.

Who can receive an IAFOR grant or scholarship?
Awards are based on the appropriateness of the educational opportunity in relation to the applicant’s field ofstudy, financial need, and contributions to their community and to IAFOR’s mission of interdisciplinarity.
Scholarships will be awarded based on availability of funds from IAFOR and will vary with each conference.

How are recipients of an IAFOR grant or scholarship selected?
The Organising Committee of the relevant IAFOR conference will award scholarships to eligible
applicants who have submitted exceptional abstracts that have passed the blind peer review process andbeen accepted for presentation at one of our conferences.

How can I apply for an IAFOR grant or scholarship?
If you are eligible for an IAFOR grant or scholarship and would like to be considered, please submit yourabstract to the conference you would like to attend and select the checkbox for the relevant award during
the submission process.

For more information please visit
www.iafor.org/financial-support

Getting to the Conference
There are two main international airports in Dubai – Dubai International Airport (DXB) and Dubai World Central– Al Maktoum International Airport (DWC). The vast majority of international flights are routed through Dubai
International Airport (DXB).
•••

Dubai International Airport is centrally located and is accessible by bus, taxi and Dubai Metro
Dubai World Central is located towards the southern end of Dubai and is accessible by bus and taxi
Visit the Dubai Bus Public Transport website (www.dubai-bus.com)

Venue Address
Dubai Festival City
Po Box 45777
Dubai
United Arab Emirates
Around the Conference Venue
The Event Centre is Dubai’s premier conference space. Two levels of flawless function space are shared byInterContinental Dubai Festival City and Crowne Plaza Dubai Festival City, creating an unparalleled event andconference proposition. Furthermore, if you’re seeking an outdoor setting, you’ll enjoy the waterfront promenade,wide terraces with stunning views, and the lawn at the Al Badia Golf Club.

Area Map

IAFOR Dubai 2017 | IAFOR.ORG | 11

Conference Guide
Information and Registration
If you have already paid the registration fee, you will be able to pick up your registration pack and name card at theConference Registration and Information Desk. The Conference Registration and Information Desk will be locatedat the following locations during the conference:
Sunday					Monday 		Tuesday 		

08:00-09:00 – Al Baraha Foyer
12:30-17:30 – Amwaj 2
08:30-17:00 – Amwaj 2
08:30-15:00 – Amwaj 2

If you have any questions or concerns, IAFOR staff and local volunteers will happily assist you in any way they can.
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.
Smoking
The Crowne Plaza and Event Centre have implemented a Clean Indoor Air Act; therefore, smoking is not permitted
in any of the conference rooms. There are designated smoking areas next to Al Amwaj 1 & 2 and Al Ras.
Printing
At the Conference Registration Desk we are able to offer a complimentary printing service of up to ten A4 sheets
should you need this. Please be advised that printing may not be available at peak times.
BadgesWhen you check in, you will receive a registration pack, which includes your name badge. Wearing your badge isrequired for entrance to the sessions. You must wear your badge at all times during the conference. There are fourcolours of badges indicating the type of conference participant:
Blue: Presenters and General Audience
Yellow: Keynote and Featured Speakers
Red: Conference Exhibitors and Affiliates
Black: IAFOR Staff & Board Members
Photo/Recording Waiver
There may be photography, audio and video recording at the conference. By entering the event premises you giveconsent to the use of your photograph, likeness or video or audio recording in whole or in part without restriction
or limitation for any educational, promotional, or other purpose for distribution.
Eating & Drinking
Food and drink (excluding water) are not allowed in the presentation rooms.
Refreshment Breaks
Complimentary coffee, tea, and water will be available throughout the conference. Light snacks and refreshments
will be provided once in the morning and once in the afternoon.
Lunch Times
Lunch on Sunday, Monday and Tuesday is included in the conference registration fee. Lunch will be served each day
at the Creekside Promenade at the times specified below. Please remember to bring your conference name badge as
you will need to show this in order to claim your lunch.
Sunday		Monday 		Tuesday 		

12:15-13:30 – Creekside Promenade
12:45-14:00 – Creekside Promenade
13:00-14:00 – Creekside Promenade

12 | IAFOR.ORG | IAFOR Dubai 2017

Conference Guide
Conference Abstracts
All conference abstracts are available online. Please visit papers.iafor.org for a searchable database of abstracts.
Alternatively, download the IAFOR Events application, free of charge, from appstore.com/iaforevents on iPad or
iPhone, or from the Google Play store for Android users.
Oral Presentations & Workshop Presentations
Oral Presentation Sessions will run from 09:00 on Monday and Tuesday morning. 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 offour Oral Presentations, an extended session lasting 120 minutes will be scheduled.
Presentation Length
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. Anyremaining session time may be used for additional discussion.
Presentations & Equipment
All rooms will be equipped with a MacBook computer pre-installed with PowerPoint and Keynote and connected toa LCD projector. 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 caseone fails, and suggest sending yourself the presentation by email as a third and final precaution.
Session Chairs
Session Chairs are encouraged 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 the presentations. Each presenter should have no morethan 25 minutes in which to present his or her paper and respond to any questions. Please follow the order in the
programme, and if for any reason a presenter fails to show up, please keep to the original time slots as delegates use
the programme to plan their attendance.
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.
Presentation Certificates
Poster Presenters can pick up a certificate of presentation from the Registration Desk. All other presenters will
receive a certificate of presentation from their Session Chair or a member of staff at the end of their session.
A Polite Request to All ParticipantsParticipants are requested to arrive in a timely fashion for all presentations, whether to their own or to those of otherpresenters. Presenters are reminded that the time slots should be divided fairly and equally between the number ofpresentations, and that presentations should not overrun. Please refrain from discussion until after presentations
have ended and ensure that mobile phones are switched off or set to silent mode during presentations.
Poster Sessions
The Poster Session is 60 minutes in length and will be held in Al Baraha.
Poster Requirements
The poster display boards are 1,800 mm high x 900 mm wide and pins and tape will be provided for putting posters
up. Please be aware that there are no on-site facilities for printing posters.
Conference Proceedings
The Conference Proceedings are published on the IAFOR website (www.iafor.org), and can be freely accessedas part of IAFOR’s research archive. All authors may have their full paper published in the online Conference
Proceedings. Full text submission is due before March 28, 2017 through the online system. The proceedings will
be published on April 28, 2017. Authors will have PDF copies of their offprints emailed to them by May 28, 2017.
IAFOR Dubai 2017 | IAFOR.ORG | 13

The InterContinental
Festival City Event Centre
Meeting Rooms Waterfront Level

14 | IAFOR.ORG | IAFOR Dubai 2017

The InterContinental
Festival City Event Centre
Meeting Rooms Lobby Level

IAFOR Dubai 2017 | IAFOR.ORG | 15

16 | IAFOR.ORG | IAFOR Dubai 2017

IAFOR Journals
www.iafor.org/journals

The International Academic Forum’s journals conform to the highest academic standards of international peer review, and are
published in accordance with the IAFOR's commitment to make all of our 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 publishedin the journal have been subjected to the rigorous and accepted processes of academic peer review. Neither editors nor membersof the editorial team are remunerated for their work. Authors will never be asked to contribute to publication costs.
How are papers selected?
Journal editors may accept papers through an open call, and proposed articles may be sent directly to the respective editors. A
small number of papers from the associated Conference Proceedings may also be selected by the journal editor(s) for reworking
and revising, subject to normal processes of review. It is expected that between five and ten percent of papers included in any
given Conference Proceedings will be selected for consideration and potential publication in the associated conference journal.
How are IAFOR journals related to IAFOR conferences?
IAFOR’s journals reflect the interdisciplinary and international nature of our conferences and are organised thematically. Papers
included in the associated Conference Proceedings may be considered for reworking by the editor(s), and are then subjected tothe same processes of peer review as papers submitted by other means.

Journal Editors
IAFOR Journal of Arts & Humanities
Dr Alfonso Garcia Osuna
Hofstra University, USA

IAFOR Journal of Media, Communication & Film
Dr James Rowlins
Singapore University of Design and Technology, Singapore

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

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

IAFOR Journal of Education
Dr Bernard Montoneri
Tamkang University, Taiwan

IAFOR Journal of Language Learning
Dr Ebru Melek Koç
Izmir Institute of Technology, Turkey

IAFOR Journal of Business & Management
Dr Anshuman Khare (Guest Editor)
Athabasca University, Canada

IAFOR Journal of Politics, Economics & Law
Dr Craig Mark
Kyoritsu Women's University, Japan

IAFOR Journal of the Social Sciences
Dr Tingting Ying
University of Nottingham, China

IAFOR Journal of Cultural Studies
Professor Holger Briel
Xi’an Jiaotung-Liverpool University, China

IAFOR Journal of Ethics, Religion & Philosophy
Professor Lystra Hagley-Dickinson
University of St Mark & St John, UK

IAFOR Journal of Psychology & the Behavioral Sciences
Dr Shahrokh (Sharo) Shafaie
Southeast Missouri State University, USA
Dr Deborah G. Wooldridge
Bowling Green State University, USA

IAFOR Journal of Sustainability, Energy & the Environment
Dr Alexandru-Ionut Petrisor
University of Architecture and Urban Planning, Romania
URBAN-INCERC, Romania

IAFOR Dubai 2017 | IAFOR.ORG | 17

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 2017. 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.

Keynote& Featured
Speakers

IAFOR Dubai 2017 | IAFOR.ORG | 19

Donald E. Hall

Melanie Gobert

Christina Gitsaki

Lehigh University, USA & IAFOR

Abu Dhabi Men’s College, UAE

Zayed University, UAE

Fadi Aloul

Sufian Abu-Rmaileh

Mohamed Azaza

Said M. Faiq

Joseph Haldane
IAFOR

Higher Colleges of Technology, UAE

Christine Coombe

Robert J. C. Young

Virginia Bodolica

American University of Sharjah, UAE

American University of Sharjah, UAE

Dubai Men’s College, UAE

UAE University, UAE

New York University, USA &Abu Dhabi, UAE

ADNOC Technical Institute, UAE

Phil Quirke

American University of Sharjah, UAE

Interdisciplinary Education
for Innovation and Change
Keynote Presentation: Donald E. Hall
Sunday, February 26 | 09:15-10:00 | Room: Al Baraha
Whatever we may isolate as the chief global threats that we face in the twenty-first century, we have little hope of effectively responding to themwithout finding common ground across nations, cultures, languages, and belief systems. We cannot address global warming, HIV/AIDS, thethreat of terrorism, nuclear proliferation, religious intolerance, famine, poverty, or any other social ill by our own lonely and isolated selves – either
as individuals or individual nations. States often, understandably, act out of national self-interest, but none of the major challenges we face today
are solvable by individual nations acting solely on that basis of self-interest, except to the extent that it is in the interest of individual nations
to work together collaboratively and energetically. How then do we begin to solve our biggest and most fundamental problem of them all: thechallenge of living in peace, good will, and with a sense of shared interests with our fellow inhabitants of the planet?
By the end of this talk I will return repeatedly to that question because I do not think that science, technology, engineering, or business alone helps
us achieve that foundational goal of living in peace, good will, and with a sense of shared interests with our fellow inhabitants of the planet. Science
will help us cure disease. Technology will allow us to communicate and travel faster. Engineering may assist us in generating new forms of energy
and protecting against eroding agricultural lands and coastal areas. Business provides incentives to develop new media, new pharmaceuticals, and new
ways of feeding our hungry populations. However, none of them displaces or challenges self-interest, national or personal. None of them provides
the tools alone to achieve our goal of living in peace, good will, and with a sense of shared interest with our fellow inhabitants of the planet. For that,
we need interdisciplinary training in the liberal arts and sciences – especially as informed by the humanities, the social sciences, and the visual andperforming arts. Only interdisciplinarity can teach us how to cross boundaries comfortably, even enthusiastically. Interdisciplinary perspectives cansave us from ourselves and the threats that are produced by a narrow reliance on science, technology, and business.

***

Professor Donald E. Hall has published widely in the fields of British Studies, Gender Theory, Cultural Studies, and Professional Studies. Prior
to arriving at Lehigh in 2011, he served as Jackson Distinguished Professor of English and Chair of the Department of English (and previously
Chair of the Department of Foreign Languages) at West Virginia University (WVU). Before his tenure at WVU, he was Professor of English
and Chair of the Department of English at California State University, Northridge (CSUN), where he taught for 13 years. He is a recipient of
the University Distinguished Teaching Award at CSUN, was a visiting professor at the National University of Rwanda, was 2001 Lansdowne
Distinguished Visiting Scholar at the University of Victoria (Canada), was Fulbright Distinguished Chair in Cultural Studies at Karl Franzens
University in Graz, Austria, for 2004-05, and was Fulbright Specialist at the University of Helsinki for 2006. He has also taught in Sweden,
Romania, Hungary, and China. He has served on numerous panels and committees for the Modern Language Association (MLA), including
the Task Force on Evaluating Scholarship for Tenure and Promotion and the Convention Program Committee. In 2012, he served as national
President of the Association of Departments of English. In 2013, he was elected to and began serving on the Executive Council of the MLA.
His current and forthcoming work examines issues such as professional responsibility and academic community-building, the dialogics ofsocial change and ethical intellectualism, and the Victorian (and our continuing) interest in the deployment of instrumental agency over oursocial, vocational, and sexual selves. His book, The Academic Community: A Manual For Change, was published by Ohio State University Press inthe fall of 2007. His tenth book, Reading Sexualities: Hermeneutic Theory and the Future of Queer Studies, was published in the spring of 2009. In
2012, he and Annamarie Jagose, of the University of Auckland, collaborated on a volume titled The Routledge Queer Studies Reader, which was
published in July of that year. He continues to lecture worldwide on the value of a liberal arts education and the need for nurturing global
competencies in students and interdisciplinary dialogue in and beyond the classroom. Professor Hall is Vice-President of The International
Academic Forum (IAFOR).
IAFOR Dubai 2017 | IAFOR.ORG | 21

Reading: A 21st Century Skill
in Higher Education
Keynote Presentation: Melanie Gobert
Sunday, February 26 | 10:30-11:15 | Room: Al Baraha
It is assumed that reading is a basic, core skill in the range of skills needed to be a 21st-century thinker and that all students
have acquired this skill before embarking on higher education (Kivunja, 2014), yet research in the United Arab Emirates showsthat the average Emirati student has read only 4 books a year compared to her/his Korean peers (40 books), and the average
Emirati family only has 20 books in the home compared to the average British home which has 203 books. In fact, research in
the USA from the ACT college placement tests shows that about 50% of high school graduates lack the necessary reading skills
to adequately commence college. In the USA and Europe, many of these students are language minority students. In addition,
more and more English-medium colleges and branches of English higher education institutions are opening abroad in nonEnglish speaking countries. English proficiency has also become a graduation program requirement in more and more foreign
universities due to the impact of globalization. Add to that, the impact of electronic media on education and the impact of
the retrieval of information from the Internet on the human brain, higher educational institutions are often left with a deficit
in the college-preparedness of incoming students. A result of this, particularly for many English-medium overseas colleges
and universities, is that the teacher is paid to read and summarize the content for underprepared students, thus impacting thestandard of the graduates of the university and the university’s reputation. This talk will look at some of the causes and effectsof this phenomenon and discuss some research-based solutions.

***

Dr Melanie Gobert is on the General Education Faculty at the Higher Colleges of Technology, Abu Dhabi Men’s College,
UAE. She is a past president of TESOL Arabia, and she was the editor of Perspectives, the TESOL Arabia peer-reviewed English
Language Teaching journal, from 2009 to 2014. She has co-edited Current Issues in Reading, Writing and Visual Literacy: Researchand Practice (2015) published by Cambridge Scholars. She has also published and presented widely in the region, including,“Taboo Topics in the ESL/EFL Classroom in the Gulf Region” in Intercultural Communication with Arabs (2014, Springer) and“Research-Based Solutions to Gulf Arabs’ Reading Challenges” (in press) Teaching English in the Arab Context: Challenges andPractical Classroom Applications (Cambridge Scholars). She has two upcoming chapters on “Accommodation in ESL” and “Realia”
in the new Wiley Publications A to Z of Assessment and A to Z of English Language Teaching. She was the editor of the Student
Edition of From Rags to Riches: A Story of Abu Dhabi by Mohamed Al Fahim (Makaram Publishing, 2011). She has also published“Grammar Correction in ESL Writing Classrooms” in Cultivating Real Writers (HCT Press, 2010) and “Key Findings from
Research and Implications for the Classroom” in Cultivating Real Readers (HCT Press, 2010). She was a featured speaker at the
2nd World Congress on Extensive Reading held in Seoul, Korea, in 2013, and she presented on “Language Learner Literatureand Identity” at the TESOL Regional Conference on Excellence in Language Instruction: Supporting Classroom Teaching &Learning at the National Institute of Education in Singapore in December 2015.

22 | IAFOR.ORG | IAFOR Dubai 2017

Education: A Supertanker in an
Ocean of Change and Innovation
Keynote Presentation: Christina Gitsaki
Sunday, February 26 | 11:15-12:00 | Room: Al Baraha
The field of Education has long been criticized for being too slow in adopting much needed changes commensurate with thesweeping social changes brought on by globalization in the information age. This session will first discuss change in Educationfrom a number of different perspectives highlighting factors that in the past have inhibited long and short-term change in thefield. Following that, the session will address key points relevant to Education in the Gulf, will explore the role of research andtechnology in improving human learning potential, and provide a set of concrete recommendations and guidelines for major
stakeholders, such as educators, educational leaders and policy makers, in an effort to successfully plan and implement small andlarge-scale projects that can bring about change in the field.

***

Professor Dr Christina Gitsaki is the Research Coordinator at the Center for Educational Innovation, Zayed University,
UAE. During her 20-year career in higher education she has contributed to the field in a number of different capacities such as
English language teacher, applied linguistics lecturer, pre-service teacher educator, in-service teacher trainer, textbook author,
project manager, curriculum leader, editor and researcher. In the past she served as the UNESCO Chair in Applied Researchin Education in Sharjah and later as the Associate Dean of the Foundations program at HCT. Before coming to the UAE,
she worked at The University of Queensland (UQ) in Australia, where she educated pre-service ESL teachers and supervised
Masters and PhD students in language education research. She has worked with Education Queensland and The Learning
Federation of the Curriculum Corporation, Australia on state and federal education projects such as the creation of digital
Learning Objects for K-12 ESL students. Dr Gitsaki has presented her research at International Conferences, has been an
invited speaker at various professional events and she has published 72 papers in refereed journals and book chapters on
language acquisition and pedagogy. She is the author, editor and co-editor of twelve books on language education research. At
the CEI she oversees the Mobile Learning Research Fund, the SoTL Certification Course, the development of resources forresearch and she provides advice and mentorship to faculty who are interested in engaging in research on teaching and learning.

IAFOR Dubai 2017 | IAFOR.ORG | 23

EDUCATE to INNOVATE
Featured Presentation: Fadi Aloul
Sunday, February 26 | 13:30-14:00 | Room: Al Baraha
Successful countries today are working on developing an innovation-led knowledge-based economy. Without innovation andcreativity, countries would not progress. Schools and universities provide the skilled human capital necessary for producing
the innovation-led knowledge-based economy. In this talk we will discuss various methods to bring innovation to schools anduniversities to help create future innovators.

***

Dr Fadi Aloul is Professor and Department Head of Computer Science and Engineering and the Director of the HP Instituteat the American University of Sharjah (AUS), UAE. He holds a PhD and MS degrees in Computer Science and Engineeringfrom the University of Michigan, Ann Arbor, USA, respectively, and a BS degree in Electrical Engineering summa cum laude
from Lawrence Technological University, Michigan, USA. His research and industrial interests are in Cyber Security, Mobile
Applications, and Design Optimization. He is a Certified Information Systems Security Professional (CISSP) and the founderof several cyber security awareness initiatives in UAE including UAE’s Cyber Academy. Dr Aloul received a number ofprestigious awards including being the only recipient from the Middle East to receive the Global Engineering Deans Council(GEDC) Airbus Engineering Diversity Award in addition to the H. H. Sheikh Khalifa (UAE’s President) Award for Higher
Education, the Sheikh Rashid’s Award for Outstanding Scientific Achievement, the Abdul Hameed Shoman Award for Young
Arab Researchers, the AUS Excellence in Teaching Award and the Semiconductor Research Corporation Fellowship. He has
more than 100 publications (available at www.aloul.net) and one US patent. He is a regular invited speaker and panelist acrossa number of international conferences related to Cyber Security, Technology, Innovation and Education. He was the founderand chair of the UAE IEEE Graduates of Last Decade (GOLD) group, an organization dedicated to advancing technologicalinnovation and excellence for the benefit of humanity.

24 | IAFOR.ORG | IAFOR Dubai 2017

Leadership Skills and Styles
for Successful Administrators
Featured Presentation: Sufian Abu-Rmaileh
Sunday, February 26 | 14:05-14:35 | Room: Al Baraha
Leadership, at any level, is a complicated matter that is not easy to decipher. Achieving superiority and distinction in leadershipsometimes necessitates the use of unconventional processes by which people lead. Each leader manages in a different way
and with a different style. “Leadership styles” refers to the way a leader behaves and deals with issues arising in the work
environment (Bates, 2002, Garland and Parry, 1987). Style relates to the leader’s personality and how they operate during certain
situations. In addition, leadership style relates to how much leeway leaders allow for their constituents’ participation in problem
solving and in the decision-making process. This has to do with how much freedom employees are given to be participants inthe organization, affecting the way the day-to-day activities of the organization are handled (DePree, 1989, Dogget, 1987, Lalland Lall, 1979). Leaders have to work with norms, parameters and concepts that are vital to their success. The constituents,
practices and issues are job specific. Personality type, risk at work, organizational culture and the objectives of the task at handare also vital in leadership. Effective leaders need to have a never-ending enthusiasm for the job. They need to have flexibilityof thought, be approachable and understanding. Leaders need to be sensitive to their constituents (Lussier and Achua, 2004,
Popper and Lipshitz, 2000).
In this presentation, participants will look at the factors affecting leadership styles, examining six different styles (directive,
visionary, affiliative, democratic/participative, pacesetting and coaching). They will have an opportunity to complete a survey
which reveals to them their leadership style and what they are working with and how it can affect their work environment.
Finally, they will examine some qualities of good leadership.

***

Dr Sufian Abu-Rmaileh is an English Lecturer at UAE University, UAE. He was the External Projects Coordinator for four
years and was also the Professional Development Coordinator for The University General Requirements Unit. For the past
32 years he has been teaching English at various levels, skills and institutions in the USA and the Middle East. He has been an
administrator and a team leader for over 10 years in the USA and the UAE. He has an MA in Linguistics, and received bothhis TESL Certificate and his PhD in Educational Leadership from Brigham Young University, USA. Dr Abu-Rmaileh has also
won many awards for his work as a leader, researcher and classroom teacher, including Toastmasters International Advanced
Communicator Bronze and Advanced Leader Bronze. He is a frequent presenter, invited speaker and plenary speaker at local,
national and international conferences. Dr Abu-Rmaileh has written on culture, classroom technology, motivation, burnout,
communication, business writing, critical and creative thinking, emotional and social intelligences, team building, problem
solving and leadership. Dr Abu-Rmaileh is also a Toastmasters International member and President of TA Toastmasters. He
is TESOL Arabia past president, past conference co-chair, 25 years as TA conference planner and other local, regional andinternational conference planner, and 2017 TA conference co-chair.

IAFOR Dubai 2017 | IAFOR.ORG | 25

Effective Mentoring in an
Educational Context
Featured Presentation: Mohamed Azaza
Sunday, February 26 | 14:40-15:10 | Room: Al Baraha
Mentoring has traditionally been defined as a one-to-one relationship between a more knowledgeable professional and a mentee
or novice. The mentor’s job is, therefore, to instruct, guide, protect and challenge the novice protégé (Anderson & Shannon,
1988) whereas the mentee is expected to practice and demonstrate what has been learned. However, the mentor’s role has been
recently extended to include other roles, such as co-thinker, learning companion, resource partner and coach. Accordingly, inthis emerging new approach, the mentor is not only perceived as an expert who offers positive and honest feedback on a lesson
or a teaching strategy, but also plans with the mentee about how to overcome a challenging classroom situation. These roles
have also developed to accommodate other emerging roles, such as raising the mentee’s awareness about other dimensionsof practice that are often overlooked. These new dimensions include cultural sensitivity and diversity, context, organizational
micro-politics, power relations, awareness of group dynamics and the balance between the teacher’s needs and the organizational
needs. Reflecting on a recent research study carried out in the local context of the UAE, the presenter will discuss how canmentoring be a powerful learning experience for both the mentor and mentee. He will also argue that good mentoring in an
educational context not only entails a good pedagogical content knowledge but also developing cultural competence as well as
ethical and organizational awareness.

***

Mohamed Azaza holds an MSc in TESOL from Aston University and DELTA from the University of Cambridge, UK. He
is also a PhD candidate in Research in Education with the University of Leicester, UK. He has published and presented on
areas as diverse as teacher professional development, professional communities of practice, teacher leadership, curriculum
and materials design, differentiated instruction, emotional intelligence and cross-cultural communication. Mohamed currently
works at ADNOC Technical Institute.

26 | IAFOR.ORG | IAFOR Dubai 2017

The Challenges of Doing Research and Creative
Activity in the Humanities and Cultural Studies Today
Featured Panel Presentation: Donald E. Hall,
Said M. Faiq & Joseph Haldane
Sunday, February 26 | 15:10-16:15 | Room: Al Baraha
Given the rise of anti-intellectualism and increasing emphasis on technical and skills-based education, 2017 and beyond will
prove particularly challenging times for those of us working in Cultural Studies and the Humanities. Our panellists will eachspeak for five to ten minutes about the broad political constraints on their work, as well as their respective national andinstitution contexts of funding and prioritization. This will be followed by a general discussion with the audience about collective
experiences and strategies for individual and collective response to the challenges that we face.

***

Professor Donald E. Hall has published widely in the fields of British Studies, Gender Theory, Cultural Studies, andProfessional Studies. He has held various academic positions around the world, including Professor, Chair, Distinguished
Professor, Fulbright Distinguished Chair and Fulbright Specialist. He has served on numerous panels and committees for theModern Language Association (MLA), and as national President of the Association of Departments of English. His tenthbook, Reading Sexualities: Hermeneutic Theory and the Future of Queer Studies, was published in the spring of 2009, followed by acollaborative volume with Annamarie Jagose of the University of Auckland in 2012. Professor Hall is Vice-President of The
International Academic Forum (IAFOR). (Full bio on page 21)
Dr Said M. Faiq, FRSA, is Professor of Intercultural Studies and Translation at the American University of Sharjah (UAE),
where he was Chair/Head of department (2003-07, 2009-10), and Director of the graduate program in translation andinterpreting (2002-11). He is a visiting professor at Exeter University (UK). Prior to his current position, he worked in Africa,
the Middle East and the United Kingdom (Salford University, (1990-2003), where he was Director of Studies for undergraduate
and graduate programs in Arabic/English translation and interpreting; and Leeds University, (1996-1998), where he was visiting
lecturer in applied linguistics). He has served as consultant to private and public organisations for educational and related sectors
and serves on a number of academic editorial and consultancy boards/agencies. He is an established figure in intercultural andtranslation studies and allied areas and has directed and examined graduate research (Cambridge, McGill). His publications
include Agency and Patronage in Eastern Translatology (co-edited with Ahmed Ankit, forthcoming), Culguage in/of translation from
Arabic (co-edited with Ovidi Carbonnel and Ali AlManaa, 2014), Beyond Denotation in Arabic Translation (co-edited with Allen
Clark, 2010), Cultures in dialogue: A translational perspective (2010), Trans-lated: Translation and Cultural Manipulation (2007), Identity and
Representation in Intercultural Communication (2006), Cultural Encounters in Translation from Arabic (2004).
Dr Joseph Haldane is Chairman and CEO of The International Academic Forum (IAFOR). Dr Haldane holds a PhD
from the University of London in 19th-century French Studies. From 2002 to 2005 he held full-time faculty positions at the
University of Paris XII (Paris-Est Créteil) and Sciences Po Paris. Dr Haldane is now a Guest Professor at Osaka University’s
School of International Public Policy (OSIPP), where he teaches on the postgraduate Global Governance Course.
IAFOR Dubai 2017 | IAFOR.ORG | 27

How the Most Productive
TESOLers “Fit It All In”
Featured Presentation: Phil Quirke & Christine Coombe
Sunday, February 26 | 17:15-18:15 | Room: Al BarahaEver feel like you’re just not getting enough done? If so, you’re like many TESOLers around the world. Research shows that on averagepeople are only productive 3 days a week. The purpose of this session is to share the results of a research project investigating how the mostproductive TESOLers “fit it all in” and attain the ever elusive work-life balance. It doesn’t matter what you do or where you work, everyone islooking for ways to be more productive on the job and in life. In this session, the presenters will share some recent research on how productive
TESOLers seem to fit it all in. For the purposes of this research we define a productive TESOLer as one who holds down a job, engages inteaching, does research, presents at and organizes conferences and events, and publishes and does so with what we consider good work-lifebalance. This presentation will have two parts. In the first part, the presenters will first define “productivity” and elicit what characterizes a
productive day for most teachers. They will then present certain issues that cause teacher productivity to decline. In a general review of theliterature, the characteristics of highly-productive people will be discussed and the presenters will share strategies for improving personal andprofessional productivity and attaining better work life balance. The second part of the presentation will report on a research project thatinvestigated the beliefs and practices of extremely productive English language teachers.

***

Dr Christine Coombe has a PhD in Foreign/Second Language Education from The Ohio State University, USA. She is currently on
the English faculty of Dubai Men’s College. She is the former Testing and Measurements Supervisor at UAE University and Assessment
Coordinator of Zayed University. Christine is co-editor of Assessment Practices (2003, TESOL Publications); co-author, A Practical Guide toAssessing English Language Learners (2007, University of Michigan Press); co-editor, Evaluating Teacher Effectiveness in EF/SL Contexts (2007,UMP); co-editor, Language Teacher Research in the Middle East (2007, TESOL Publications), Leadership in English Language Teaching and Learning(2008, UMP) Applications of Task-based Learning in TESOL (2010, TESOL Publications), The Cambridge Guide to Second Language Assessment (2012,
Cambridge University Press) and Reigniting, Retooling and Retiring in English Language Teaching (2012, University of Michigan Press). Christine’s
forthcoming books are on research methods in EF/SL and life skills education.
Christine has lived and worked in the Arabian Gulf for the past 21 years. In this capacity, she has served as the President and past President of
TESOL Arabia and as the Founder and Co-chair of the TESOL Arabia Testing Special Interest Group who organise the Current Trends in
English Language Testing (CTELT) Conference. Christine is also the Founder and Chair of the TESOL Arabia Leadership & Management SIG.
During her tenure in the Middle East, she has won many awards including: 2002 Spaan Fellowship for Research in Second/Foreign Language
Assessment; 2002-03 TOEFL Outstanding Young Scholar Award; TOEFL Board Grant for 2003-04, 2005-06, 2007-08 and 2009-10 for her
work in delivering assessment training assessment in developing countries. Most recently she served on the TESOL Board of Directors as
Convention Chair for Tampa 2006 and was the recipient of the Chancellor’s Teacher of the Year for 2003-04. She served as TESOL President(2011-2012) and was a member of the TESOL Board of Directors (2010-2013). Christine received the British Council’s International
Assessment Award for 2013.
Dr Phil Quirke is Executive Dean of Education, Higher Colleges of Technology in the UAE. He has been in ELT Leadership positions for
fifteen years and has published on areas as diverse as face, action research, appraisal and journaling. His books, Managing the Language Classroom
and An Exploration of Teacher Knowledge, are widely available, and his publication on Reflective Writing is available online.
28 | IAFOR.ORG | IAFOR Dubai 2017

By Natural Law the EarthIs Held in Common
Keynote Presentation: Robert J. C. Young
Monday, February 27 | 16:00-16:45 | Room: Room: Amwaj 1“naturali iure communia sunt omnia haec … terra.” – The Institutes of Justinian
If Justinian’s Institutes of the sixth century appeared to prescribe and lay down an equal sharing of the earth, today this appears
as an ideal, not a reality. Historically innovation and discovery have often worked to unbalance human societies on earth andthe power relations between them. In this talk I will consider the ways in which those historical forces continue to influence ouractions and how far we need to take them into account when we imagine possibilities for transformation.

***

Professor Robert J. C. Young is Julius Silver Professor of English and Comparative Literature at New York University, USA,and Dean of Arts and Humanities at New York University Abu Dhabi, UAE. Before joining NYU in 2005 he was Professor ofEnglish and Critical Theory, and a Fellow of Wadham College at the University of Oxford, UK. He has held research or visiting
professorships at the University of Hong Kong; Center for Advanced Studies, Ludwig-Maximilians-Universität München,
Germany; Monash University, Australia; St John’s College, University of Oxford, UK; University of Puerto Rico; and University
College, Galway, Ireland. His research interests range across the fields of cultural and political history, literature, philosophy,
photography, psychoanalysis and translation studies, with a particular focus on colonial history and postcolonial theory. His
books include White Mythologies (1990), Colonial Desire (1995), Postcolonialism: An Historical Introduction (2001), The Idea of English
Ethnicity (2008), Empire, Colony, Postcolony (2015), and, with Jean Khalfa, Frantz Fanon. Écrits sur l’aliénation et la liberté, Œuvres II(2015). His work has been translated into over twenty languages, including Arabic, Chinese, Gujarati, Hebrew, Persian, Tamiland Turkish. He is a corresponding Fellow of the British Academy and a Fellow of the Academia Europaea.

IAFOR Dubai 2017 | IAFOR.ORG | 29

Managing for Innovation and Sustainability:
Lessons from the Gulf Region
Featured Presentation: Virginia Bodolica
Tuesday, February 28 | 15:30-16:00 | Room: Room: Amwaj 1
The resource-rich countries of the Gulf region have experienced a vertiginous economic growth and unparalleled achievements
in infrastructure development over the past decades. Since several Gulf-based nations (particularly Qatar and the United ArabEmirates) attained noteworthy international standings in a short period of time, this presentation aims to uncover the specificsources of regional competitiveness, sustainability and innovation. Drawing upon a globally benchmarked portrait of major
economies in the Gulf, I illustrate their recent accomplishments in espousing the principles of the knowledge-based economy
and delineate strategic priorities for attaining sustainable development goals. Among the fundamental pillars of regional growththat are emphasized in the presentation are government-led initiatives of investing in local youth to boost their self-motivationand future potential, supporting entrepreneurial undertakings of nationals and resident population, promoting gender equality
and women participation in the labor force, fostering the creation of university-based innovation labs to bridge the gap between
the industry and educational institutions, and implementing viable corporate governance and social responsibility practices inboth publicly-listed firms and privately-held family-run businesses. Based on this in-depth analysis of dynamic characteristics
and development drivers in this rapidly growing region in the world, I identify and discuss the key features of Gulf-basedorganizations that set them apart from other companies in the Middle East.

***

Dr Virginia Bodolica (PhD – HEC Montreal, Canada) is a professor in the School of Business Administration at the American
University of Sharjah, UAE. She teaches in the areas of strategy and innovation, corporate governance, family business andhuman resource management. Her research interests are related to governance issues in for-profit settings, family-owned
enterprises and healthcare institutions, board of directors’ dynamics, and the incentive design of executive compensation
packages in the context of merger and acquisition transactions. She co-authored a research-driven book entitled Mergers andAcquisitions and Executive Compensation, which was recently published as part of the Routledge Studies in Corporate Governanceseries. Among other journals, Professor Bodolica has published in the Academy of Management Annals, Strategic Organization,
Journal of Business Research, Strategic Management Journal, Journal of Business Ethics, Management Decision and Health Expectations. She
received a Research and Scholarship Award from the UAE National Research Foundation for her collaborative project on
corporate governance arrangements in UAE-based family businesses that culminated in the publication of the practice-oriented
book titled Managing Organizations in the United Arab Emirates: Dynamic Characteristics and Key Economic Developments. Professor
Bodolica assumed consulting roles in private and public organisations and delivered executive education sessions and customised
programs to companies in North America, Middle East, and Latin America. Her involvement in professional service activities
has earned her two Outstanding Reviewer Awards from the Academy of Management Business Policy and Strategy Divisionand one Outstanding Reviewer Award from the Academy of Management Healthcare Management Division. She was a Visiting
Fellow at the Middle East Centre London School of Economics and Political Science, where she conducted research on
corporate governance initiatives in publicly listed and family-run organisations located in the Gulf region.

30 | IAFOR.ORG | IAFOR Dubai 2017

Sunday
February 26

IAFOR Dubai 2017 | IAFOR.ORG | 31

Submit your research to the
IAFOR Journal of Language
Learning• Fair and rigorous peer
review process• No submission or
publication fees
• Editorially independent• Freely available online to a
global academic audience

The IAFOR Journal of Language
Learning is calling for submissions.
For details of how to submit yourpaper, view the Author Guidelines
on the journal website: joll.iafor.org

The IAFOR Journal of Language Learning is an open access, peer-reviewed, international journal.
The Journal encourages interdisciplinary research, with the primary focus being on language
learning and its relation to the other academic disciplines such as applied linguistics, educational
technology, sociology and psychology. We welcome original, previously unpublished papers
which are not under consideration for publication in any other journal.
All papers are reviewed equally according to standard peer review processes, regardless ofwhether or not the authors have attended a related IAFOR conference.

Sunday Plenary Day
09:00-18:15 | Room: Al Baraha

08:15-09:00

Conference Registration | Room: Al Baraha Foyer

09:00-09:15
Announcements and Welcome Address
Kiyoshi Mana, Director of International Operations, IAFOR
Joseph Haldane, Chairman & CEO, IAFOR
09:15-10:00
Keynote Presentation
Interdisciplinary Education for Innovation and Change
Donald E. Hall, Lehigh University, USA & IAFOR
10:00-10:30

Coffee Break

10:30-11:15
Keynote Presentation
Reading: A 21st Century Skill in Higher Education
Melanie Gobert, Abu Dhabi Men’s College, UAE
11:15-12:00
Keynote Presentation
Education: A Supertanker in an Ocean of Change and Innovation
Christina Gitsaki, Zayed University, UAE
12:00-12:15

IAFOR Documentary Photography Award – 2016 Winners Screening

12:15-13:30

Lunch Break

13:30-14:00
Featured Presentation
EDUCATE to INNOVATE
Fadi Aloul, American University of Sharjah, UAE
14:05-14:35
Featured Presentation
Leadership Skills and Styles for Successful Administrators
Sufian Abu-Rmaileh, UAE University, UAE
14:40-15:10
Featured Presentation
Effective Mentoring in an Educational Context
Mohamed Azaza, ADNOC Technical Institute, UAE
15:10-16:15
Featured Panel Presentation
The Challenges of Doing Research and Creative Activity in the Humanities and Cultural Studies Today
Donald E. Hall, Lehigh University, USA & IAFOR
Said M. Faiq, American University of Sharjah, UAE
Joseph Haldane, IAFOR
16:15-17:15

Conference Poster Session & Coffee Break

17:15-18:15
Featured Presentation
How the Most Productive TESOLers “Fit It All In”
Phil Quirke, Higher Colleges of Technology, UAE
Christine Coombe, Dubai Men’s College, UAE
18:30-20:00
Welcome Reception | Location: Leisure Deck
Join fellow delegates for a drink or two at the Welcome Reception. All registered presenters and audience members
are very welcome to attend.
IAFOR Dubai 2017 | IAFOR.ORG | 33

Sunday Poster Session
16:15-17:15 | Room: Al Baraha

32988 | Room: Al Baraha

Painted Identity: Womanhood in Indian Miniature Paintings
Ameeta Singh, Barkatullah University, India

The main aim of the study is to analyse and rediscover the representation and identity of medieval women in various roles. This study seeks
to use new source material and explores art and artifacts, like manuscripts and miniature paintings, which gives us important information toevaluate the role of medieval women in different domains of Medieval Indian society. The total interpretation of Indian women throughthe miniature paintings gives a complete picture of these women in medieval era. These illustrative manuscripts can be analyzed under thedifferent historical melodies, which highlight the women in different realms of femininity within and outside the Zanana (royal-domestic
establishments). This study focuses on female representations in art history and rediscovers the historical identity of forgotten women.
Through the study of miniatures the women's history can be approached in a different way and identifies the real place of women in the past,giving a different perspective of women's history. India has an ancient tradition of keeping sacred records in the form of miniature paintingsand manuscripts that sketched the social and cultural life of this period. Woman is the main focus of these miniature paintings in various areasof feminist history. This research helps in extending the frontiers of historical knowledge and our understanding about femininity in various
historical eras, and highlights the Indian medieval women as depicted in paintings as symbols of beauty, pleasure and historical personalities.
34242 | Room: Al Baraha

Developing Intercultural Worldview On Board
Haruko Ishii, Hokkai-Gakuen University, JapanThe Ship for World Youth (SWY) program, operated by the Cabinet Office, Government of Japan, is a program that involves youth from 18
to 30 years of age from Japan and countries around the world. It aims to promote cross-cultural understanding and international cooperation
among 220 young people from 11 countries by exchanging knowledge and experiences and developing their leadership skills through open
dialogue and practical learning activities while they live on board for 40 days. The SWY program has been administered for the past 28 years,
but objective evaluations on educational effect have not been fully implemented. This study examines current intercultural communication
theories in onboard practices as well as giving some aspects of participants’ development of cross-cultural sensitivity using the Intercultural
Development Inventory (IDI) (Hammer, 2013). It also examines the idea of “situated learning” by Jean Lave and Étienne Wenger (1991)
where the participants of the programme have to maximise their learning environment. The results of IDI and interviews showed theparticipants’ growth in cultural acceptance as well as their struggles with intercultural interaction in a unique closed environment; limited
space, time pressures, different languages and behaviours, and no “target culture” to which to adjust were some of the challenges. This poster
presentation poses questions of how we, educators, should prepare young people for the “change” in their intercultural learning.
34258 | Room: Al Baraha

Assessment of Results in Teaching of Control Systems Course in the Perspective of Gender
Addy Wahyudie, UAE University, UAE

This paper discusses the assessment of results in teaching the course of Control Systems in the Department of Electrical Engineering at
United Arab Emirates University (UAE-U). In this university, there is segregation in the delivering of teaching in the class between female
and male students. It means that for one course the instructor needs to open two sections of the class, therefore doubling all efforts fordelivering the course. This brings a unique experience on comparing the assessment results for the same course based on gender perspectives.
Assessment results of years are presented. The attainment of the students was evaluated based on ABET criteria. We also presented themethodology to evaluate assessment tools. Finally, the results were compared for both classes.
34792 | Room: Al Baraha

The Role of Active Play in the Development of Children's Physical Well-Being in the Foundation Phase
Shonisani Agnes Mulovhedzi, University of Venda, South Africa

Play is part of every child’s life and is an activity that has few obligations and little discipline. This study is aimed at exploring the role ofactive play for the development of body health in the Foundation Phase of children. The study will offer an overview and purpose of how
development of active play during physical activities is explored as play contributes a great deal to the child’s physical appearance, cognitive,social and personality. The study adopted a qualitative case study design in which a purposeful sample of twenty Foundation Phase teachers
participated. Open- ended questionnaires were used as the main and sole data collection tool. The study found that though the role of active
play is a serious activity and is central to child health development in the Foundation Phase, due to inadequate space, some teachers did not
engage children in play activity and kept them in the classroom. There were gaps that emerged from questionnaires that need to be addressed.
Some teachers felt excited to engage children in active play as it is a major component of developing body health. The study concluded thatin some schools there were no resources or not enough space that teachers could use to engage children in active play.

34 | IAFOR.ORG | IAFOR Dubai 2017

Sunday Poster Session
16:15-17:15 | Room: Al Baraha

35327 | Room: Al Baraha

The Visibility of the Literary Translator

Eunkyoung Choi, Hankuk University of Foreign Studies, South Korea
Translation is essential when one culture introduces its literary work to another. This paper explores the increased visibility of the literarytranslator in Korea since The Vegetarian won the 2016 Man Booker International Prize. The prize shared the award between the author
and translator and a lot of media attention has been centered on the British translator, Deborah Smith. This phenomenon gives impetus
for changing not only discourses on translation in general but also perspectives on the role and status of the literary translator. This study
will particularly highlight the shifting perspectives on translators within the framework of the translator’s invisibility (Venuti 1995). The
Vegetarian was translated by a British aspiring writer who was monolingual only a few years ago and recently became a Korean-English
translator. The recent critical success of the book has dramatically shifted perspectives on the previously lesser-acknowledged profession ofliterary translation. Literary translators, including Deborah Smith, have received tremendous attention from the mainstream press. They havebeen overwhelmed with requests for interviews and have had several occasions to comment on their work. Furthermore, they have started toplay a key role in the globalization of Korean literature not only by taking a more visible role in the media but also by playing an active partin selecting source texts for translation. This study will examine the greater visibility of literary translators and their increasing role throughcontent analysis of Korean news articles and press materials related to translation in the year 2016.
35328 | Room: Al Baraha

Re-editing and Reformulating Cultural Contents for Localization of Website/Mobile App
Lira Park, Hankuk University of Foreign Studies, South Korea

Nowadays in Korea, most information is provided through the internet, thanks to the country's rapidly advancing web and mobile app
environment. Printed books are not only digitized into e-book formats but are also re-edited and condensed to be viewed on mobile platforms.
As for translation of the information, most public institutions in Korea have favored an original source text-centered translation; however,with the recognition of the importance of translation for promotional purposes, more institutions provide translation instructions based on
intention, function and intended users of the texts to be translated. This study examines how a text rich in cultural contents was translated
and re-edited from a Korean-language printed book into an English-language web-text; and proposes a translation strategy applicable forthe translation of cultural contents from printed books to online and mobile platforms. The localization project for the website of theEncyclopedia of Korean Folk Culture by the National Folk Museum of Korea was carefully planned from the beginning based on the specificinstructions defining its intention, function and intended users. The Museum re-edited the original Korean text and reformulated a separate
source text for translation in two ways: reformulation of text and reformulation of information. The texts were reformulated by summarizing,omitting, and deleting ST; creating new sentences or paragraphs; changing location of sentences or paragraphs; reformulating texts throughcreating new entry words. And the information was reformulated by adding detailed information; simplifying and generalizing information;clarifying information.

Sunday Featured Session
17:15-18:15 | Room: Al Baraha

How the Most Productive TESOLers “Fit It All In”
Phil Quirke, Higher Colleges of Technology, UAE
Christine Coombe, Dubai Men’s College, UAE

Ever feel like you’re just not getting enough done? If so, you’re like many TESOLers around the world. Research shows that on averagepeople are only productive 3 days a week. The purpose of this session is to share the results of a research project investigating how the mostproductive TESOLers “Fit it all in” and attain the ever elusive work-life balance. It doesn’t matter what you do or where you work, everyone islooking for ways to be more productive on the job and in life. In this session, the presenters will share some recent research on how productive
TESOLers seem to fit it all in. For the purposes of this research we define a productive TESOLer as one who holds down a job, engages inteaching, does research, presents at and organizes conferences and events, and publishes and does so with what we consider good work-lifebalance. This presentation will have two parts. In the first part, the presenters will first define “productivity” and elicit what characterizes a
productive day for most teachers. They will then present certain issues that cause teacher productivity to decline. In a general review of theliterature, the characteristics of highly-productive people will be discussed and the presenters will share strategies for improving personal andprofessional productivity and attaining better work life balance. The second part of the presentation will report on a research project thatinvestigated the beliefs and practices of extremely productive English language teachers.

IAFOR Dubai 2017 | IAFOR.ORG | 35

Welcome Reception

18:30-20:00 | Location: Leisure Deck
Join fellow delegates for a drink or two at the Welcome Reception. This is a great opportunity to network and get to know other delegates.
All registered presenters and audience are very welcome to attend.

Admission is included as part of your registration fee.

36 | IAFOR.ORG | IAFOR Dubai 2017

Monday
February 27

IAFOR Dubai 2017 | IAFOR.ORG | 37

Monday Session I

09:00-10:30 | Room: Al Waha
Monday Session I: 09:00-10:30
Room: Al Waha
Education: Learning & Teaching in Community Spaces
Session Chair: Mustafa Taha
34017

09:00-09:30 | Room: Al Waha

Separated Spaces: A Trans-Disciplinary Approach for Social Science Research
Aleya James, Dubai Women's College, UAE

The conference theme questions how teachers can function effectively in uncertain environments. One manifestation of uncertainty
concerns the case of expatriate teaching faculty in federal Higher Education Institutions (HEIs) in the UAE vis-à-vis their students whoare exclusively UAE nationals. Due to the socio-political context, cultural mores and linguistic differences, expatriates and local citizens have
limited interconnecting/overlapping experiences, and generally live separate/parallel existences. Thus, in federal HEIs uncertainty arises in
the interstices between student and faculty worldviews. This paper outlines a methodological pathway to unlock and gain access to student
subjectivity through visual methodologies based around spatial practices. Spatial technologies are the material representation of separated
existences, thus investigating spatial practice is a productive way to research everyday understandings/experiences. Research of this kind adds
to educators’ understandings of students’ lived experience, informs academic practice and allows faculty to tailor their pedagogical praxis tocomplement students’ educational experiences. The research presented has been undertaken as part of a trans-disciplinary doctoral study
investigating the daily lives of UAE national female students in Dubai. It draws from the literature on gender, space and affect in the fieldof cultural geography and cultural studies. Salient visual methodological tools will be shown and examples of data elicited will be shared.
The ways in which the research has helped to alleviate uncertainty in the teaching context will be explored. The presentations ends withsuggestions on how this methodological process could be transferred to other research contexts.
35261

09:30-10:00 | Room: Al Waha

Future Indian Citizens' Position of Intention Towards Nuclear Power Plants Influenced by Beliefs and Understanding: An Intervention Study
Dinesh Narayana Kurup, Jawahar Navodaya Vidyalaya, India
Celine Perriera, Mahatma Gandhi University, India
Veena Mackil, Bharathiar University, India

Nuclear energy is considered as a future sustainable energy resource in the power-hungry and fast-developing Indian economy. Public
understanding of advantages and disadvantages of nuclear power is a key for governments to make informed decisions and actions. Too,
there are propaganda, misconceptions and politics for and against installing nuclear power plants in India. This study is conducted among
100 students (age group of 13-14) from different types of schools in their last years of secondary schooling, considered as future Indian
citizens. Study specifically looked at their beliefs, understandings and intentions about having nuclear power. This research used a designbased research method and focused on what beliefs, understanding and intentions future citizens have towards generating power from
nuclear power, and to what extend a 5E model intervention programme can influence it. The questionnaire used was based on theory ofreasoned action and the structured intervention lessons used the 5E instructional model as a framework. The data analysed qualitatively
and quantitatively, and the qualitative data were coded into categories based on responses. These responses to beliefs, understanding andintentions were analysed to show their inter-relationships using the Structural Equation Model (SEM). Overall findings indicate that before
the intervention future citizens had misconceptions. The study showed a shift in their position after the intervention. The data analysis using
SEM showed that there is considerable change in their beliefs, understandings and intentions and the changes are not unique in all cases.
Differences depended on the type of institutions.
34274

10:00-10:30 | Room: Al Waha

Public Relations Education in an Arab/Islamic Context
Mustafa Taha, American University of Sharjah, UAE

Numerous scholars consider the discipline of public relations a western construct, infused with classic Greek rhetoric and Judeo-Christiantradition. In fact, public relations education in many Arab and Islamic countries continues to be based on Anglo-Saxon concepts andknowledge generated by US–UK scholars. A number of critical scholars have referred to the need to address issues pertaining to public
relations ethnocentricity, and recommended replacing it with global perspectives in terms of culture and identity. The present public relations
education and multinational corporations are change agents aimed at reshaping public relations practices in host countries with a viewof creating liberal political governments, securing cheap raw material/labor, and new markets. Public relations ethics in Arab and Islamic
countries did not capture adequate scholarly interests. The focus of this paper is to highlight public relations ethics in an Arab/Islamic
context. Ethics is of paramount importance at this historical moment because it helps redefine the role of public relations practices at a time
when most of the countries in the region are facing insurmountable political, economic and nation-building problems.

38 | IAFOR.ORG | IAFOR Dubai 2017

Monday Session I

09:00-10:00 | Room: Al Khayma
Monday Session I: 09:00-10:00
Room: Al Khayma
Education: Learning, Teaching & Educational Structures
Session Chair: Yvonne Masters
34272

09:00-09:30 | Room: Al Khayma

Converging the Curriculum Designers' Intentions into a Foreign Language Classroom
Nobue Tanaka-Ellis, Tokai University, Japan

This research analyses how a foreign language class was constructed from two different perspectives: 1) how the curriculum shaped the classunder study (macro-level analysis); and 2) how the environment formed the class (micro-level analysis). In my previous study, two English
for Specific Purposes (ESP) classes for Japanese science and engineering undergraduate students taught in two different environments (acomputer room and a traditional classroom) were compared in terms of differences in on-task behaviours that were influenced by the learning
environment, with an emphasis on the roles of computers. The results showed that computers facilitated learners to gather information theyneeded for conducting a collaborative task; however, the time that they used for target language interaction was very limited because they had
a tendency to work individually on their computers. In this study, drawing from a Actor-Network Theory point of view, each of the humanactors (i.e. students, the teacher) and non-human actors (i.e. computers, syllabus) were mapped to make the connections and influence they
had between them more apparent at two different levels – a curriculum level and a class level. These maps showed that the blueprint of course
goals that the curriculum designers laid out was altered both by the teacher and the students due to the presence of computers.
34465

09:30-10:00 | Room: Al Khayma

The Flipped Experience: Perspectives on Using Mobile Learning Tools for Grammar Instruction
Zeina Hojeij, Zayed University, UAE
Pinar Ozdemir Ayber, Zayed University, UAE

There is limited research on the practices, opportunities and quality of instruction in flipped classrooms, and on the role of the teachingfaculty as well as the learners in these types of classes. This presentation will highlight the results of a research project addressing theeffectiveness of flipped grammar classrooms using mobile technology. It will suggest alternative ways of employing mobile learning tools
to address time constraints and mixed student abilities in classes. In addition, it will identify the changing role of the teacher and the learnerand suggest appropriate variations to the traditional classroom setting. Mention will also be made of the current necessity in education touse various digital tools and mobile resources and to also develop need-based e-content materials. It is hoped that this presentation, which
intends to make use of mobile learning resources, will provide sufficient input for participants to reflect on ways they can incorporate mobile
technology tools into their lessons in order to promote student autonomy and accountability. Practical tips and ideas will be shared with theparticipants on various mobile technologies that are used in this research project, such as ibooks, widgets and web-based programs that canbring alternative approaches to teaching in classes.

IAAB Spotlight Session
10:00-10:30 | Room: Al Khayma

34294

PST Online: Catering to a Changing Educational Landscape Through Enhanced Teacher Education
Yvonne Masters, University of New England, Australia
Sue Gregory, University of New England, Australia
Stephen Grono, University of New England, Australia

Change is constant, particularly in education; the crucial element is to embrace those changes that can lead to improved outcomes for students.
Virtual schools, often wholly online with no physical space, are assisting students who might otherwise be restricted in their educational
opportunities to access education in new ways in order to achieve better outcomes. These students include rural students, those in hospitals,
those imprisoned and those from highly mobile families such as the military. Teaching has been augmented for a long time by technology, andpre-service teachers required a new range of skills to meet this change. While teaching “with” technology is currently addressed in Australianhigher education institutions, the different techniques required to teach solely online, where some students may be in the same space as eachother or the teacher, but the majority will not, are not part of the teacher education courses. PST Online is a website developed to assist bothpre-service and in-service teachers to gain an understanding of virtual teaching and the requisite skills for this form of education delivery. In
this presentation the conceptual underpinning of the need for changes in teacher education will be considered. The perceptions of pre-service
teachers in terms of their preparedness for virtual teaching, ascertained through a survey, will then be presented, followed by a description of
the development of the PST Online website, a repository of online resources that are part of a funded project.
IAFOR Dubai 2017 | IAFOR.ORG | 39

Monday Session I

09:00-10:30 | Room: Al Majlis
Monday Session I: 09:00-10:30
Room: Al Majlis
Humanities: Teaching & Learning
Session Chair: Mohanalakshmi Rajakumar
Discussant: Magdalena Rostron
35517

09:00-09:30 | Room: Al Majlis

American Education in Global Contexts

Tanya Kane, Qatar University, Qatar
Mohanalakshmi Rajakumar, VCUQatar, Qatar
Inas Mahfouz, American University of Kuwait, Kuwait
Angelica Maria De Angelis, American University of Kuwait, Kuwait
Magdalena Rostron, Academic Bridge Program, Qatar
The globalization of American-style higher education is an emerging field of study. The discussion in this symposium will contribute to thescholarship on the project of implementing and expanding US-influenced curricula in the Middle East. Many of the branch campus projects
are only a decade old; the scholars and teachers working there are immersed in the business of establishing new academic traditions. Thisis a liminal moment in the translation and development of higher education worldwide that needs to be captured. What are the challenges,
opportunities and considerations faculty encounter in classrooms in the Middle East? How do faculty translate western higher educational
principles in new contexts? Projects like the multiversity international branch campuses of Education City, in Doha, Qatar, demonstrate
the interest of foreign governments in western education and training. Other collaborations, like the Yale National University of Singapore
College, demonstrate a nationalistic approach, where the nation’s premiere university maintains as high a profile as the invited collaborator.
Such a wide range in mission and matriculation of students deserves further study. We propose to open the conversation about the complex
teaching and learning environment of American-style education in a global context. Contributions will include case studies, pedagogicalinterventions and reflections from faculty based at branch campuses in Kuwait, Lebanon and Qatar.

40 | IAFOR.ORG | IAFOR Dubai 2017

Monday Session I

09:00-10:30 | Room: Al Rimal
Monday Session I: 09:00-10:30
Room: Al Rimal
Language Learning: Language Development
Session Chair: Brigita Bosnar-Valkovic
35116

09:00-09:30 | Room: Al Rimal

The Role of Early Intervention in Language Learning in Children with Down Syndrome
Humera Aftab Sheikh, Capital University of Science and Technology, Pakistan

Down syndrome is a chromosomal condition where instead of the usual 46 chromosomes in each cell there are 47 chromosomes present.
That extra partial or whole copy of chromosome 21 results in the characteristics associated with Down syndrome. This additional genetic
material alters the course of development and causes the characteristics associated with Down syndrome. The apparent characteristic is
special facial and other physical features, and varying degrees of cognitive delays, from very mild to severe. This delay is always evident inlearning. Along with other areas, early language development in children with Down syndrome is delayed by 8-9 months on average whencompared with normally developing children. They achieve their all milestones, including language development, but at a slow pace. One wayof enhancing early language development in these children is giving them maximum exposure to language. The basic objective of this study
was to prove that a deliberate early intervention by the parents and the family can help a child with Down syndrome to develop language ata good pace. To test this hypothesis, a longitudinal study of two children with Down syndrome was undertaken. One of them was broughtup following Vygotsky’s sociocultural theory of language development. The other was brought up in less social and interactive environments.
The result of this study supported the idea that early intervention by the parents and family can produce positive results.
34257

09:30-10:00 | Room: Al Rimal

Comprehension Skills of L2 Collocations: How Accurately, Fluently and Confidently Do Japanese Advanced Learners of English
Understand Collocational Meanings?
Kazuko Matsuno, Shizuoka University, Japan

The purpose of this study is to examine how accurately, fluently and confidently L2 learners interpret collocations. It is difficult for learners
to produce collocations properly and even advanced learners tend to choose unnatural words when they produce incongruent collocations(Howarth, 1998; Nesselhauf, 2005). On the other hand, the way L2 learners comprehend the meanings of collocations has not been sufficiently
demonstrated. The present study, therefore, investigated the comprehension skills of L2 collocations from the above three perspectives. This
study conducted a translation test with video recording time measurements and questionnaires. The participants were thirty Japanese learnersof English, all of whom scored higher than 730 on the TOEIC. The results indicated that 24.74% of collocations were incorrectly understoodby Japanese advanced learners. In addition, excepting memorized units, the more metaphorically the words, which constitute collocations,were utilized, the lower the accuracy rate was. The average speed for understanding collocations was 1668.91 milliseconds. The speed wassegregated into memorized units with faster speed and unknown units with slower speed. The mean assurance rating for collocations was 3.97
and that of free combinations was 4.51. Regarding collocation, the correlation between accuracy and fluency, that of accuracy and assurance,
and that of fluency and assurance were all positive. This study concluded that it is difficult for even advanced learners to understand theincongruently metaphoric collocations accurately, fluently and confidently when they have not learned these collocations as units but are
required to extract the meanings of them from each single word.
33750

10:00-10:30 | Room: Al Rimal

Beneficial Aspect of Code-Switching in a Trilingual Language Classroom

Brigita Bosnar-Valkovic, Faculty of Tourism and Hospitality Management, Croatia
Code-switching has been chosen for the subject of this study in order to present its beneficial aspect in a trilingual language classroom. In
this study the investigated learning situation deals with linguistic code-switching in third language teaching of German. The study attempts
to emphasize and describe the most remarkable features of code-switching as a strategy in learning a foreign language and at the same timeit tries to identify the functions of code-switching and their beneficial aspect. The present study constitutes a small-scale research on codeswitching that sets out from a series of recordings taken on a weekly basis during two hours of German classes in the summer term of 2014.
The recordings present the classroom interaction between a Croatian German teacher and third year undergraduate students in the beginnertrilingual language classroom. The recorded material and the student's book Deutsch im Tourismus 1, by N. Blazevic, served as a basis for a
detailed analysis of the patterns of code-switching among German, English and Croatian. The analysis of various kinds of code-switchingin a trilingual language situation has clearly shown that the teaching situation affects the code-switching-patterns in some respects. Althoughvery preliminary, the study has highlighted the beneficial aspect that code-switching and may have not only in teacher–learner interaction in
the foreign language classroom, but also in foreign language learning generally.

IAFOR Dubai 2017 | IAFOR.ORG | 41

Monday Session I

09:00-10:30 | Room: Amwaj 1
Monday Session I: 09:00-10:30
Room: Amwaj 1
Politics & Society
Session Chair: Kellina Craig-Henderson
31174

09:00-09:30 | Room: Amwaj 1

Boko Haram Insurgency and the Specter of Female Suicide Bombers in Nigeria
Azeez Olaniyan, Ekiti State University, Nigeria

The encounters between Boko Haram and the Nigerian state have been largely nightmarish and calamitous, making it one of the most talked
about phenomena in recent times. The violent activities of Boko Haram constitute a major disruption to the Nigerian state, especially in its
task of achieving peace and development. Apart from persistent threats to the peace, stability and developmental aspirations of the country,
Boko Haram has also wreaked an unimaginably high level of damage on the country’s social fabrics. One such instance is the sending ofyoung female suicide bombers to unsuspecting members of the public, with tales of death, destruction, displacement, sorrows and tears asconsequences. Apparently using indoctrination and exploiting the innocence of underage girls, Boko Haram terrorists have inadvertently
introduced a dangerous dimension to their violent operations. Indeed, resorting to exploiting the innocence of young girls for nefarious
activities constitutes an affront on the shared social, cultural and religious values of the Nigerian people. And this raises some pertinent
questions: what accounts for the Boko Haram insurgency in the first instance? What led to the use of young girls for suicide bombings? How
do they source the girls? What are the implications of this trend on Nigerian society? What can be done? This paper seeks to interrogate
the foregoing questions and by so doing contributes to the discourse on the various dimensions to the Boko Haram insurgency and theimplications for shared societal values, peace, orderliness and development in Nigeria and her immediate neighbors.
33687

09:30-10:00 | Room: Amwaj 1

Blacks and Whites Who Take Flight: Examining the Social Psychology of Group Differences in Decisions to Leave America
Kellina Craig-Henderson, Independent Researcher, USA

At various times in the last two centuries, much attention has focused on migration patterns to the United States. Yet, there has been far
less scholarly focus on the patterns of emigration from the United States. Indeed, apart from government estimates reflected in passport
processing, little is actually known about the Americans who move away from the United States. This study sheds light on the social psychology
of expatriation for Americans who have left the United States. In-depth interviews were conducted with a sample of Americans who reported
leaving the United States for work, love, the desire to travel and beyond. These interview responses were in turn supplemented by survey
responses to an online survey. Whether or not those interviewed differed as a function of demographic attributes was systematically examinedamong other things. Preliminary results reveal differences between Blacks and Whites in reported ease in adjustment, as well as differences
in identity maintenance. Findings are discussed in terms of majority/minority status and acculturation processes.
33914

10:00-10:30 | Room: Amwaj 1

Mitigation of the Impact of Father Imprisonment on the Family: A Study of Social Work Intervention Strategies in the
Nkonkobe Local Municipality
Pius Tanga, University of Fort Hare, South Africa
Akhona Tshaka, University of Fort Hare, South Africa

The South African population is highly populated by single-mothered families. Fatherlessness has emerged as one of the greatest social
problems, especially as children who grow up in families with absent fathers suffer lasting damage. The aim of this study was to examine theimpact of fathers' imprisonment on the functioning of the family and social work interventions to mitigate this impact. Data was collected
through the use of questionnaires and in-depth interviews. This study employed three sampling strategies: namely multi-stage sampling andpurposive sampling as well as snow-ball sampling. The sample was made up of 65 members of families whose father is in prison or had been
to prison and 15 social work officials. Findings revealed that father imprisonment has negative impact that causes dysfunctional families.
The negative impact was caused by loss of the father figure and provider, inequality and stigmatisation against family members. Findings
from social work officials revealed some service-based interventions to mollify family dysfunction. The majority of families were provided
services by social workers through offender re-integration. However, the findings reveal that resources are limited to enhance the provision ofadequate and better psychosocial support to the affected families in order to alleviate the undesirable impact of absent fathers. Also, there islack of unawareness of family interventions services by affected families. There is therefore a compelling case for implementing policies thatwill enable dysfunctional families with fathers imprisoned to have adequate access to psychosocial support services. It was recommended thatthe social welfare system should also be strengthened by embarking on enlightenment programmes that create awareness about family-based
interventions for dysfunctional families with fathers in prison.

42 | IAFOR.ORG | IAFOR Dubai 2017

Monday Session II
10:45-12:15 | Room: Al Waha

Monday Session II: 10:45-12:15
Room: Al Waha
Educational Policy, Leadership, Management & Administration
Session Chair: Austeja Landsbergiene
35344

10:45-11:15 | Room: Al Waha

Leading Internationally, Serving Locally

Mary Ellen Kelly, University of Toronto, Canada
The twenty-first century has been described as a century of rapid technological development and global communication, creating a growing
knowledge economy that is driving the importance of education on a global scale. These global developments have created a growing demandfor international schools, which has also created a demand for educational leaders to manage and lead these schools. What kind of schoolleadership is needed to respond to the learning needs of twenty-first-century learners? How are educational leaders, many coming fromnational education systems, prepared for leadership in an international context? The focus of my research is to provide some answers to thesequestions through a comparative study of educational leadership in a national context to leadership in an international context. The purposeof my research is to add to the fledgling body of work on leadership in intercultural contexts and inform the development of a leadershipframework to support educational leaders working in international contexts. The methodological approach for my research is a mixed-method
approach involving a comparison of education leadership nationally and internationally, and survey and case study research based on aconstructivist and phenomenological perspective that gets at the subjective understandings of individual experience and nuanced concepts ofculture and societies. The conference paper I will be presenting will provide findings from a literature review, anecdotal information from my
own personal experiences, making the case for the urgent need for further research and the development of a culturally responsive leadershipframework.
34617

11:15-11:45 | Room: Al Waha

An Innovative Approach to Student Support System

Mutassim Awadallah, Academic Bridge Program (Member of Qatar Foundation), Qatar
This session introduces participants to a technology-assisted system to providing student support. The system was developed and used at the
Academic Bridge Program (Member of Qatar Foundation) over three years and continues to be expanded and modified. The system identifies
students who would benefit from some sort of intervention, identifies the difficulty that the student is encountering, and then refers thestudent’s case to the relevant member of the faculty/staff. The system guides staff/faculty on how to follow up with the student and allows
that follow-up to be recorded. The system provides mechanisms for tracking the student’s success and the success of the intervention. The
system was developed using MS Access and VBA. If sufficient progress is not made, the system provides the means for further follow-up. The
basic idea of the system is that that those closest to the student and the issue first try to help the student. If those closest to the student andthe issue are not successful after several interventions, then the issue is escalated to the advisor, the department head, and then the relevant
senior administrators. The system is a real-life experience and it is NOT a case study. The system provides an example of how technology
can be used to help monitor students and student support in ways that would otherwise be difficult to follow in real time and to provide a
streamlined way of communicating effectively with others. This software is for education purpose ONLY.
35342

11:45-12:15 | Room: Al Waha

Beginning Teachers' Retention: Can Mentoring Help?
Austeja Landsbergiene, Queen Morta School, Lithuania

Teaching has always been more than just a profession – it's a way of life. We have talked so much about calling to be a teacher that sometimes
it appears to have become a cliché. In Lithuania, for example, we hear about the highly motivated teachers in Finland and therefore associategood PISA results and teacher retention with teacher motivation. But is it really so simple? Within our organisation we have observed that
there is a very big difference between a motivated and an unmotivated beginning teacher. On the other hand, we have also observed thatmany young motivated teachers after three or four months experience "Fullan's dip", or a burnout, where they become highly unmotivatedand discouraged. All in all, oftentimes both motivated AND unmotivated young teachers leave the profession during the first year. Therefore,
we have started a mentorship and group (pair) planning sessions in order to retain young professionals and to help them through the period
when they feel demotivated and discouraged. We have also distinguished what are the most common enthusiasm and motivation "killers"and collect stories from more experienced teachers to share in order to keep up the motivation of the beginners. During my presentation,
I will share what we have done in order to mentor and to retain young professionals in our organisation and how it could be applied in any
educational setting. I believe that it benefits everybody's success and professionalism.

IAFOR Dubai 2017 | IAFOR.ORG | 43

Monday Session II

10:45-12:15 | Room: Al Khayma
Monday Session II: 10:45-12:15
Room: Al Khayma
Higher Education
Session Chair: Grant Cooper
34103

10:45-11:15 | Room: Al Khayma

Challenges of a Scientist Within the Intellectual Leadership in Higher Education
Vilma Zydziunaite, Vytautas Magnus University, Lithuania
Vaida Jurgile, Vytautas Magnus University, Lithuania
Ilona Tandzegolskiene, Vytautas Magnus University, Lithuania

The intellectual leadership is the scope of challenging processes regarding developing, designing, creating, defining, ensuring, critiquing,teaching, instructing, researching, mentoring, enabling questioning, generating, envisioning, advocating, encouraging, re-imagining, managing,
representing, counseling, achieving, evaluating, acting, providing. The aim: to describe how scientists describe the experience of challenges
through the intellectual leadership in higher education. The research question: “What are the challenges of scientist’s intellectual leadershipin higher education?” The Constructivist Grounded theory (Charmaz, 2011, 2012, 2014) was applied in the study. The qualitative data wereanalyzed by implementing initial, focused, axial and theoretical coding according to Charmaz (2012, 2014). The sample consisted of 39
scientists from 10 higher education schools of Lithuania. The theoretical sampling was applied to choose the research participants. Findings:
Scientists meet challenges in their activities within higher education. This experience includes the following aspects: unmet expectations,
isolation of science and practice, developing a research activity for the reward, running down the scientist’s potential, overshadowing scientificwork by pedagogical activities, hindering scientific activities by work overload, lacking financial resources, lacking motivation for cooperation
among academicians, avoiding timely fulfilment of responsibilities, maintaining reputation of international research teams, and losing themission of the science by serving the employer. Conclusions: For scientists the intellectual leadership covers the wide range of aspects inassociation to their roles at the university and/or college. The general components of experienced challenges within the intellectual leadershipin higher education refer to ideas, values, understandings, solutions, beliefs, visions, knowledge, approaches, purposes and actions.
33967

11:15-11:45 | Room: Al Khayma

Access to Higher Education: Does Distance Impact Students' Intentions to Attend University?
Grant Cooper, RMIT University, Australia

The purpose of this study was to investigate if net of other factors, distance was a predictor of students' intentions to study at university.
The Longitudinal Study of Australian Youth (LSAY) data indicated that geographical location in Australia significantly predicts students’intentions to attend university. Provincial students were significantly less likely to report intent to study at university when compared tometropolitan students. Moreover, remote students were even less significantly likely to report an intention to go to university as students in themetro category. As distance increases, the likelihood of students reporting intent to study at university decreases. Students from regional andrural Australia face a number of barriers preventing them from accessing higher education. Increased access to higher education in regionaland rural Australia is one component of a multi-faceted approach to tackling the barriers that commonly impact students’ participation.
34102

11:45-12:15 | Room: Al Khayma

Self-Identity of a Scientist with the Role of Intellectual Leader in Higher Education
Vilma Zydziunaite, Vytautas Magnus University, Lithuania
Vaida Jurgile, Vytautas Magnus University, Lithuania

The intellectual leadership is a process in which new forms of knowledge are generated contextually (Stevenson, 2012). The aim: to describe
how scientists construct their self-identity with the role of intellectual leader in higher education. The research question: “What aspects
are associated with the scientist’s intellectual leadership in higher education?” The Constructivist Grounded theory (Charmaz, 2011, 2012,2014) as the methodology and method was applied in the study. The qualitative data were analyzed by implementing initial, focused, axial
and theoretical coding according to Charmaz (2012, 2014). The sample consisted of 39 scientists from 10 higher education schools of
Lithuania. The theoretical sampling was applied to choose the research participants for the research study. Findings revealed that self-identityof a scientist within the role of intellectual leader in higher education is acknowledged through the following aspects: respect of peers;participation in discussions about science policy; combining the expert judgment and generating the innovative ideas; discovering personal“I” in the higher education school; contributing to the development of researchers and students; learning through cooperation; searchingfor meaning in research performance; performing everyday-routine work; experiencing the limitlessness of intellectual effect. Conclusions:Self-identity of a scientist is emerging through performance of particular roles, which provoke a sense of discipline ownership. Then theimplemented research means something special and personal for the scientist. When the scientist undertakes ownership of his/her academic
work, s/he is more committed and intrinsically motivated or more engaged with the role performance of the intellectual leader at a higher
education school.

44 | IAFOR.ORG | IAFOR Dubai 2017

Monday Session II
10:45-12:45 | Room: Al Majlis

Monday Session II: 10:45-12:45
Room: Al Majlis
Humanities: Literature/Literary Studies
Session Chair: Kenneth DiMaggio
33919

10:45-11:15 | Room: Al Majlis

The Eastern Woman as Seen by the Western Characters in Fatat Misr [The Maiden of Egypt] 1906 by Ya'Qub Sarruf
Mansour Dhabab, King Abdulaziz University, Saudi Arabia

This research discusses the idea of intermarriage between East and West through the vision of Ya'qub Sarruf in the novel Fatat Misr,
published in 1906. Sarruf named his novel “The Maiden of Egypt” so as to symbolise the whole nation in one woman. He fought against
the West not through resistance, but by the opinions he expressed through his writing. Was the relationship between East and West built on
peace and understanding? The following sections will discuss the relationship between Henry (who represents the West) and Bahiyya (whorepresents the East). The conclusions will help to answer the following questions: how was the Western man imagined and seen by the Eastern
woman? What were the views of the Westerner's family (in this case Dora, Henry's sister) regarding the Eastern woman? What were thefactors that influenced the relationship between the West and the East? How did the author describe the City of London and materialistic
life in the West? And finally, what, according to the writer, was the East lacking in order to attain the high levels of development found in the
West? This research then analyses the main obstacles to East–West relations and introduces suggestions to overcome it.
34957

11:15-11:45 | Room: Al Majlis

The Mare in Miral Al-Tahawy's The Tent

Shahd Alshammari, Gulf University for Science and Technology, Kuwait
Arab Bedouin communities have long been a subject of analysis by Oriental scholars. There has been a great tendency to exoticize the Bedouinman, and particularly the Bedouin women. A custom often overlooked and misunderstood is the significance of the ideology of “asil” or “pureblood”. It was as important to keep the family’s blood line “pure” as it was to maintain the horse’s, or mare’s, breeding. I plan on examining thisidea throughout my paper. When Bedouin women occupy the same space as the mare, is this utter objectification of their bodies, or perhaps, isthere a huge value placed on the woman? The mare’s significance has also been present in some works of literature. The Tent, by Miral al-Tahawy,
presents us with a protagonist, Fatima, who loses her mare to a foreign Orientalist in exchange for her education. With the mare’s loss comes
Fatima’s loss of self and identity, and eventual descent into madness. The mare is significant to Bedouin culture, and it is this contact with thecolonizer that threatens the culture and the psyche. This paper will combine both cultural ideologies as well as a literary examination of the above
mentioned work. It aims to present a new approach at looking at the significance of the mare in Bedouin culture and literature.
34211

11:45-12:15 | Room: Al Majlis

Identity Quest: When East Meets West in Bahaa Taher's Sunset Oasis: A Post-Colonial Reading
Mona Kattaya, Ain Shams University, Egypt

The cultural representation of the Western Other in modern Arabic fiction is a formidable body of texts that stretches over a span of almost one
hundred years – from the beginning of the twentieth century until the present. Emerging out of the experience of colonization, most of these fictional
narratives have asserted themselves by foregrounding the tension with the imperial Other, thus emphasizing a discourse where the encounter between
East and West, whether literal or metaphorical, has been presented in a series of deep-rooted dichotomies of East/West, colonized/colonizer, slave/
master, backward/civilized, material/spiritual, bonded/free, ruled/free, etc. From this cultural output stands out Bahaa Taher’s Sunset Oasis (2007).
The winner of the inaugural International Prize for Arabic Fiction (IPAF) in March 2008, Sunset Oasis in a way continues the initial perceptions of
the West in Arab fiction, but, more importantly, it, in other ways, contests them. This paper throws light on how, in its decidedly holistic perspective,
Taher’s novel goes beyond the usual chaos and conflict into spaces of love, understanding, harmony, equality, dialogue, exploration, compatibility andreconciliation. This paper addresses the question of representation in Sunset Oasis on both thematic and technical levels. The paper aims to study how
the Arab/Eastern narrative-self, Taher’s in this case, represents and perceives of the West, and how this West lives in the Eastern consciousness andsubconscious as part of the Self; negating it is an obliteration of the Self, an obliteration of an essential part to discover itself.
33294

12:15-12:45 | Room: Al Majlis

When One Novel Talks with Another: The Dialogue Between Camus' The Stranger and Kamal Daoud's The Meursault Investigation
Kenneth DiMaggio, Capital Community College, USA

One of the twentieth century's major works of fiction is Camus' The Stranger, a novel where a French Algerian kills an Arab and is executedfor it. Is his condemnation based more on his disinterest in the recent passing of his mother? For many years, Meursault, the protagonistof this novel, beguiled readers with his absurd-like act of murder. But neither Meursault nor his Western-reading audience ever tookmuch notice of his victim. Recently, Algerian author Kamal Daoud wrote about this victim in his novel The Meursault Investigation. Daoud's
novel becomes a dialogue with the text that gave birth to his story. If Camus' The Stranger is the French father, then Daoud's The Meursault
Investigation is the Algerian stepson. But father and stepson are also texts that share the same story, landscape, and even destiny. In sodoing, Meursault's murder may seem less absurd now that we know about his victim – a fully developed character in Daoud's novel. If
the nameless Arab victim in Camus' text represents the overlooked colonized subject, he becomes the independent character rewriting anarrative he previously had no voice in.
IAFOR Dubai 2017 | IAFOR.ORG | 45

Monday Session II
10:45-12:15 | Room: Al Rimal

Monday Session II: 10:45-12:15
Room: Al Rimal
Teaching & Learning Languages
Session Chair: Nobue Tanaka-Ellis34164

10:45-11:15 | Room: Al Rimal

A New Approach to Integrate Career Education with English Instruction in Japan
Ryusuke Yamato, Kyoto Sangyo University, Japan

Under the recent harsh economic circumstances, Japanese industry has not been able to provide new employees with adequate in-housetraining. This lack of OJT (on-the-job training) led to increasing demand for college graduates who can serve as immediate and effective
resources. Many universities in Japan, however, have failed to meet this social demand, especially in terms of foreign language education.
Given this situation, this presentation reports an ongoing study whose purpose is to develop a new instruction model with a soundtheoretical background of integrating career education with English education so that the transition from school to work goes smoothly.
In this presentation, after reporting the current situation regarding career education and vocational education in the government policies
on education, the presenter elucidates how these policies are reflected in English classrooms in Japan. The elucidation strongly suggests anecessity of developing a new EFL (English as a foreign language) instructional approach so that Japanese youth may design their lifelong
career through learning English in a globalized society, not simply focusing on a specific job. In order to construct a guiding theory, thepresenter draws on CLT (Contextual Learning & Teaching) by Johnson (2002) and IEM (Interactive Experience Model) by Falk & Dierking(2000). Lastly, learners of perceptions of their English proficiency, employability and future happiness are discussed in light of English
education as lifelong career-designing catalyzer.
34218

11:15-11:45 | Room: Al Rimal

The Effect of "Looping" on English Language Acquisition and Learning in General amongst Elementary Students in Abu Dhabi
Fajir Amin, The Fulbright Program, Bureau of Education and Cultural Affairs, Department of State, USA

Looping refers to the practice of a teacher remaining with the same cohort of students for more than one school year, and the following
is a request to present the possible effects such practice may have on the attitudes and aptitudes of students towards English Language
Acquisition specifically and Learning in General in Cycle 1 schools in the United Arab Emirates. A Fulbright Scholar, I was sent by the UnitedStates to research this very subject after spending two years teaching in an Abu Dhabi Education Council Cycle 1 school on the remote Islandof Delma, where I looped with the same student cohort for two years. That experience inspired me to submit a proposal to research thefollowing subject, which I am doing for the next 8 months. The importance of bringing this paper forth stems from the fact that its potential
findings may highlight looping as a possible “best practices” for English Language Acquisition within Cycle 1 schools in the United ArabEmirates, and possibly other countries where second languages are being taught on a macro scale within the education system, examining
advantages of looping towards the promotion of better understanding of the cultural exchange of the language, highlighting how the learning
process can be affected by having a teacher stay with the same students for more than one year, the possible impact this may have on thelearning community as a whole which includes students, parents, and even administration and staff.
34204

11:45-12:15 | Room: Al Rimal

Revising the L2 Motivational Self-System: A One Size Fits All Theory or Not?
Keita Kikuchi, Kanagawa University, Japan

Who is a good language learner? When we think of the answer to this kind of question, we may think of a learner with motivation. However,understanding motivation thoroughly is not an easy task. In the last three decades, several motivational theories including the L2 Motivational
Self-System (L2MSS) have been used to explain learners’ motivation structure. A decade has passed since Dörnyei advocated the L2MSS, andthe studies applying this theory has thrived (Boo, Dörnyei & Ryan, 2015). This theory consists of three key constructs: the Ideal L2 Self, theOught-to L2 Self, and the L2 Learning Experience. Using this theoretical background, a large survey study was first conducted in Hungary(Csizer & Lukacs, 2010; Dörnyei , Csizér & Németh, 2006; Kormos & Csizer 2008). Later, Taguchi, Magid and Papi (2009) ran a comparative
study in Japan, China and Iran. Other researchers have also done studies in Saudi Arabia (Al-Shehri, 2009), Sweden (Henry, 2009, 2010),
Indonesia (Lamb, 2012), and in Germany (Busse, 2013). Very recently, You and Dörnyei (2015) published research based on Chinese learnersof English (N = 10,413), the largest among these studies. Based on the findings from these studies and my ongoing survey study based on
868 college freshmen (Kikuchi & Hamada, in preparation), the presenter discusses the applicability of the L2 Motivational Self-System inJapanese contexts as well as in different countries. At the end, discussion towards the revision of the three key constructs of the L2MSS in
the Japanese context is made.

46 | IAFOR.ORG | IAFOR Dubai 2017

Monday Session II

10:45-12:45 | Rooms: Al Rimal & Amwaj 1
34222

12:15-12:45 | Room: Al Rimal

Ranking Competencies of Oral Output Produced by EFL Learners of Low Proficiency
Nobue Tanaka-Ellis, Tokai University, Japan

Achieving a good command of English is valued in Japan, although the English proficiency of Japanese people is among one of the lowest
in developed countries. Despite educators’ efforts to reverse the situation, it has not been successful. This is because the current feedback
methods may not cater for those with very low English proficiency. For instance, once learners are categorised as “low”, they may not receive
detailed feedback on their L2 skills. This study attempts to create those further categories. The speech samples were collected from 60+
first-year EFL students at a Japanese university, whose TOEIC scores ranged from 190 to 350. The data was collected through a Learning
Management System as a part of students’ assignments. The data was to be analysed with Complexity, Accuracy, and Fluency (e.g. LarsenFreeman, 2009); however, this did not work on these samples, as their speeches often lacked predicates and were not long or complex enough.
In searching for means to analyse such utterances, the researcher came up with a system that uses C-unit, instead of T-unit, and ranked theuttered words based on categories from Academic Word List, General Service List, and words and grammar on several English textbooks for
A1 to A2 CEFR learners. This method enabled comparisons to be made among different utterances that were previously dismissed as lowlevels. Although the system may need more refinement, it would be useful for researchers/teachers who work on similar type of data, andgiving more tailored feedback to English learners.

Monday Session II: 10:45-12:45
Room: Amwaj 1
Globalization, Internationalization & Identity
Session Chair: Edward Irons
34748

***

10:45-11:15 | Room: Amwaj 1

East Meets West: A Glimpse of the Globalization and Internationalization of Innovation and Discovery
Zarmina Israr, Jawaharlal Nehru University, India

Whether it be politicians, businessmen or academics, “globalization” is a term that is largely used by everyone in the discourse of development.
In the McLuhanean view, the result of the advent of electronic media can be seen as the creation of a "global village". In the contemporary
political and academic sphere, globalization stands for little more than a synonym for phenomena like the pursuit of classical liberal/freemarket policies in the era of economic liberalization, the dominance of Westernization or Americanization, the Information Revolution,
global integration, etc. The globalization of production technology lies within the native country of different enterprises. For the increasing
global segments of industries chain, and the increase in overall knowledge of the economy, the role of globalization is unprecedented. In
this framework, the major points have to be discussed. Moreover, my paper proposes to focus on the role of national borders in totality,
and will examine the methods or procedures that led to this innovation across industries and countries. For this reason, this paper aims todeal with new facts and points regarding the gradual process of globalization and engaging it with different indicators focusing on Foreign
Direct Investment (FDI). Internationalization strategies and trends of the activities that take place in the process of innovation will also be
examined in the paper. Before the discussion of the border innovation methods and procedures, important practical and theoretical issues will
be given fair attention. Before stressing the importance of the major policies and their dimensions and instructions for future innovations anddiscoveries, this paper also throws some light on global technological issues that have become key factors on the horizon of world economy,
polity , and geopolitics, and brought paradigm shift.
34858

11:15-11:45 | Room: Amwaj 1

Analysis of Bataan Tourism Industry: Bases for Extension Activities of Faculty and Students of Bataan Peninsula State University
Thelma Manansala, Bataan Peninsula State University, The Philippines
Elizabeth Joson, Bataan Peninsula State University, The Philippines
Ann-Regine Lim, Bataan Peninsula State University, The Philippines

This paper aims to assess and evaluate the knowledge ability and level of appreciation of the selected barangay officials and residents equallydistributed in the 11 towns and 1 city in Bataan, Philippines. The study used the descriptive method and qualitative method of research where
the sample respondents were chosen at random. Important findings of the study showed that the barangay officials and the residents wereknowledgeable and appreciative in Mt Samat as one of the historical places in Bataan while in the other historical places, natural made placesof attraction and beaches and resorts they were less knowledgeable and they were less appreciative. Result of the study implies that there
were three major problems besetting the tourist industry in the province, namely: entrepreneurial skills to market the product, insufficient
government funding to upgrade level of standards and tourism entrepreneurial skills mismatch the target clientele. The BPSU Tourism faculty
and students, through its extension activities, will plan a program of activities that may improve and advance the tourism industry.

IAFOR Dubai 2017 | IAFOR.ORG | 47

Monday Session II
10:45-12:45 | Room: Amwaj 1

33780

11:45-12:15 | Room: Amwaj 1

Holidaying the Halal Way: The Islamisation of Tourism Practices in Alexandria, Egypt
Jihane Adeimi, Edinburgh Napier University, UK

This paper explores tourism performances and experiences in Alexandria in the wake of the Arab Spring. Drawing on the mobilities paradigm,
this study is the first of its kind to primarily examine tourism practices in Alexandria, the embodiment of Islamic tourism, and how sometourist spaces within the city are being (re)produced and socially represented. Calls for the Islamisation of tourism in post-Mubarak Egypt
triggered heated debates among the protesters, revealing the controversies in Islamist discourses and the complex relationship between
Western-style tourism and Islam which fluctuate between accommodation and confrontation. What is suggested is a greater control over someWestern tourism practices and the development, instead, of Islamic tourism across Egypt, which involves Islamic cultural tours as well as
Muslim-friendly beaches and accommodation (alcohol-free environment, separate facilities for men and women, prayer facilities, Islamic dress
code “Burqini” etc.). Alexandria has been chosen as a case study – a place drifting away from what it once was; a liberal, cosmopolitan, Westernsummer destination – where fieldwork has been carried out, using a series of auto-ethnographic research methods: participant observation(diary notes, photography), in-depth interviews with various stakeholders, informal discussions with locals and tourists, and documentation.
The findings are indicative of the blurring line between tourism practices and the Egyptian everyday lifestyle, and a clear gap between theneeds of the locals/domestic tourists and official tourism development plans as well as the use of bodily practices as a powerful tool to affirm
a cultural/Islamic identity in a Western-tourism-oriented country.
35095

12:15-12:45 | Room: Amwaj 1

The Allure of the Cosmopolitan: Markers of Baku's Identity
Edward Irons, The Hong Kong Institute, Hong Kong

Baku, called by many "the Dubai of the Caspian", is on a roll. Since approval of its urban master development plan in 2010 the city is beingtransformed. The image it presents, its brand, is that of a cosmopolitan capital, diverse, secular, and open. Baku’s identity is tied to its uniquelocation: while always a part of the Caucasus, it also sits on the edge of Central Asia. More importantly, in the world’s imagination it’s always
been where oil bubbled up. In its first oil rush period in the late 1800s the city took on a European veneer. Now that European orientation
is being updated with a mix of ultra-modern as well as Revivalist architecture. The impact of oil wealth is clearly evident everywhere – on
the streets, in the modern new buildings, to the Formula One races. It feels modern, open for business. This paper will situate Baku’s current
development in history and ideology. Using Sharon Zukin’s concept of authenticity as a reflection of social anxiety, the paper discusses thecultural and ideological tensions brought out in each iteration of Bakinian modern identity. These tensions range from Islamic folk religious
practices to unfettered capitalism, from Soviet era colonialism to globalized cosmopolitanism. Baku continues to be a workshop of urban
development.

48 | IAFOR.ORG | IAFOR Dubai 2017

Monday Session III
14:00-15:30 | Room: Al Waha

Monday Session III: 14:00-15:30
Room: Al Waha
Primary & Secondary Education
Session Chair: Subramaniam Ramanathan
34783

14:00-14:30 | Room: Al Waha

The Influence of Political Economy Context on Policy Reform: Primary Education Curricula Reform in Egypt
Maha Ahmed Khalil Nouman, Cairo University, Egypt

The main research statement the current paper will try to examine is: how has the turbulent political and economic conditions that Egypt
has been passing through since January 25, 2011 affected the trends of reform in primary education? More specifically, curricula reformtrends. The main hypothesis of this research is that the Egyptian successive governments perceived curricula reform as a keystone in primaryeducation reform. Therefore, the Egyptian government endured some extended effort in that regard during Mubarak's reign, and allowed
some non-profitable organizations to work in cooperation with the ministry of Education and Pedagogy on reforming curricula within
a limited freedom. The obvious shift that could be alleged is when Muslim Brotherhood got to power in late 2011. Muslim Brotherhoodsought feverishly to change the primary education curricula; however, the intended outcomes didn't target improving the quality of theeducation process generally, rather than serving their controlling plan over state apparatus. Muslim Brotherhood efforts deeply targetedneither education quality issues nor giving more attention to issues related to building a new generation that believes in democratic values.
The impact of the curricula development process could be described as limited to a great extent. The strong centralized grip that the Statehas been exercising over the curricula reform process could partly explain that. Moreover, it has been always circulated in an implicit way inmedia and among researches circles that there have been some interest networks that have exercised a direct influence to keep the status quoof the current situation.
34266

14:30-15:00 | Room: Al Waha

Kuwaiti Student Achievement in Mathematics: Findings from TIMSS Assessments
Farah Almutawa, Kuwait University, Kuwait
Dalal Almeea, Ministry of Education, Kuwait
Ghazi Alrasheedi, Kuwait University, Kuwait

The study aimed to analyze the performance of Kuwaiti students in the fourth and eighth grade in Trends of the International Mathematics
and Science Studies (TIMSS), since the State of Kuwait participated in these tests for almost twenty years (1995-2015), as well as analysing
the performance of students in the fields of the mathematics content and cognitive domains and skill. Results showed an overall decline in
the performance of students in the fourth and eighth grades; females appeared to do better than males on TIMSS tests.
34158

15:00-15:30 | Room: Al Waha

Communicating Science Through Exhibits

Subramaniam Ramanathan, Nanyang Technological University, Singapore
Primary school teachers in Singapore generally do not have a science degree. As part of their professional development, they regularly attend
in-service courses to upgrade their competencies. The present study, part of a full time in-service course conducted at the university, had an
assignment that requires teachers (N=28) to work in groups and fabricate an exhibit that can be used to communicate scientific concepts in
an interactive manner. They need to make use of commonly available materials and, where items need to be purchased, the cost should notexceed S$10. Teachers were given about 4 weeks to work on this project not continuously but during breaks in the in-service course schedule
and, where necessary, during their free time outside the course schedule. The activity affords teachers enormous scope to acquire better
understanding of key scientific concepts when working in an applied context. Evaluation of the activity was done through a validated survey,
teacher reflections, demonstration of the exhibit by teachers for communicating science and document analysis of the written reports. Results
show that the activity produced significant gains in conceptual understanding of key concepts by the teachers, more confidence by them incommunicating science to their peers, and high interest levels when learning by doing in an applied context. Images of selected exhibits will
also be shared during the presentation. Some implications of the study are discussed.

IAFOR Dubai 2017 | IAFOR.ORG | 49

Monday Session III

14:00-15:30 | Room: Al Khayma
Monday Session III: 14:00-15:30
Room: Al Khayma
Curriculum Research & Development
Session Chair: Anna Marie Dillon
34123

14:00-14:30 | Room: Al Khayma

Formative Assessment – Enhancing the Teaching and Learning of Malay Language for Higher Ability Students
Hanita Abd Aziz, Ministry of Education, Singapore
Salina Saiman, Ministry of Education, Singapore

Assessment is an integral part of the learning process. Assessment can be conducted formally or informally as long as it meets the learning
objectives. In Singapore, a balanced assessment has been in place in our education system for quite some time. Though summative assessment
plays an important role in national examinations, formative assessment has its place in Singapore classrooms. Formative assessment has been
incorporated into classroom teachings to engage students in quality learning. Many researchers have shown that formative assessments havea positive impact on students’ achievement. This study focuses on formative assessment for students of higher language ability who offer the
Malay language. It is important to ensure that these students are able to raise their standards further and to develop skills that are invaluable
for learning throughout their lives especially in the Malay language. The skills in focus are developing ideas, connecting the ideas into a larger
context and judging the quality of their own work and the work of their peers. This study aims to look at how formative assessment candevelop those skills. The focus of this study is not to look at the correlation between formative assessment and students’ achievement. Rather,qualitative data is collected from sample schools to look at how teachers and students use the formative assessment-based results/feedback
to adjust teachers’ instructional practices and improve students’ learning skills.
35346

14:30-15:00 | Room: Al Khayma

Young Children's Fantasy Play in Preschools: A Study of the Construction of Children's Identities, Knowledge and Culture
Nazeeha Khoja, McGill University, Canada

In their fantasy play, children create a context within which imagined situations and characters can thrive while the narratives and dialoguesof children's play also constitute their realities and give meanings to their everyday lived experiences (Ahn & Filipenko, 2007). In thisresearch, I examine how a group of Saudi Arabian preschool children engage in playing different social roles while also negotiating rulesthat produce and reproduce meanings about who they are in relation to others. In this ethnographic study, I have been collecting data by
being a participant observer in a preschool setting in the city of Riyadh, Saudi Arabia over a period of 8 weeks. The preliminary findingsof my research have shown the extent to which fantasy play can provide children with a safe space in which to experiment with language
and engage with one another in understanding complex thoughts. In particular, I intend to discuss the emergent themes from the children’s
play that reflect some of the social and cultural beliefs in relation to gender stereotype, social structure in families, and beauty and power.
In this preliminary analysis and discussion, I present the data from a sociocultural perspective, particularly Vygotsky’s theory (1978) of theZone of Proximal Development (ZPD) which posited that when children interact with one another in a shared practice, they achieve “higher
mental functioning”. Within this theory, the skills and concepts that children encounter during their play will ultimately become part of their
independent learning and self.
34216

15:00-15:30 | Room: Al Khayma

Fostering Developmentally Appropriate Practice in a Bilingual Laboratory School in the UAE
Anna Marie Dillon, Zayed University, UAE

This paper explores Early Childhood Care and Education (ECCE) programs with the purpose of advocating for innovation in the developmentof a curriculum framework for the early years (0-3) in the United Arab Emirates (UAE). Definitions of ECCE are explored with reference
to a nurturing pedagogy within various cultural contexts. The objectives of and approach to this study are viewed through an ethnographic
lens as the main objective is to explore how teachers interpret developmentally appropriate practice in one specific setting and the author has
a close association with the setting as the Director. This paper takes specific examples from feedback written by 13 teachers who conducted
strengths-based peer observations at a laboratory preschool affiliated with a federal university in the UAE. The Appreciative Inquiry model ofactively seeking what is right in an organization provides new possibilities for constructive change. The importance of promoting play-basedlearning as developmentally appropriate practice is highlighted both in the literature and in their observations. The current strengths thatexist at preschool and kindergarten level within school reform in the UAE, particularly in relation to language learning within a dual language
immersion model, can be harnessed for the development of a curriculum framework for the early years as the UAE seeks to be a global andregional leader in innovative practices.

50 | IAFOR.ORG | IAFOR Dubai 2017

Monday Session III
14:00-15:30 | Room: Al Majlis

Monday Session III: 14:00-15:30
Room: Al Majlis
Language Education
Session Chair: Najwa Saba 'Ayon
34318

14:00-14:30 | Room: Al Majlis

English Language Learning and Employability: The Indian Perspective
Nandita Choudhury, BML Munjal University, India

India is now perceived as a country that is on the cusp of becoming an industrial and IT superpower. India is progressing rapidly anddemographic dividend is beginning to yield results. As the Indian private sector expands and becomes more competitive, there is a requirement
for skilled professionals who will steer the course of this progress. There is an exponential demand for a trained workforce. This brings
into perspective the notion of employability. Employability refers to the ability to remain employed due to relevant skills that an employee
possesses. The ability to use language effectively always remains at the top of any industry’s wish list. In the current scenario of globalisationand economic liberalisation, more and more multinational companies are setting up offices in India and hence, English has gained importanceas one of the basic requirements to be employable in the corporate sector. Although knowledge of English is one of the most important
employability skills, English language learning has always posed a challenge to decision makers and instructors, keeping in mind the vast
diversity of the sub-continent. The paper explores the challenges of ESL teaching and learning in India. It also looks into the entire aspect ofmaking our graduates employable from the stakeholder perspective. The objective of this paper is to discuss the English language skills that
graduates require to make them employable.
35314

14:30-15:00 | Room: Al Majlis

Developing a Knowledge Translation Strategy to Promote Professional Language Competency in Occupational Therapy
Tram Nguyen, University of Ottawa, Canada
Sue Baptiste, McMaster University, Canada

Introduction: In today’s society, increasing globalization has prompted an unprecedented rise in human displacement in the workplace.
Healthcare professionals are seeking entry into practice outside of their home country. The integration of internationally educated healthprofessionals – in this case, internationally educated therapists (IEOTs) – is essential for prosperity and productivity in many countries globally.
Assessing comprehension and communication of professional language is key in preparing IEOTs for practice. Purpose: The purpose ofthis presentation is to: 1) build capacity among professionals about an evidence-based and self-reflective assessment for comprehension andcommunication (i.e. the MACC) in occupational therapy, and 2) develop a knowledge translation strategy to enhance utilization. The principlesof this assessment have the potential to be applied across cultures and practice scopes. Conclusions: This presentation represents the firststage of developing a plan to increase awareness and use of the MACC. It is hoped that this presentation will enhance knowledge mobilization
for the importance of assessing professional language competency not only in occupational therapy but other health professions and beyond.
33888

15:00-15:30 | Room: Al Majlis

Flipped Classroom: The Case of Professional English Writing Course
Najwa Saba 'Ayon, Rafik Hariri University, Lebanon

Recently the teaching trend is to keep up to date with the boom in technology. Flipped teaching, which is rated as one of the “top trends ineducational technology” (Watters, 2012), has gained footing in EFL/ESL classrooms only recently (Fahim & Khalil, 2015; Bauer-Ramazani,
Graney, Marshall & Sabieh, 2016). To follow the teaching trend, the researcher implemented the flipped classroom in Professional English
Writing course at a private Lebanese university. The aim of this paper is to investigate the participants’ (students and teacher) perceptions offlipped learning (FL). Using a case study design, the researcher used multiple data-collection instruments. The collected data were analyzed
quantitatively and qualitatively. The conclusions derived from the different analyses were triangulated. The findings reveal that a lot of theparticipants perceived FL as beneficial in terms of helping students become more responsible for their own learning, more engaged in classactivities, and hence more motivated to learn. However, a few students openly expressed their negative attitudes towards this new strategy. The
researcher recommends that flipped classroom be used in other courses to turn passive, dependent learners into active, independent learners
to meet the demands of the twenty-first century.

IAFOR Dubai 2017 | IAFOR.ORG | 51

Monday Session III
14:00-15:30 | Room: Al Rimal

Monday Session III: 14:00-15:30
Room: Al Rimal
International Relations, Human Rights & Political Philosophy
Session Chair: Sherry L. Xie
33760

14:00-14:30 | Room: Al Rimal

Dependency Theory and Sub-Saharan Africa

Akor Omachile Opaluwah, Nottingham Trent University, UK
First developed in the 1950s, dependency theory, which is based on the premise that underdevelopment is a product of the uneven relationshipbetween the “third world” and the “first world”, was developed. The argument that resources (both human and natural) continually movefrom underdeveloped societies to developed societies is responsible for the persistent poverty and underdeveloped in these societies, wasexplored by theorists. Critics have argued, though, that its prevalence has diminished since the 1960s and 1970s and the rise of globalisation.
Moyo (2009) notes that there is still a significant level of imbalanced unidirectional movement of resource occurring firstly within theseunderdeveloped societies, and also between the underdeveloped societies and their developed counterparts. This movement of skills andresources from the rural to the urban/developed centre has left the rural centres in poverty and underdeveloped. This disparity and a numberof other factors continually tilt the balance in societies, thereby facilitating the movement of resources to these developed centre. The
response to these movements by policy and government practice has not produced any equitable solution. It is in light of this that this paper
explores the contemporary nature of the dependency theory discourse and its occurrence in Nigeria and sub-Saharan Africa. An analysis of
its effect on development, identity and participation are fundamental for the design and implementation of policies that will mitigate andreverse its negative effects.
33803

14:30-15:00 | Room: Al Rimal

Setting an Example as Resistance, in the Absence of Prospect for Freedom
Omid Payrow Shabani, University of Guelph, Canada

The tyranny of the theocratic regime of Iran and its grip on power comes with almost military put-down of the opposition. The reformist
model of change, formulated and practiced for eight years by such figures as Mohammad Khatami, finds itself in a feeble situation as
reformists have lost both the trust of the hardliner in the regime and the confidence of the general public. In this circumstance, neither
rebellion is possible nor reform, but more importantly, no prospect for freedom exists. Relying on the work of contemporary Italian politicaltheorist Alessandro Ferrara entitled The Force of an Example and an Italian Renaissance writer, Baldassare Castiglione, and his book Il Librodel Cortegiano, I propose to view the ethos of Iranian moderates as a form of resistance that aims to sets an example of just conduct so to
influence the supreme leader. Seen in this light, as the courtier at the court of the supreme leader, moderates’ virtuous conduct aims to teachthe leader a more civil way of comportment by setting an example, thus resisting his heavy-handed oppression. As an example the moderates’
conduct presents the force of “what is as it should be”, providing a model of behavior that aims to make their “master” a better leader byhoping to lessen the harsher aspects of his rule.
33143

15:00-15:30 | Room: Al Rimal

Considering Privacy or Not: A Comparison of Practices Between China and the European Union
Sherry L. Xie, Renmin University of China, China
Amelie G. Y. Fan, Renmin University of China, China
Siyi Li, Renmin University of China, China

The concept of privacy is one associated with many connotations, from being a part of human rights to a part of property rights, depending
upon the different schools of thought or the particular legal environments in which societal actors act. The rising of the online world, where
people are eager to mimic all aspects of their physical lives, has brought privacy concerns in a way that the traditional protection mechanisms
will find extremely hard to keep up: digital technologies continue to gain capacities of permitting more and more private lives to be showcasedin front of a group of others or even the general public, and people are increasingly willing and often times enthusiastic to “put themselves
out there”. The concern toward the old, encompassing idea of privacy, therefore, appears to stand only to a shrinking portion of the humanpopulation, who consider, still, privacy protections as more than just the rule of no-camera-in-bathroom. In light of the developmentsof today’s digital world, should the concept of privacy be redefined as precisely “digital privacy” in order to accommodate the changing
perceptions of the net resident generation? What impact will a reduced scope of privacy have on people’s social and economic lives, or isthere indeed a need to tighten up privacy protections with people’s online lives? This presentation reports on the findings of the comparative
study between the practices in China and the European Union that aimed to explore answers to such questions.

52 | IAFOR.ORG | IAFOR Dubai 2017

Monday Keynote Session
16:00-16:45 | Room: Amwaj 1

By Natural Law the Earth Is Held in Common

Robert J. C. Young, New York University, USA & New York University Abu Dhabi, UAE“naturali iure communia sunt omnia haec … terra.” – The Institutes of Justinian
If Justinian’s Institutes of the sixth century appeared to prescribe and lay down an equal sharing of the earth, today this appears as an ideal,
not a reality. Historically innovation and discovery have often worked to unbalance human societies on earth and the power relations between
them. In this talk I will consider the ways in which those historical forces continue to influence our actions and how far we need to take theminto account when we imagine possibilities for transformation.

Monday Session IV

17:00-18:00 | Rooms: Al Waha & Al Khayma
Monday Session IV: 17:00-18:00
Room: Al Waha
Workshop Presentation
34013

17:00-18:00 | Room: Al Waha

How to Strategize a Happy Life Style through Mindfulness Educational Curriculums
Ruba AlZeer, SusPact - Happiness Life Styled, Palestine

The advancement in biometrics and medical technology has magnificently contributed to the quantify-ability of emotional states including
happiness from which the why of unhappiness can be pinpointed. Having scientifically decoded how to measure happiness, I remind youof that age-old phrase “you can only manage what you can measure”. Once the source of unhappiness is identified, the strategy towards
sustainable happiness can be mapped and the key to this is meticulously designed mindfulness educational and coaching curriculums ofsustainable happiness for individuals and corporations.
Monday Session IV: 17:00-18:00
Room: Al Khayma
Workshop Presentation
34185

17:00-18:00 | Room: Al Khayma

Integrative Science Classroom Pedagogies for Developing Student Awareness of Social Values and Life Skills in a VUCA World
Kok Siang Tan, National Institute of Education, Nanyang Technological University, Singapore

We are often confronted with dilemmas, decisions and problems. “Most of us (would) avoid complexity and ambiguity and seek out the
comfort of simplicity and clarity” (Martin, 2007). However, the twenty-first century is often described as “Volatile, Uncertain, Complex andAmbiguous” or “VUCA” (Mack et al., 2016). So how might schools better prepare students for this VUCA world of work and life? The aimof this workshop is to introduce participants to various classroom pedagogies that integrate student learning and thinking experiences during
routine classroom science lessons. The objective is to help teachers and students learn how to deal with complexities and uncertainties in life
more effectively. These pedagogies include the use of 1) reversed analogies to raise student awareness of positive social values and life skills
during science lessons (Tan & Santhanasamy, 2012), 2) classroom reflective learning strategies (Tan 2009), and 3) the critical thinking skills ofacquiring, appraising and using science knowledge and information learnt in class meaningfully (McTighe, 2010). The workshop activities aredesigned as bite-sized learning tasks (relevant to the curricular requirements) and are most suitable for senior elementary and lower middle
school science classes. These pedagogies are currently practiced in some primary schools in Singapore and are also suitable for preparing
secondary school students to become more aware of, and interested in, STEM-related learning opportunities.

IAFOR Dubai 2017 | IAFOR.ORG | 53

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TuesdayFebruary 28

IAFOR
Dubai
2017
IAFOR
Dubai
2017
| IAFOR.ORG| 55| 55
| IAFOR.ORG

Tuesday Session I

09:00-10:00 | Room: Al Waha
Tuesday Session I: 09:00-10:00
Room: Al Waha
Education: Adult & Lifelong Learning
Session Chair: Liliana Dozza
34248

09:00-09:30 | Room: Al Waha

The Effective Introduction of Self-Efficacy and Self-Regulation Strategy to the TOEIC Preparation Courses in a Japanese University
Arata Fujimaki, Tokai University, Japan

This study aims to provide effective ways of introducing self-efficacy and self-regulation strategy into TOEIC preparation courses in a
Japanese university. It has been emphasized that students in various universities in Japan show a great diversity in their English language
proficiency. However, regardless of their current proficiency level of English, TOEIC preparation courses are said to be the most popular
ones in the English language program. In order to encourage and foster the students to improve their English language proficiency,
the author introduced the self-regulation strategy together with the careful observation of their self-efficacy. As a result of employing
alternative ways to conduct TOEIC courses, the author was impressed by the significant development on students' motivation levels andthe TOEIC test results. As a result of these experiences, perhaps the students went through what is called a confidence-building process,which allowed several students to improve their TOEIC scores considerably. If the TOEIC preparation courses in a university are simply
the repetition of the question and answer process, the entire courses themselves might result in being rather monotonous and unattractive
to the students. But by actively introducing small changes into the language classroom, and carefully observing students' self-efficacy andself-regulation strategy, we hope to be able to implicitly and explicitly scrutinize our own teaching styles. This form of reflective practicewill assure the students that they will effectively continue to improve both their TOEIC scores and communicative related teaching
methods competence in English.
34129

09:30-10:00 | Room: Al Waha

Lifelong Learning from the Early Stages of Life
Liliana Dozza, Free University of Bolzano, Italy

The concept of Lifelong Learning, generally used in reference to in-service training, vocational retraining for the labour market, postuniversity specialised training, and cultural and spiritual enrichment in adulthood and old age, assumes that lifelong learning starts only
when school finishes, thus overlooking the great importance that educability and education in the first stages of life have for one’s whole
life. We define Lifelong Learning in broader terms as a process that builds from the first days and weeks of life and extends across one’s
whole lifetime to old age (lifelong learning). In addition, it develops in different environments related to training and experience (lifewide
learning); it requires a secure basis and a deep form of learning (lifedeep learning) from which one can continue building over the courseof life (West-Burnham & Coates, 2005; West-Burnham Huss & Jones, 2008; CONFINTEA VI, 2010; Derrick, Howard, Field & Lavender
Karlsson & Kjisik 2010, 2011). It is a process located in historical-cultural and socio-economic contexts, and it is mediated throughthe practices and perspectives of local culture (Engestrm, 1987; Banks, Ball et al., 2007). Today, about one hundred years after its first
appearance, several challenges to the concept of Lifelong Learning remain unsolved in Europe (Field, 2010), including: the quality ofeducation in formal contexts, starting from early education at nursery and primary school (Yeaxlee, 1929); the quality and enhancement ofexperiences in informal and non-formal educational contexts (Yeaxlee, 1929; Dewey, 1938; Lewin, 1935, 1936; Bruner, 1997; Coté, 2004;
Banks, Ball et al., 2007); the development of intentionally-designed educational settings, places of action, and significant experiences for theindividual and for the group (Lindeman, 1926; Yeaxlee, 1929; Vygotsky, 1934). The underlying notion is that educability is a precondition
for education and that education is a factor of educability (Dozza & Trisciuzzi, 2016): in childhood and adolescence, education and respect
for the conditions of maturation and development are of central importance in order to avoid prejudicing the ability of the mind (of thebody-self and of the narrative-self) and to favour continued learning throughout one’s life.

56 | IAFOR.ORG | IAFOR Dubai 2017

Tuesday Session I

09:00-10:00 | Room: Al Khayma
Tuesday Session I: 09:00-10:00
Room: Al Khayma
Higher Education
Session Chair: Masaru Ishizumi
32470

09:00-09:30 | Room: Al Khayma

College-Readiness is a US National Problem: What Then is the Answer?
Sheilah Paul, Medgar Evers College of CUNY, USA

According to recent research, less than 40 percent of students scored at college and career ready levels on national assessments (Ho, 2016;
NAEP, 2016). More importantly, “the high remediation rates and relatively low graduation rates for college students suggest that many
students do not graduate from high school ready for college” (ACT, 2014, p. 3). The lack of college-readiness impacts many institutionsof higher education, where between 60 to 80 percent of freshmen require developmental education in mathematics, reading and writing– the basic skill sets needed for degree progression. The consequences are that students spend one to two years in non-credit-bearing
developmental courses, lose momentum and interest in academic advancement, and exhaust financial aid before program completion,
thereby resulting in poor retention and graduation rates. This paper presents the first findings of a new approach initiated at Medgar
Evers College in 2013 – The Brooklyn Pipeline Initiative – geared to improving college-readiness and college admissions among highschool students in school districts where large disparities existed. The approach is grounded on the belief that education is transformativeand must be guided by relevant research, intentional interventions, and a seamless collaboration between two formerly separate systems:
K-12 and higher education. Using qualitative and quantitative research methods, initial results of this ecosystems approach that included
customized interventions for K-12 students, parents, teachers and principals showed increased college admissions from Pipeline schools,
decreased developmental education needs in literacy and mathematics, as well as increased college retention rates beyond the first year.
35350

09:30-10:00 | Room: Al Khayma

Japanese Higher Education and Its Current Problem
Masaru Ishizumi, Kanagawa University, Japan

Japanese universities are losing ground in the international competitive market. This is shown in the data provided by such an organizationas Times Higher Education. In light of this reality, major sectors of Japanese society such as government and business circles haveexpressed their serious concern about the future of Japanese higher education and also the Japanese economic and social competitivenessaround the world. They have initiated in recent years some impetus targeting major changes of universities in Japan. My discussion isgoing to be dealing with two aspects regarding the problems of Japanese universities. One aspect is what we call the "globalization"
aspect. On this issue, my discussion centers around the educational elements rather than research elements of the current situation andfuture direction. The second aspect to be dealt with is the governance aspect or the “management” aspect. I will examine how Japanese
universities are managed institutionally. Some of the major obstacles from the point of view of top management is to be mentioned here.
I would welcome participants to give comments on both the globalization issue and management issue from comparative perspectives.
It is hoped that we can suggest a desirable direction for Japanese universities to take in order to gain competitiveness in the international
market of global higher education.

IAFOR Dubai 2017 | IAFOR.ORG | 57

Tuesday Session I

09:00-10:30 | Room: Al Majlis
Tuesday Session I: 09:00-10:30
Room: Al Majlis
Humanities: Literature/Literary Studies
Session Chair: Sung-Eun Cho
34018

09:00-09:30 | Room: Al Majlis

The Evolution of the Victorian Pure Woman: Connecting Barrett Browning to Hardy, from Aurora Leigh to Tess of the d'Urbervilles
Neil Addison, Tokyo Woman's Christian University, Japan

While Elizabeth Barrett Browning's Sonnets from the Portuguese (1850) and Thomas Hardy's Poems of 1912-13 deal with the treatment of love,
they focus on differing stages. Barrett Browning wrote about her feelings for Robert Browning during the early period of their love affair,
while Hardy didn't poetically celebrate his first wife, Emma, until after her death. Hardy also compared his initial written courtship ofEmma with the Brownings' exchange of love letters (Tomalin, 2006). Perhaps the most significant connection between Barrett Browningand Hardy, however, is their similar notion of the “pure woman”, exemplified by the character of Marian Erle in Aurora Leigh (1856)
and the central protagonist in Tess of the d'Urbervilles (1892). Victorian male society denied the existence of female sexual feelings, andcondemned unmarried but sexually active women as fallen (Harvey 2003), but Barrett Browning, in Aurora Leigh, stressed that the purity ofthe body was unimportant compared to the purity of the soul (Thomson, 1978). The publication of On the Origin of Species (1859), however,engendered an age of Christian doubt, and Hardy, upon reading it, became a committed Darwinian. In Tess of the d'Urbervilles, therefore,
Hardy's heroine retains her purity not through worship but by achieving transcendence in the natural world, while the text intimates thather descendants will succeed her. This discussion will hence examine how Elizabeth Barrett Browning's literary representation of the“pure woman” in Aurora Leigh connects with ideas developed and expanded in Thomas Hardy's Tess of the d'Urbervilles.
34815

09:30-10:00 | Room: Al Majlis“Now [...] I Live in the Ancient Nightmare World”: The Past as Escape in Zamyatin's We and Orwell's Nineteen Eighty-FourFiras A. J. Al-Jubouri, American University of Sharjah, UAE

This research paper explores the past as a form of escapism, sedition and final submission in prominent dystopian literature: the ancienthouse in Yevgeny Zamyatin’s We (1924) and the junk shop in George Orwell’s Nineteen Eighty-Four (1949). The ancient house in Zamyatin’s
We, which is a State-run museum, is the only opaque building in the One State, a remnant of a disorganised and impractical past that is
kept as a reminder of mankind’s previous imperfections. Whereas the junk shop in Nineteen Eighty-Four, which is a thought police-runchamber of entrapment, is filled with old junk that is both useless and ancient amid the bleak, grey and autocratic world of Oceania, aremainder of a simple and nostalgic existence. The analyses of these objects aims to prove that they serve as an alternative place where
people can experience a distant yet different existence; in both cases, however, these places represent raw and true humanity in thedysfunctional settings of their respective realities. The reasoning behind this supposition is that mankind cannot exist in any state of theextreme, whether it is a seemingly positive as in One State, or negative, as in Oceania. Hence, both places attract those who find it difficult
to conform or want to break away from the uniformity of the outside world. Being human requires a balance, a duality of good and evil,
beauty and ugliness, and other polarities, and through experience and knowledge mankind would realise its own salvation and establish
what makes him truly human.
35324

10:00-10:30 | Room: Al Majlis

Will Government-Led Efforts Succeed in Promoting the Translation of Korean Literature?
Sung-Eun Cho, Hankuk University of Foreign Studies, South Korea

Within Korea, the translation and publication of Korean literary works into foreign languages is regarded as a form of promotion or
publicity for the country and its literature. In recent years, the globalization of Korean literature has been one of the primary efforts
promoted on the governmental level for cultural exchanges. However, there seems to be certain contradictory attitudes towards literarytranslation between Korea's cultural authorities and publishers in other countries. The Korean funding agencies tend to support thetranslation of works by respected domestic authors that are esteemed and considered to be representative works of Korean literature,
while most foreign publishers want the translated books to reach a wider audience and treat the translations as a commodity that can
only be justified in terms of sales. This study will examine these two different perspectives towards translated literature from both sides.
Some key government policies involving the translation and dissemination of Korean literature will be analyzed to find out whether
government-led efforts for literary promotion have been successful or not. The study will also illustrate some examples of translations
that have been favorably received in the US and British publishing markets. In particular, this study will focus on the various elements thatshould be taken into consideration when introducing Korean literary works to the global market. Much of the research material come fromrelevant websites, critical articles, and interviews with writers, editors, publishers and translators involved in the process of translating andpromoting Korean literature.

58 | IAFOR.ORG | IAFOR Dubai 2017

Tuesday Session I

09:00-10:30 | Room: Al Rimal
Tuesday Session I: 09:00-10:30
Room: Al Rimal
Language Learning
Session Chair: Blagoja Dimoski
35377

09:00-09:30 | Room: Al Rimal

Speaking My Way Into Success! A Visit to the Speaking Center
Melissa Mosher, UAE University, UAE

Language learning is never complete without room for practice. At UAE University the male and female campuses are divided and thefemale students always need extra practice within the campus. The speaking center not only provides students with a warm environment
to practice their conversational skills. It also provides interaction with the foreign exchange students and exam practice with language
teachers. The center has integrated language workshops and poetry competitions as well as a speech competition to create a healthy learnerautonomous environment. In this presentation I will break down the several activities as well as the students’ progression at the university’s
speaking center.
33771

09:30-10:00 | Room: Al Rimal

Lexical Approach to Teaching German in Tourism
Nevenka Blazevic, University of Rijeka, Croatia

As an alternative to grammar-based approaches the lexical approach is based on the idea that an important part of language acquisition isthe ability to comprehend and produce lexical patterns as unanalyzed wholes. They are thought to play a central role in language teaching
and learning. Lexical patterns are easily retrieved and offer learners the possibility of expressing themselves in the absence of grammar
awareness. However, fluency depends on having rapid access to lexical patterns which need to be selected and included into learningmaterials and class activities. The key principle of the lexical approach is that language consists of grammaticalized lexis, not lexicalized
grammar. Involved in teaching German at the Faculty of Tourism and Hospitality Management we are constantly trying to enhance theefficiency of the teaching process. Among various approaches to second language teaching the lexical approach seems to be the mostadequate for short courses related to tourism. Having analyzed the language needs of our students we have developed textbooks, whichcontain the most frequent lexical patterns necessary for the communication in tourism. This presentation will demonstrate how the lexical
approach principles can be utilised in teaching German in short courses in tourism. Moreover, it will show that there is no alternative tothe lexical approach when teaching languages for specific purposes within a short period of time.
34243

10:00-10:30 | Room: Al Rimal

Learner Perceptions of Good Teacher Attributes: Japan and Other Asian Contexts
Blagoja Dimoski, Tamagawa University, Japan
Andrew Leichsenring, Tamagawa University, Japan

Teacher quality is an integral component of a learner’s educational experience and development. Positive teacher influences can contributeto learner knowledge, skill acquisition and a positive learning environment (Jahangiri & Mucciolo, 2016). An absence of contemporary
research into Japanese learner perceptions of positive teacher attributes was the catalyst of the present study. An initial pilot study
conducted by the researchers revealed that in education levels ranging from elementary school to university, high school teachers andprivate instructors/tutors were the most selected categories, with English being the most common subject. Learners most notably
perceived good teachers to be friendly, knowledgeable, empathetic and humorous. Learner perceptions also revealed that respect for theteacher/student relationship dynamic and a teacher’s sternness were important underlying themes. The current study provides a year-longcross-sectional analysis of over 140 Japanese undergraduate students’ perceptions of good teacher attributes using a mixed methods
design. The researchers will discuss the attributes selected by the learners and the contexts in which these individuals formed favorable
perceptions as evidenced through their reflective written narratives. Additionally, the variable of gender is introduced and examined in thecurrent research. The findings are then compared against other contemporary Asian-based studies (Al-Mahrooqi, Denman, Al-Siyabi &Al-Maamari, 2015; Nghia, 2015; Wichadee, 2010) relevant to this field.

IAFOR Dubai 2017 | IAFOR.ORG | 59

Tuesday Session I

09:00-10:30 | Room: Amwaj 1
Tuesday Session I: 09:00-10:30
Room: Amwaj 1
Popular Culture
Session Chair: Jeffrey Ogbar
35345

09:00-09:30 | Room: Amwaj 1

Creative Territories and Socio-Cultural Dynamics of Artistic Innovation
Elena Raevskikh, Centre Norbert Elias, France

The geographical concentration of artistic innovation activities is a long-standing reality that is affirmed on a global, national and local
scale, with examples of Hollywood (Scott, 2005), Festival d'Avignon (Pedler, 1999), music in Liverpool (Power, 2008), fashion in Milan(Wenting, 2008), perfume from Grasse, textiles from Lyon, etc. Today, this phenomenon raises several renewed questions. Firstly, regional
development strategies, which can be observed in the European Union, but also in the extra-European territories (Russia, Japan), seek
to increase the impact of artistic innovation on the socio-economic and industrial sectors. However, the notion of artistic innovation is
weakly conceptualized by both the Social Sciences and the national and international normative documents. Secondly, the competitivenessof artistic innovations is related to the diverse risks and uncertainties that cannot be homogenized by the “top-down” creative policies.
Finally, because the production and social reception of artistic innovations (painting, perfumery, fashion, digital arts, etc.) are now
increasingly associated with new technologies, approaches and concepts that offer multiple fields of comparative and interdisciplinary
analysis. By combining the epistemological tools proposed by sociology, political science, economics and geography, this research is
focused on the notion of artistic innovation. How could artistic innovation be defined? How are the artistic innovations emerging, moving
and transforming? What impact do they have on regional and metropolitan centers engaged in international competition? What are thefactors that favor (or create obstacles) to the social assimilation of these innovations by the target populations?
35394

09:30-10:00 | Room: Amwaj 1

The Decontextualization of Arabic Music in France and in the US: Redefining the Conditions of a Musical Practice
Maxime Jaffré, Centre Norbert Elias, FranceThis paper proposes to analyse musicians coming from classical Arabic music institutions that are recomposing outside their institutionaland national borders, in countries such as France and the United States. As part of the “world music” production, Arabic music is widely
considered as an imported object in Europe as well as in the United States. For most scholars, Arab musicians practicing outside of
the Arab world can hardly be considered as authentic ideal types, nor as the counterparts of the classical music institutions from the
Maghreb or from the Middle East. However, this paper aims to trace the different steps of the redefinition process implemented by Arabmusicians performing in France and in the United States. The recomposition of Arabic music ensembles outside of their institutional andnational borders shows how, through their new territorial roots, these musical forms do not recompose disembodied or generic formsof the "Arabic music" but rather are the result of a recontextualisation process that musicians redefine themselves from heterogeneous
institutional know-how. The analysis of Arabic music conceived in new territories allows us to understand, from empirical studies such as
in Marseille or Chicago, how institutional knowledge and know-how are renewed and implemented, without abandoning the specific scales
formats (quarter tones) that were and remain at the foundation of these musical practices.
35472

10:00-10:30 | Room: Amwaj 1

Between Public Policy and Popular Culture: The Great American Crime Decline, 1990-2015
Jeffrey Ogbar, University of Connecticut, USA

This papers explores the significant drop in violent crimes in the United States from 1990 to 2015. The study gives attention to a rangeof public and private efforts to address a surging crime rate that swept the country in the late 1980s and early 1990s. Despite generally
accepted assumptions that a weak economy, with high unemployment and increased poverty, would lead to increased crime rates after theGreat Recession began in 2007, scholars and policymakers were surprised to witnessed continued decline in violent crime rates. The paper
considers the convergence of a host of important shifts in public policy, as well as cultural changes, and the influence of new technologies
and elements in popular culture to explain the decline, offering heretofore unpublished theories on the decline.

60 | IAFOR.ORG | IAFOR Dubai 2017

Tuesday Session II
11:00-12:30 | Room: Al Waha

Tuesday Session II: 11:00-12:30
Room: Al Waha
Education for Intercultural Communication
Session Chair: Zalinah Hassan
34870

11:00-11:30 | Room: Al Waha

Individual, Societal, Historical, and Geographical Effects and Training
Seyit Taser, Necmettin Erbakan University, Turkey

The individual is the most important representative of existence and the most significant example of being. Every individual plays a rolein society, carries out a task and has an importance. Education is the only way that an individual can be at first able to help him and thencollect. Society also consists of individuals. In the first place, the fact is that if individuals are best educated and cultured they will benefit
the development of their community. The question of how education should be given to individuals and society is concerned with social
philosophy and culture philosophy. These also influence the philosophy of education. In planning the education in a more qualified way,
it is necessary to ignore the historical and geographical effects. In this study, the historical and geographical factors will be discussed withregard to the effect of individuals and society and also will be associated with education. It will look at how different civilizations withdifferent earth forms and geographical features shape their education systems. Should the education system be specific only to its society
or can it be universal? An attempt will be made to find the answer.
34407

11:30-12:00 | Room: Al Waha

Ethnomathematic Concepts in Yakurr Culture: Applicability of Ethnomathematics Concepts in Conjunction with Conventional
Method of Teaching Geometry
Ubana Arikpo Ubana, Cross River State College of Education, Akamkpa, Nigeria
Patrick Obere Abiam, Cross River State College of Education, Akamkpa, Nigeria
Ekpezu Enun Enun, Cross River State College of Education, Akamkpa, Nigeria

This study sought to explore ethnomathematics concepts that exist in the culture of the Yakurr people of Cross River State of Nigeria.
It also aimed to determine the applicability of ethnomathematics concepts in conjunction with conventional methods in teachinggeometry in junior secondary school one (JSS1). Three research questions and one null hypothesis were used to guide the study. The study
employed survey and, specifically, pretest, posttest and non-equivalent control group (quasi-experimental) designs. The samples used
for the study comprised 120 unschooled Lokaa-speaking adults; and 304 junior secondary school one (JSS1) students. Two instruments,
Ethnomathematics concepts Questionnaire (ECQ) and Geometry Achievement Test (GAT), were used for data collection. Two sets oflesson plans were prepared, one for the treatment group and the other for the control group. The treatment and control groups were taught
JSS1 geometry using ethnomathematics teaching approach and conventional methods, respectively. Research questions were answeredusing mean and standard deviation, while the null hypothesis was tested using analysis of covariance (ANCOVA), at .05 significant level.
The results established that ethnomathematics concepts embedded in them as contained in the junior secondary school Mathematics
Curriculum. The results also showed that ethnomathematics teaching approach in Nigeria is significant.
34156

12:00-12:30 | Room: Al Waha

Infusing Malay Culture in Malay Primary Curriculum
Zalinah Hassan, Ministry of Education, Singapore
Nurmah Zainal, Ministry of Education, Singapore

Culture is important because it describes a society. Culture brings people in a community together. Culture creates a collective identity.
However, with globalisation and modernization, there is a rising trend of our young children being less familiar and less exposed to someof the cultural aspects of the community. One of the desired outcomes of education is for our children to be concerned citizens who arerooted to the country and appreciate the beauty of the world around them, which includes appreciating the beauty of their own cultures.
Through the infusion of some cultural aspects in the primary curriculum, it helps primary school children to be aware of, understandand appreciate these cultural aspects. Schools are also given the support and opportunities to organise cultural activities for the children.
Feedback from schools has been encouraging. To add on, different activities organised by various organisations such as MLLPC, NHB and
Majlis Bahasa have also created opportunities for these children to learn more about their own culture. Thus, through these opportunities,
it is hoped that these children are able to uphold and appreciate their sense of identities in a multilingual society.

IAFOR Dubai 2017 | IAFOR.ORG | 61

Tuesday Session II

11:00-13:00 | Room: Al Khayma
Tuesday Session II: 11:00-13:00
Room: Al Khayma
Education: Social Justice & Social Change
Session Chair: Martina Dickson
33944

11:00-11:30 | Room: Al Khayma

Emirati Student Mothers: How Can Higher Education Institutions Best Support Them?
Martina Dickson, Emirates College for Advanced Education, UAE
Lilly Tennant, Emirates College for Advanced Education, UAE

Women in the UAE now make up unprecedented numbers of students in federal universities. For cultural reasons, the ages of marriage
and onset of childbearing often means that motherhood for Emirati women coincides with their years of undergraduate study. This is afairly unique situation relative to higher education institutions worldwide. The transition from student to student mother is undoubtedly
fraught with challenges, but this transition can be eased by institutions that are flexible, open to change and employ faculty who areunderstanding, supportive and encouraging towards student mothers. We present ways in which faculty at one teacher training institution
report offering support to their student mothers, which may, in theory, reduce the stress on the students and increase retention. We
triangulated this by asking the students to report on the ways in which they felt that faculty had supported them (or not), and how this
support could be improved. For both faculty and student groups, we also explored their ideas of how the institution could improve accessfor student mothers in order to become more attractive and reduce attrition rates; both participant groups suggested that more optionsof course delivery mode needed to be offered, such as online or blended modes, that an onsite creche should be available, that schedulingand course selections should be flexible and ultimately that students should have autonomy to make such choices.
35333

11:30-12:00 | Room: Al Khayma

Social Issues and Social Constructivism: A Communicative Approach to Teaching Web Design
Melissa Lee Price, Zayed University, UAE
Jenny Knighting Eppard, Zayed University, UAE

Students often assume that the learning outcomes in a web design class are focused on software. This may be appropriate in a computing
web development class, but in one that is in a media college/department the focus is on communication and the user/message. In orderto bridge the two, implementation of social constructivist ideas in the classroom allows students to collaborate to solve real problems
using digital media. In fall 2016, two introductory web design classes in Dubai were given a final brief to create a one page scrollable/
responsive site in both English and Arabic that addressed a “social issue” in the UAE. Students were allowed to choose their own “social
issue”, with the instructor helping to focus the approach. The issues were relevant for their society, such as post-partum depression, andrequired problem-solving skills. The teaching approach was a social constructivist one. The instructor wanted the students to focus on
their culture and the needs of a rapidly changing society. These ideas would be incorporated into a simulation of a public announcement
through a government agency website that addresses a pressing issue. Students were required to update their work online so students inboth classes could give feedback. One assessment was a user testing report from a fellow student. This allowed the students to have ashared goal through collaboration. They engaged with the subject matter and not the technology used to deliver the message. Students hadto think of themselves as both the “client” and the “user” in the assessments.
34831

12:00-12:30 | Room: Al Khayma

Orthodoxy to Orthopraxy: A Classroom Requirement Turned Student-Initiative's Contribution to Marginalized Communities
in the Philippines
Love Grace Abella, Central Bible Seminary, University of the East, The Philippines

Two things will be highlighted in this presentation – first, what we are doing in the classroom: what started as a final examination in one of
our class subjects in a small Bible seminary in Manila, Philippines, has turned into a student-initiative effort; second, what the students are
doing through this student-initiative for marginalized communities across the country as an application of what they have learned in theclassroom. This orthodoxy-turned-orthopraxy will also share the projects the group did for various communities, specifically the recent
activity that the team of students did in Mindanao which is a survey of the reading literacy level of the minority youth in the village of
Kematu in South Cotabato, Mindanao, Philippines, where resides the T’boli Tribe. The community consists of 30 families and around 50
children. The study assessed 30 children/youth from age 8 to 14. To measure their reading level, the study utilized Johns Basic Reading
inventory which measures the respondents’ reading speed, miscues, vocabulary knowledge, inference and reading comprehension (which
entails vocabulary, inference and evaluation). This will be a basis of a reading program contextualized to the needs of the said indigenous
people group’s youth. With this endeavor, students are educated, exposed and trained so they can go beyond the classroom to extend theireducation to contribute to social change, and influence and assist marginalized communities as well.

62 | IAFOR.ORG | IAFOR Dubai 2017

Tuesday Session II

11:00-13:00 | Rooms: Al Khayma & Al Majlis
34288

12:30-13:00 | Room: Al Khayma

Bullying in Schools: Saudi Teachers' Responses to Three Types of Bullying Incidents
Lina Alamoudi, University of Nottingham, UK

This study focuses on a broad picture of the attitudes, strategies and conflict management techniques that are used by teachers in Saudi
Arabia when children are involved in bullying situations. Using an online survey and purposive sampling, 64 Saudi teachers responded to 6
written vignettes describing school conflict incidents. Scenarios described physical, verbal and social bullying. Each vignette was followed
by a 5-point Likert-scale item, asking the respondents to rate their likelihood of intervening in the situation, together with an open-ended
question to describe the way of responding to the scenarios. The responses indicate that the majority of teachers considered all of the
scenarios used in the study in earnest – that is, they were very likely to intervene in almost any form of bullying. However, it is important
to note that individual considerations of the possibility of teachers intervening in all three categories of bullying were more focused on
physical bullying. Comparisons made between senior and junior schools indicate that it is a distinct possibility that more teachers in juniorschools would intervene in cases of bullying than in senior schools. The study further highlights that in the case of physical bullying, moreteachers were willing to give advice/guidance to the bully. However, where verbal bullying was concerned, most of the teachers preferredreferring to religious texts and Islamic teachings. Overall, in the three other types of scenarios, the results show that the majority of
respondents like giving advice/guidance to the bully while comforting, affirming, and encouraging the bully victim.

Tuesday Session II: 11:00-13:00
Room: Al Majlis
Interdisciplinary Perspectives on the Arts
Session Chair: Dennis Eluyefa
34240

***

11:00-11:30 | Room: Al Majlis

West Meets East: An Exercise Dislocation

Geneviève Gamache, University of Malaya, Malaysia
In this paper it is my intention to investigate the need for dislocation in the transformation of the Mahabharata into a graphic novel
intended for a Western audience. 18 Days is a graphic novel published by Graphic India that focuses on the final battle of this traditional
epic. The graphic novel is in itself very short and focused only on certain details leading to the battle, while ending in its first throes. As per
its publisher, the goal of the graphic novel was not to “teach” the narrative of the Mahabharata, but to focus on its philosophical message.
In this act of translation, the writers had to leave a lot of content out of the final product, while the artists had to create a way to make thislimited, if not “reduced” philosophical work accessible to the intended audience; in other words to a Western audience familiar with thecodes of American graphic novels. In this paper I will explore how this act of transculturation led to a dislocation of the narrative. In otherwords, I will explore how the artists, wanting to keep certain philosophical concepts, had to neutralise the culture context, transforminga traditional South Asian epic into a sci-fi.
34136

11:30-12:00 | Room: Al Majlis

Music Education, Legality and Social Inclusion in Italy
Antonella Coppi, Free University of Bolzano, Italy

The raising of foreign children who arrive in Italy requires research and realization of host locations, aimed at guaranteeing rights such asprotection, education, housing and education. This is required by the International Convention on the Rights of the Child of 1989, ratified
by the Italian Government in 1991, and subsequently saw its application in the national context, through applicative regional laws. This
presence may pose a problem to be solved with appropriate tools, but is a huge opportunity to experience and further implement social
inclusion mechanisms. Music is one of the distinctive aspects of being human and can be a bridge to connect people and culture, arts andhumanities. Music education can encourage journeying together towards transformative musical experiences. Creating opportunities for
active music participation means finding ways to increase accessible pathways that lead toward meaningful musical engagement. Music
education is a way for social inclusion: the research wants to investigate the emphases the importance of making connections amongpeople, across issues, and over time. By encouraging expansive and ongoing frameworks for interaction the research seeks to create
engaged populations and communities of practice and the differences can only take place in a safe, positive and nurturing environment.

IAFOR Dubai 2017 | IAFOR.ORG | 63

Tuesday Session II
11:00-13:00 | Room: Al Majlis

34122

12:00-12:30 | Room: Al Majlis

Maki Ishii, Black Intention I-III and the Deconstruction of Dissonance
Barnaby Ralph, Seikei University, JapanThe Japanese-born composer Maki Ishii (1936-2003) has often represented himself as spanning two cultures, both through his artistic
output and in his discussions of his own musical identity, such as his reflective autobiographical essay “Sounds of West – Sounds of East”(1997). This underlying discourse of transition between liminal spaces manifests itself in other, surprising ways within Ishii’s oeuvre,
however. In his three-work cycle Black Intention, with part one (1976) scored for one performer playing recorders and percussion, parttwo (1977) for three musicians with oboe, clarinet and bassoon, and part three (1977) for solo piano and breath, the composer begins
his journey in the dissonant world of the post-serialist avant-garde, moves through a transformative process of communication between
performers in the only chamber work of the cycle, and arrives finally at a soloistic representation of melodic repetition overlaying clusters
of consonance. In other words, the universe represented in the music falls apart through a process of self-dismantling, but is graduallyreconstructed as something new. This paper considers the works as a cycle and argues that an arch form can be discerned, with the final
iteration of thematic material exerting an influence on the initial part of the work. The discussion will thus propose that Ishii's ideas in thiscycle unfold through the process of composition, changing not only what is to come, but also what has been before.
33856

12:30-13:00 | Room: Al Majlis

Cultural Integration or Assimilation: The Yorùbá Dùndún Drumming Tradition Within a British Concert Tradition
Dennis Eluyefa, Bishop Grosseteste University, UK

On March 13, 2008, the Yorùbá Dùndún drumming tradition was performed in front of a packed audience as part of a concert called"Step Into the Picture" at The Anvil Theatre in Basingstoke, England. The composer/conductor, inspired by a set of 24 pictures of Jesus
Christ by Paul Forsey, transferred the images into a performative element and performed by professional orchestras and cultural groups
alongside 500 children from 15 schools, exploring sounds and movements. The notion was that through the pictures children would be
able to step inside the story of Jesus in an imaginative way, which ideally ordinary spoken texts may not be able to convey. The project
was also about interdisciplinary exploration of the life of Jesus and how that could be presented in a way that transcends nationality,
age, gender, culture and intelligence. I performed the dùndún music together with 26 pupils between the age of 9 and 10 from Fairfields
Primary School, Basingstoke. The dùndún drumming tradition operated within a strict structure, limiting its level of involvement in theconcert. How did the dùndún drumming tradition and the Yorùbá musical culture and identity fit within the British education system andconcert tradition? To what extent was the dùndún drumming tradition modified? Could the dùndún drumming tradition be retained in theface of the modification without losing its cultural values? How was the authenticity of the dùndún drumming tradition defined? These
questions will be analysed in this paper, adopting the stance of a reflective practitioner.

64 | IAFOR.ORG | IAFOR Dubai 2017

Tuesday Session II
11:00-12:30 | Room: Al Rimal

Tuesday Session II: 11:00-12:30
Room: Al Rimal
Languages & Linguistics
Session Chair: Sullay Mohamed Kanu
33292

11:00-11:30 | Room: Al Rimal

Hedging in Doctor-Patient Communication: A Pragmatic Study
Suhair Safwat Al-Obaidi, University of Sulaimani, Iraq

Social relations are (partly) achieved through the existence of institutionalized roles with socially prescribed patterns of behaviour.
Doctor-patient communication can present particular challenges to these relations. Since illness is regarded as a form of social deviance
as it impairs normal role performance, patients often look for clues to assess the situation. One such clue is soaking their speech withparticular types of hedges. Doctors also use hedges of particular types. To use hedges properly can strengthen expressive force andcommunicative results, which can improve interpersonal relationship and thus make communication go more smoothly. The current paper
analyses the type and frequencies of hedges employed in 15 conversations between doctors and patients. The overarching goal of thisinvestigation is to present a general situation of hedges used in doctor-patient communication and explore their pragmatic functions. The
results obtained lead to the conclusions that the two interlocutors use different types of hedges to mitigate the statements. However, it isfound that doctors employ more hedging devices. By maintaining more hedges mainly of the adaptor type, doctors can provide positive
feedback to the patient and facilitate his or her participation.
33740

11:30-12:00 | Room: Al Rimal

Feasibility Study of Teaching Persian Language and Foreign Languages to the Immigrants and Users of Tehran Public Libraries
Zohreh Mirhosseini, Islamic Azad University North Tehran Branch, IranMaryam Arabzadeh, Iranian Public Libraries Foundation, IranAbbas Mahdavijalal, Artistic & Cultural Organization of Tehran Municipality Education Unit, IranThis research has been done to survey the public library’s function in supporting of the language teaching process for immigrants. It is ananalytical survey. A structured questionnaire is used to gather information. The study population includes 100 managers of Tehran public
libraries attached to Iranian Public Libraries Foundation. Results revealed that most managers (85%) emphasized the need for establishingfacilities for the Persian language and other live languages as a self regulated learning method in the libraries. The supply of resources
and facilities to instruct the mentioned languages for users and immigrants in self-learning process were remarkably lower than mid-level
range; all managers believe that those possibilities might be made available, but in a very low measurement, around 27%. In addition, theamount of use of subsidiary services of the library to support this project is lower than the average. The managers believe that they can
use these services very low, 9%. The managers strongly urge that the amount of budget is inadequate to instruct and promote a language
training system in the libraries with a very low budget, 8%. But, regarding the positive views of the managers toward the language learning
programs for immigrants, it is hoped that in near future, considering the government program for developing the different language
teaching systems, the public libraries would prepare the budget and needed facilities to help immigrants and linguistic minorities.
35103

12:00-12:30 | Room: Al Rimal

The Syntax and Semantics of the Benefactive Applicative in Temne
Sullay Mohamed Kanu, Abu Dhabi University, UAE

The benefactive applicative in Temne is typologically unusual for an applicative in that it has a variable but regular syntactic effect on thevalence of the verb. It can add one applied object, a beneficiary or an instrument, and two applied objects, a beneficiary and a substitutive
or a beneficiary and an instrument, to the valence of the verb. Semantically, the benefactive applicative has several meanings. In this paper,I examine the semantic and syntactic effects of combining the benefactive applicative with a verb in Temne. Building on Kanu 2016,2012 and 2004, I demonstrate that the benefactive applicative combines with all verb types, and has the syntactic effect of adding up to
two applied objects to the valence of the verb. Semantically, I illustrate, using Langacker's (1978) “network model of polysemy”, that thebenefactive applicative is a polysemous suffix combining with various schemas that are closely related.

IAFOR Dubai 2017 | IAFOR.ORG | 65

Tuesday Session II
11:00-12:30 | Room: Amwaj 1

Tuesday Session II: 11:00-12:30
Room: Amwaj 1
Student Learning, Learner Experiences & Learner Diversity
Session Chair: Deniz Palak33029

11:00-11:30 | Room: Amwaj 1

Breeding Winners Who Cause Change: The Optimal Learning Experience for Advertising Creatives
Dina Faour, American University in Dubai, UAE

If advertising is deemed effective when it causes a change in behavior, then the teaching of advertising must also cause a change. This
paper evaluates the latest educational methods employed at the American University in Dubai to teach visual communication in generaland advertising (creative) in specific. We start by evaluating the academic side of this major, from curriculum and course design, toinstructional material, assessment methods and rubrics followed. We then investigate how this academic learning is being validated,complemented, enforced and applied through external collaborations, events, workshops, trips and activities that involve the society. This
research seeks to prove that, for such creative disciplines, academia alone is insufficient. It is only when the learning goes beyond theclassroom, putting theory into practice, while serving the community at large and engaging the industry, that this learning experience iseffective enough to cause positive change for all parties involved.
32847

11:30-12:00 | Room: Amwaj 1

What Happens When You Ask University Students in the UAE to Track Their Academic Reading Habits?
Naeema Al Hosani, UAE University, UAE
Tendai Charles, UAE University, UAE

The ability to read a large amount of academic texts is essential for university students. Some students lack the necessary skills, strategies
and motivation to read academic books or journals, which consequently has a negative effect on their learning and overall academic
performance. As teachers we looked for solutions to this problem but soon realised there is a lack of published research about the reading
habits of undergraduate students in the United Arab Emirates. Consequently, we investigated: a) the current reading habits of UAE
students, b) the extent to which they are motivated to read, c) their reading ability in terms of reading speed and comprehension, and d)whether the use of technology can help to improve their reading habits. To investigate these points, a quasi-experiment was conducted on
100 female undergraduate students, in a pre-test/intervention/post-test format over a three-week period. In the pre- and post-tests, wetested their reading speed and comprehension. During the intervention, students were divided into a control group and an experimentalgroup; the control group were given a printed book to read, whilst the experimental group were given the same text but in electronic
format. All students were asked to read this book every day and to keep track of the number of pages read by using an electronic “readinglog”. Our findings suggest that the use of an electronic reading log can be a motivational tool for teachers to use with their undergraduatelevel students.
34892

12:00-12:30 | Room: Amwaj 1

Assessment of Academic and Career Readiness Among Female Saudi Arabia College Students
Deniz Palak, Prince Mohammad Bin Fahd University, Saudi Arabia
Mona Almqbas, Prince Mohammad Bin Fahd University, Saudi Arabia

This study describes the perspectives of Saudi female students' application of their academic and non-academic skills. Towards thisend, the study employed the Student Success Survey, which measured students' assessment of their own academic and non-academic
skills, as well as career readiness, in four different categories, organized under thirteen sub-sections with a total of 104 statements which
students rated in a 5 point scale: 5 representing almost or almost always true and 1 representing never or almost never true. The survey isadministered online to 180 female students who are enrolled in a college in the Eastern Province of Saudi Arabia. The data gathered fromthis survey will answer the following four research questions: 1) What is the extent to which students are confident about their academic
writing, speaking, and listening skills? 2) What are students' perspectives on their study and critical thinking skills? 3) What are students'
personal issues on their non-academic skills: motivation, self-esteem, classroom imperatives, team-work and conflict resolution? 4) What
are students' perspectives on their planning for the future in terms of time management, personal purpose and career planning? This
study’s importance is twofold: 1) To initiate student curiosity and motivation with their own academic and future career endeavors throughthe self-assessment process, and (2) To describe student perspectives in this uniquely situated college with its own challenges and demands
unique to Saudi Arabia.

66 | IAFOR.ORG | IAFOR Dubai 2017

Tuesday Session III
14:00-15:30 | Room: Al Waha

Tuesday Session III: 14:00-15:30
Room: Al Waha
Educational Policy, Leadership, Management & Administration
Session Chair: Nicholas Sun-Keung Pang33956

14:00-14:30 | Room: Al Waha

Do You Agree to the Terms and Conditions? Contracts and the Practice of Education
Rosalind Irving, Higher Colleges of Technology, UAE

This paper responds to the conference theme of ideology and change in education through a discussion on the impact contractual
agreements may have in shaping the roles, relationships and identities, of educators, students and researchers. Emanating from a neoliberal
ideology that favours “business-like” behaviour in public services, I examine the ways in which the use of contracts has crossed frombusiness to education. Contracts in business act as proxies for trust, can facilitate a guaranteed outcome and provide legal redress where
there is a breakdown in provision. This paper argues that the use of contracts in education has moved beyond applications such as
procurement and terms of employment and is beginning to reconfigure the educational experience. Pairings such as class/teacher, parent/
school, student/university, participant/researcher exemplify agents and entities now linked as forms of contractual relationship. The
paper aims to shed light on how these arrangements are enacted in practice. I review relevant literature, drawing from public choicetheory, new public management and theories of the firm. Specific examples are evidenced from a “glocal” context (Dubai and the UK).
The paper posits that, in seeking to guarantee accountability contracts, through their legalistic mechanism, paradoxically create distancesin our sense of responsibility.
35257

14:30-15:00 | Room: Al Waha

The Critical Success Factors of Strategy Implementation in Large Service Industry Organizations
Abdullah Alharthy, Cranfield University, UK
Hamad Rashid, Cranfield University, UK
Romano Pagliari, Cranfield University, UK

Several studies have noted that strategies often fail mainly at the implementation process. However, most of the research addresses theformation of strategy. The importance of strategy formation is not of lesser importance. This paper addresses the implementation aspectof strategy deployment. Strategy execution is selecting a strategy for organizational action to accomplish specific strategic goals. Whilst abrilliant strategy can provide a competitive advantage for a business, only an effective implementation process will ensure this outcome.
The formulation of strategy is usually a top-down endeavour. Implementing requires synchronous top-down, bottom-up and acrossthe-firm activity. Many studies have discussed the problems in strategy execution. For example, the role of senior management and theirinvolvement can be very weak in strategy implementation; there can be a lack of communication top-down, bottom-up and across thefirm; or there can be poor coordination and sharing of responsibilities. This articles identifies critical success factors in the implementationof the strategy.
34227

15:00-15:30 | Room: Al Waha

Comparing Educational Reform and Teacher Professional Learning Between Hong Kong and Shanghai
Nicholas Sun-Keung Pang, The Chinese University of Hong Kong, Hong Kong
Ting Wang, University of Canberra, Australia

Today's centre of high performance in school education is East Asia. According to the OECD’s 2012 PISA assessments, Hong Kongand Shanghai were two of the world’s five highest-performing systems. Evidence indicates high performance in these education systems
comes from effective strategies that focus on teacher professional learning that continuously improve learning and teaching. This paper
reports part of findings from a major study which investigates and compares school education reforms and teacher professional learningin two high performing education systems in China. Drawing on the analysis of survey data collected in 2015 from the perception of
1,368 teachers from 25 schools from Hong Kong and 25 schools from Shanghai, this paper particularly focuses on examining teachers
perception of the effectiveness of educational reform in the cities, as well as, the relationship between teachers professional learning andorganizational outcomes. The findings reveal that Shanghai teachers had higher perceptions of the effectiveness of educational reforms,
the processes of teacher professional learning, and school organizational outcomes than the perceptions of Hong Kong teachers ofsimilar areas (subscales). These findings may match and contribute to explain why Shanghai students performance has been top in the
PISA studies in 2009 and 2012. This study sheds light on how teachers can play a more important and key role in a collective-enquiry
approach into student learning and how to enhance such a professional learning culture in both Hong Kong and Shanghai schools.

IAFOR Dubai 2017 | IAFOR.ORG | 67

Tuesday Session III

14:00-15:30 | Room: Al Khayma
Tuesday Session III: 14:00-15:30
Room: Al Khayma
Education: Social Justice & Social ChangeWorkshop Presentation
Session Chair: Toby Jenkins
33074 | Room: Al Khayma

Back Talk: Disrupting Cultural Hegemony and "Academic Space" Through the Campus Open Mic
Toby Jenkins, Georgia Southern University, USA
Crystal Endsley, John Jay College of Criminal Justice, USA
Marla Jaksch, The College of New Jersey, USA
Anthony Keith Jr. , For the Love of Children, USA

This interactive workshop will explore the use of spoken word as a tool for activist-minded and socially disruptive college student
engagement and civic awareness. Spoken word has become a global creative venue for young adults to speak out. Yet, not much has
been done in the field of higher education to critically understand these programs beyond their entertainment value. From our personal
experiences creating spoken word programs on college campuses in the United States and conducting research on spoken word within
educational settings, we have found that open mic nights purposefully transform “quiet” “scholarly” spaces into loud venues of activism,protest and communion. Workshop attendees will be invited to participate in an abbreviated writing workshop and to experience sharing
their creative work!
1) Introductions
2) Writing prompt #1: Inside/Outside
3) Project Overview—what we aim to do, why it is critical, how we know it matters4) Writing prompt #2: Inside/Outside5) Q&A: Why is it critical that students have an opportunity to literally use their voice(s)? To literally take a stand? Why is it critical forstudents who are marginalized to be seen, to be heard, to be recognized?

Tuesday Featured Session
15:30-16:00 | Room: Amwaj 1

Managing for Innovation and Sustainability: Lessons from the Gulf Region
Virginia Bodolica, American University of Sharjah, UAE

The resource-rich countries of the Gulf region have experienced a vertiginous economic growth and unparalleled achievements ininfrastructure development over the past decades. Since several Gulf-based nations (particularly Qatar and the United Arab Emirates)
attained noteworthy international standings in a short period of time, this presentation aims to uncover the specific sources of regional
competitiveness, sustainability and innovation. Drawing upon a globally benchmarked portrait of major economies in the Gulf, I illustrate
their recent accomplishments in espousing the principles of the knowledge-based economy and delineate strategic priorities for attaining
sustainable development goals. Among the fundamental pillars of regional growth that are emphasized in the presentation are governmentled initiatives of investing in local youth to boost their self-motivation and future potential, supporting entrepreneurial undertakingsof nationals and resident population, promoting gender equality and female participation in the labor force, fostering the creation ofuniversity-based innovation labs to bridge the gap between the industry and educational institutions, and implementing viable corporate
governance and social responsibility practices in both publicly-listed firms and privately-held family-run businesses. Based on this in-depth
analysis of dynamic characteristics and development drivers in this rapidly growing region in the world, I identify and discuss the key
features of Gulf-based organizations that set them apart from other companies in the Middle East.

Closing Session

16:00-16:30 | Room: Amwaj 1
Closing remarks from members of the conference Organising Committee.
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Presentations

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34067

Using ICT for Teaching Arabic as a Foreign Language in Nigeria: Issues and Challenges
Isiaka Adewale Lawal, Osun State College of Education Ilesa, Nigeria

Information and Communication Technology (ICT) has become an indispensable tool for both teachers and learners in various fields anddisciplines. The aspiration of many in this age is therefore aided by Internet facilities to the extent that ICT is gradually pushing aside thetraditional library from the educational scene. This paper is therefore an attempt to examine the effects of Computer and E-learning on theteaching and learning of Arabic in Nigeria, in order to keep up with the modernized communities in the current digital world. The paper gives
an insight into the necessity of ICT in the teaching of Arabic and highlights its challenges and positive effects. This paper employs the useof questionnaires to elicit information from teachers and learners of Arabic in tertiary institutions on the effectiveness of ICT in teaching
Arabic. The paper is concluded by stressing the fact that the use of ICT will make Arabic teaching easier for teachers and more interesting
to the learners, and both the teachers and learners will be able to communicate and have an insight into the culture of the native speakers.
34786

Friends with Benefits: Causes and Effects of Learners' Cheating Practices During Examination
Leo Andrew Diego, Roxas National Comprehensive High School, The Philippines

One of the major cognitive contents of the educational system concerning examinations is the prevailing fraudulent culture – copying otherlearners’ answers during examinations. (Smith,1994) The impact of this issue is consistently appalling and pervasive in this contemporary
setting especially in secondary schools. This alarming kind of culture in the academe makes every learner know and do what should not be
done, for copying corrupts and defeats the purposes of understanding, applying and creating ideas as stipulated in revised Bloom’s taxonomy.
Thus, the study analyzed the effects of copying in the student’s level of awareness. The onset and conceptualization of this research isanchored primarily with the end in view of recommending an understanding of better theoretical framework such as social learning theory
and practical approaches to solidify students’ motivation to self and lesson mastery. This study aims to serve as an eye-opener to learners’
awareness about the causes and effects of copying other learners’ answer during examinations. Moreover, it seeks to probe hidden motivations
and aspirations behind this kind of misconduct as manifestation of their behavior. Vast are the opportunities being defeated by this learned
culture-copying. One of the opportunities is the avenue for self-mastery and internalization of the lessons. The assessment preparation andits endowment is also put into jeopardy by learners’ irresponsible habits.
34931

The Use of Contemporary Video Art Techniques to Convey Buddhist Dhamma Teaching
Chollada Thongtawee, Silpakorn University, Thailand

This research aims to explore the use of video art based on contemporary/Western performing art and visual art techniques to convey eastern
philosophy of Buddhist teaching of Truth or Dhamma. The qualitative methods were used for data collecting and analysis. It is found in
this research that contemporary/Western video art techniques could facilitate the artist to better connect with ancient eastern philosophyof Buddhism. The video art based on contemporary/Western performing art and visual art techniques could deeply embrace contemporary
context conducive to the self-exploration of the artist. Thus, it could lead the artist to the intuitive understanding of Buddhist philosophy
which generally explains the nature of human mind and nature.
35119

Bureaucracy in the Power-Dependence of Domestic Politics and Linkage in Foreign Policy
Yoshihiro Nagata, Nagoya University, Japan

Domestic politics and foreign policy have relevance. The policymaking actors in domestic politics are bureaucracy, party and parliament.
Especially, bureaucracy is the most influential actor in policymaking. This paper will discuss how bureaucracy affects foreign policy. This
paper consists of three parts. First, described is how various ministries coordinate with the policy networks. In Trans-Pacific Partnership(TPP) bargaining, the Ministry of Foreign Affairs of Japan and the Ministry of Economy, Trade and Industry promote TPP because TPP
develops the economic growth and linkage. But the Ministry of Agriculture, Forestry and Fisheries opposes the TPP because of TPP’s
risk in agriculture. Furthermore, the Prime Minister and the majority of the Liberal Democratic Party of Japan promote TPP, but theminority of the Diet opposes TPP. Second, I will investigate how bureaucracy affects foreign policy. In Japan, traditionally, the Ministry ofForeign Affairs has been deciding diplomacy, but recently, various ministries and politicians have become the actors of foreign policy. In
Japan–EU EPA bargaining, various ministries and politicians have conflicts of interest. The Ministry of Foreign Affairs and the Ministry of
Economy, Trade and Industry promote the Japan–EU EPA because the EPA makes the economic growth and linkage, but the Ministry ofAgriculture and Forestry and Fisheries and the Ministry of Land, Infrastructure, Transport and Tourism oppose the Japan–EU EPA becauseof problems with agriculture and trains. Finally, I will analyze the relevance of domestic politics and foreign policy from the viewpoint of
power-dependence and interdependence.

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35291

Case Study: Pre-Service Teachers Characterization and Engagement Levels of Critical Reading
Bernice Sanchez, Texas A&M International University, USA

Preservice teachers must be critical readers and thinkers if they are to prepare our future generations for the challenges of the twentyfirst century. Critical reading and thinking skills are essential to the evolution of a well-rounded individual who can interpret information,
challenge evidence and assess diverse arguments. The following case study attempts to examine preservice teachers’ characterization ofcritical reading and explore their level of responses in their application and engagement of critical reading/thinking. This paper discusses
the research explored in the case study that incorporated an open-ended survey and critical reading prompts that examined pre-service
teachers’ engagement levels into reading and thinking critically while allowing the researcher to gain an understanding of teachers’ awarenessand engagement of critical reading/thinking stance. Overall, the data findings presented support the ongoing challenges of teaching criticalreading/thinking as indicated by previous research studies. The information gathered by the researcher will provide insights into pre-service
teachers’ critical reading/thinking and the importance of transmitting critical engagement habits to future generations of pre-service teachers.
35339

Beyt El Hekma', The House of Wisdom: The Legacy of Arabic Science, Interdisciplinarity and Contemporary Art PracticeSuzi Elhafez, University of Melbourne, Australia

The Arab-Islamic Empire historically evidences interdisciplinary approaches to knowledge production and scholarship. This was realisedwith vast success during a period of intellectual expansion, religious tolerance and philosophical inquiry known as the Golden Age. Oneof the greatest innovations of this knowledge-based economy was the interdisciplinary approach to knowledge-production, which informs
innovative approaches to contemporary art practice and scholarship today. The medieval Arab scholars were the greatest of their epoch andthe Arab Empire the most intellectually advanced, culturally and globally influential society of its time. “The House of Wisdom” (Arabic“beyt Al-hekma”) was established during the Abbasid dynasty as an intellectual hub that would see the Medieval Arabs go on to create original
scholarship across the sciences, the arts, philosophy, astronomy and medicine. This would be the birthplace of interdisciplinary methodologies
evident in the works Al Khawarizmi and Ibn Al Haytham. As a visual artist working across the mediums of experimental photography
and installation-based digital practices, interdisciplinarity is vital in informing contemporary creative practices. My practice-based research
converges philosophy, physics and technology to create work that augments, disrupts, and challenges our conceptions of time. My researchhighlights the unique capacity of art to expand knowledge domains by engaging interdisciplinary approaches informed by the historical
tradition of interdisciplinarity in Arabic scholarship. The success historically exemplified by this interdisciplinary approach is a testament tothe scope of the emergent creative and conceptual knowledge-production that is possible when new modalities of discovery are employed to
inform and innovate contemporary knowledge domains.
35343

Academic Issues and Solution Proposal in a Plurilingual EFL Class in Japan
Akiyoshi Suzuki, Nagasaki University, Japan
Teresa Kuwamura, Kyoto Gakuen University, Japan

The purpose of this study is to propose solutions for issues in class of reading and writing English which South Korean, Chinese and Japanese
students attend, which is a typical plurilingual EFL class composition in Japanese universities. In Japan, a class of reading and writing English
is requisite to students from Asian countries as well as Japanese students. In the class, the teacher needs to improve students’ academic abilities
for correctly reading and writing English. It is, however, not so easy for teachers who are native speakers of English, nor of Japanese teachersof English in Japan. Recently, research books and articles about a plurilingual EFL class have been published, but they usually propose
pedagogy in English-speaking countries and hence they cannot work well in Japan without modification. As for the typical issues in Japan, firstof all, many students in the class score lower than average on the scales of motivation and academic abilities of English. In addition, many of
the students cannot understand Japanese well. The teacher is, hence, at a loss for a choice of language for explanation. There are also othervarious issues to resolve, but in this presentation, for reasons of time, I focus on how to improve students’ motivation and their academic
abilities of reading and writing English in a plurilingual EFL class in Japan.

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35356

Scenery Changes in Campus Proceeded by Students
Naokata Okajima, Minamikyushu University, Japan

University is where students improve their abilities and professors proceed with their research. It is fortunate if their interests coincide witheach other’s. However, they are not always the same. In such a case, a seminar in a laboratory might fill the gap between them to a certain
extent. In departments such as architecture or landscape architecture that are considered as training for creating real spaces, the final purpose
is to have the students experience creating a place as they visualized it, even if it is a small one. Armchair theory does not accomplish their realneeds. Theory is important for researchers; however, students are young and often impatient and do not pay attention to others’ past works.
As a beginner, only experience can teach them the knowledge they require. This paper shows the results of a trial begun in 2013, wherein
students were provided the chance to make actual changes in the scenery in an experimental area of the campus. Lawrence Halprin’s RSPV
cycles methodology was adopted in this experiment. The landscape operations added to the site by the students in the campus yearly for aperiod of three years are presented, and the meaning each change conveys is also considered.
35420

Cross-Linguistic Contrastive Analysis and the Prediction of Pronunciation Difficulties Among Language Learners
Ghazi Algethami, Taif University, Saudi Arabia

Relative to research on learning and teaching second language grammar (morphosyntax) and vocabulary, pronunciation has received little
attention in previous applied linguistics research (Foote, Trofimovich, Collins & Urzúa, 2016). This is one of the main reasons why teachers
and learners usually depend mainly on their intuition when it comes to teaching and learning pronunciation (Thomson & Derwing, 2014).
One of the methods used among researchers and teachers to identify the pronunciation difficulties learners may face is the use of crosslinguistic contrastive analysis, where the phonological systems of learners’ first and second/foreign languages are compared, and then areasof differences would constitute the bulk of teaching materials in language classrooms. The current exploratory study aims to find out
whether the contrastive analysis method is able to predict learners’ difficulties in producing foreign language speech. First, a phonologicalcontrastive analysis between English and Saudi Arabic consonants will be conducted, and based on this analysis, predictions about consonantal
pronunciation difficulties will be given. Second, previous studies that have examined the consonantal pronunciation difficulties among Saudi
learners of English will be examined to find out to what extent the predictions generated by the contrastive analysis is successful in predicting
the consonantal difficulties found in these studies. The results of this study will provide both theoretical and pedagogical implications.
Theoretically, it will provide a test for the contrastive analysis method in predicting pronunciation difficulties, and pedagogically, it will provide
learners and teachers with the possible areas of difficulties Saudi learners face in producing English consonants.
35839

The 21st Century Skills in Higher Education

Maurice Danaher, Zayed University, UAE
Kevin Schoepp, Jumeira University, UAE
Ashley Ater Kranov, Washington State University, USA
To increase the employability of baccalaureate graduates, tertiary education must include what are known as professional or twenty-firstcentury skills. While academic programs worldwide strive to develop a solid professional skills base in students, these skills are notoriously
difficult to teach and assess. In 2014, Zayed University in the United Arab Emirates (UAE) began a collaboration with the developer of the
US National Science Foundation backed and American Society of Engineering Education’s award-winning Engineering Professional Skills
Assessment (EPSA) to modify the method from engineering to computing and the UAE context. Funded by the Zayed University Research
Incentive Fund, this two-year project has led to the development of a method known as the Computing Professional Skills Assessment(CPSA). The CPSA consists essentially of a scenario, a student discussion of the scenario, and a rubric to grade the discussion. The research
project involved creating scenarios suitable to the field of computing and the region, developing a rubric including establishing validity andreliability, and developing an implementation method. The CPSA is the first method in the literature to measure all six of the computing
professional skills prescribed by ABET (Accreditation Board for Engineering and technology) simultaneously.

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Conference
Highlights:
The Past 12
MonthsSince 2009, IAFOR has welcomed
university presidents, faculty deans, awardwinning journalists, national politicians,
government ministers, diplomats, charity
leaders, think tank directors, documentarymakers, movie directors, members of thearmed forces, lawyers, doctors, jurists,
artists, poets, writers, clergy, scientists,
philosophers...
IAFOR Dubai 2017 | IAFOR.ORG | 73

In January 2017, The IAFOR Hawaii Conference Series 2017 was held at The Hawai‘i Convention Center, Honolulu, Hawaii, USA, as
two consecutive events on the themes of “East Meets West: Innovation and Discovery” and “Educating for Change”.
Top left: Professor William G. Staples of the University of Kansas, USA, speaks on “Everyday Surveillance: A Case Study of Student
Information Systems” at IICSSHawaii2017. Professor Staples is well known internationally for his work in the areas of social control
and surveillance. Top right: In her Keynote Presentation at IICSEEHawaii2017, Dr Jaimey Hamilton Faris of the University of Hawaii
at Manoa, USA, introduces the audience to the concept of “liquid archives”. Her academic writing focuses on issues of global trade
networks and systems, environmentalism and sustainability in contemporary art, especially in the Asia-Pacific context.
Below left: Featured Presenter Donna McIntire-Byrd discusses eco-diplomacy and water conservation at IICSEEHawaii2017. Donna
McIntire-Byrd serves as Chief of the Energy & Sustainable Design Unit for the US Department of State Bureau of Overseas Buildings
Operations. Below right: In a Keynote Presentation, Dr Linda Furuto of the University of Hawaii at Manoa, USA, addresses theaudience at IICEHawaii2017 on the topic of “Pacific Ethnomathematics: Navigating Ancient Wisdom and Modern Connections”.
Bottom left: Professor Curtis Ho of the University of Hawaii at Manoa, USA, sits on a Featured Panel that explored how we educate
for positive change, striking a balance between the need to challenge while also respect and preserve local and indigenous cultures andtheir languages, at IICEHawaii2017. Bottom right: In a Featured Presentation at IICTCHawaii2017, Dr Kristin Palmer discusses theuse of open educational resources (OER) and massive open online courses (MOOCs). Dr Kristin Palmer is the Director of Online
Learning Programs at the University of Virginia, USA.

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Above: Aunty Kehaulani Lum and Uncle Bruce Keaulani of the Living Life Source Foundation, Hawaii, demonstrate a traditional
Hawaiian greeting at IICEHawaii2017.
Below left: Distinguished psychologist Professor Michael B. Salzman of the University of Hawaii at Manoa speaks as part of a
Featured Panel on “Aloha as a Way of Being: Hawaiian Perspectives on Learning” at IICEHawaii2017. Below right: Dr Xu Di, alsoof the University of Hawaii at Manoa, addresses the audience as part of the same IICEHawaii2017 Featured Panel. Dr Di’s recent
publications focus on bridging Eastern and Western philosophy for educational practices.
Bottom left: Professor Ken Urano, Featured Speaker at IICLLHawaii2017, presents on the topic of “Developing and Implementing
an English for Specific Purposes Syllabus for Business Majors in Japan”. Professor Urano is a member of the Faculty of Business
Administration, Hokkai-Gakuen University, in Sapporo, Japan, where he mainly teaches English to business students.
Bottom right: In a Featured Presentation on statistics in the cognitive/risk era, award-winning research scientist and innovator Dr
Nathaniel Newlands of the University of Victoria, Canada, discusses the increasingly critical role statistics plays in unravelling thecomplexity of our world at IICSSHawaii2017.

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Above left: Yukio Satoh gives his Keynote Presentation entitled “Shifting Strategic Balance and Asian Security” at The Asia-Pacific Conference on
Security and International Relations 2016 (APSec2016). Former Permanent Representative of Japan to the United Nations and former ambassadorof Japan to Australia and the Netherlands, Yukio Satoh is now based at the Japan Institute of International Affairs, Japan. Above right: Current
President of the Asian Political and International Studies Association (APISA) Professor Brendan Howe welcomes delegates to the The Asia-PacificConference on Security and International Relations 2016 (APSec2016), held jointly with APISA’s tenth annual congress in Osaka, Japan.
Below left: In a Keynote Presentation at The Asia-Pacific Conference on Security and International Relations 2016 (APSec2016), Professor Jun
Arima, based at the Graduate School of Public Policy, University of Tokyo, Japan, speaks on Asia’s energy outlook. Professor Arima was Director
General of the Japan External Trade Organization (JETRO), London, UK, and Special Advisor on Global Environmental Affairs for the Ministry of
Economy, Trade and Industry (METI) in Japan from 2011 to 2015. Below right: Keynote Speaker Xingzui Wang, Executive Vice President of the
China Foundation for Poverty Alleviation, addresses delegates at the Plenary Session of The Asia-Pacific Conference on Security and International
Relations 2016 (APSec2016) on fighting poverty in China.
Bottom left: Michael Alfant, President Emeritus of the American Chamber of Commerce in Japan and Group President and CEO of Fusions
Systems Group, headquartered in Tokyo, listens attentively during the Plenary Session of the The Asian Business & Management Conference 2016
(ABMC2016) in Kobe, Japan.
Bottom right: At IAFOR’s Kansai-based conferences the arts and culture of Japan are frequently showcased as part of the programme. Conference
attendees at The Asian Conference on Technology in the Classroom 2016 (ACTC2016) had the opportunity to gain knowledge and practicalexperience in the art of the Japanese green tea ceremony, with an informative demonstration and workshop given by local artisans.

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Above left: Addressing delegates at The Asian Conference on Education 2016 (ACE2016), Dr McCagg gives a Keynote Presentation
entitled “International Liberal Arts: Meeting Japan’s Higher Education Needs in the Global and Digital Era”. In his talk he identified
dimensions of the university experience in Japan that can and need to be strengthened in order to create coherence and integrity instudents’ intellectual experiences. Dr McCagg is the Vice President for Academic Affairs of Akita International University, Japan.
Above right: In her Keynote Presentation, Professor Insung Jung of the International Christian University, Japan, examines the ways
MOOCs are being used by individual learners and university systems, and their impact on access, quality and cost in higher education, at
The Asian Conference on Society, Education and Technology 2016 (ACSET2016).
Below: Professor Grant Black (below top left), Vice-President of The International Academic Forum (IAFOR), chairs a Featured
Symposium entitled “The Globalisation Process for University Education in Japan” at The Asian Conference on Education 2016
(ACE2016) in Kobe, Japan. The symposium aimed to integrate education theory and research with the context of long-term social
processes in order to address policy reform and structural change in Japanese universities, and contributors included Dr Fumiko Kurihara
of Chuo University (below top middle), Dr Maria Gabriela Schmidt of the University of Tsukuba (below top right), Dr Yasuo Nakataniof Hosei University (below bottom left), Dr Yukiko Mishina of the University of Tokyo, Japan (below center middle) and Dr Reiko
Yamada of Doshisha University (below bottom right), all based in Japan.

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Above left: At The IAFOR International Conference on the City (City2016), renowned critic and theorist Professor Bill Ashcroftof the University of New South Wales, Australia, gives a Keynote Presentation on the concept of the Transnation. Above centre:
Alonso Carnicer, a news reporter at TV3, the Catalan Television channel, and Keynote Speaker at City2016, discusses his Catalan
Television documentary, “Shanty towns, the forgotten city”, which tells the story of impoverished settlements in Barcelona. Aboveright: Novelist, playwright and poet Gloria Montero, Global2016 Featured Speaker, delivers a talk entitled “Filling in the Lonely,
Empty Places” at The IAFOR International Conference on Global Studies (Global2016).
Below left: Speaking on the dialectics of communication, Professor Svetlana Ter-Minasova of Lomonosov Moscow State University,
Russia, presents during the Plenary Session at The European Conference on Psychology and the Behavioral Sciences (ECP2016). Belowright: Dr Eddie Bruce-Jones of Birkbeck College School of Law, University of London, UK, explores the tensions and possibilities
inherent in interdisciplinary work at the junction of the legal, the social-scientific and the literary, in his Keynote Presentation at The
European Conference on the Social Sciences (ECSS2016).
Bottom left: Dr Amy Azano, Keynote Speaker at The European Conference on Education (ECE2016), gives an animated presentation
entitled “Leveraging Place and Moving Toward Glocalized Learning”. Bottom right: At The European Conference on Language
Learning (ECLL2016), Professor Jean-Marc Dewaele, Keynote Speaker, argues that these non-linguistic benefits of language learning
are illustrations of multicompetence.

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Above left: Professor Sanja Bahun of the University of Essex, UK, addresses the part played by the arts, and literary art in particular,
in transitional societies, in a Keynote Presentation at The European Conference on Literature & Librarianship (LibEuro2016). Aboveright: In her role as ECAH2016 Keynote Speaker, Professor Anne Boddington of the College of Arts and Humanities, Universityof Brighton, UK, explores the idea of the “stained glass ceiling”, by examining the challenge of achieving effective intersectionality
through gender and ethnic inequalities.
Below left: Toshihiko Sakaguchi, EBMC2016 Keynote Speaker and Director-General of JETRO London, gives a talk entitled“Japanese Economy and Business Opportunities” during the Plenary Session of The European Business & Management Conference(EBMC2016). Below right: At The European Conference on Politics, Economics & Law (ECPEL2016), Professor Michael Clarke,
Keynote Speaker and Former Director General of the Royal United Services Institute, discusses the way in which the essential rules ofinternational politics were formed and those states and societies that shaped them.
Bottom left: In a Keynote Presentation on reducing fear, increasing confidence and reaching the students who think that learning is anordeal, Ken Wilson, a teacher trainer, and published author of a large amount of ELT materials, outlines how some simple group andgame activities can serve as confidence builders for students at The European Conference on Language Learning (ECLL2016). Bottom
right: Jared Baxter, ECAH2016 Keynote Speaker and Vincent van Gogh researcher, presents on “Vincent van Gogh’s Symbolist Art”
at The European Conference on Arts & Humanities (ECAH2016).

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Top left: John Nguyet Erni, Chair Professor in Humanities and Head of the Department of Humanities & Creative Writing at Hong
Kong Baptist University, poses questions about new sovereignty, human rights and humanitarian discourse in a Keynote Presentation
at The Asian Conference on Asian Studies (ACAS2016) entitled “Negotiating ‘Refuge’: Humanitarianism for the ‘Included-outs’”.
Professor Erni has published widely on international and Asia-based cultural studies, human rights legal criticism, Chinese consumptionof transnational culture, gender and sexuality in media culture, youth popular consumption in Hong Kong and Asia, and critical publichealth.
Top centre: At The Asian Conference on Cultural Studies (ACCS2016), Professor Koichi Iwabuchi chairs a Keynote Panel on social
movements and critical pedagogy. Koichi Iwabuchi is Professor of Media and Cultural Studies and Director of the Monash Asia
Institute in Monash University, Australia, and his main research interests are media and cultural globalisation, multicultural questions,
mixed race and cultural citizenship in East Asian contexts.
Top right: Dr Amy Szarkowski delivers an interesting Featured Panel Presentation on disability and disability issues in Japan at The
Asian Conference on Asian Studies (ACAS2016). Dr Szarkowski is a psychologist in the Deaf and Hard of Hearing Program at BostonChildren’s Hospital and an Instructor in the Department of Psychiatry at Harvard Medical School, USA.
Below left: Dr James McNally of the University of Michigan, USA, is Director of the NACDA Program on Aging, a data archive
containing over 1,500 studies related to health and the aging lifecourse. As AGen2016 Featured Speaker & Conference Co-Chair, hedelivers a Featured Presentation on the individual and societal benefits for caregivers to elderly family members. Professor McNally is

is Vice-President of The International Academic Forum (IAFOR).
Below centre: Professor Jun Arima, of the Graduate School of Public Policies, University of Tokyo, Japan, gives a Keynote Presentationon the significance of the Paris Agreement in the history of climate negotiation, its major points and Japan’s action, at The Asian
Conference on Sustainability, Energy and the Environment (ACSEE2016).
Below right: As Keynote Speaker at The Asian Conference on Aging & Gerontology (AGen2016), Professor Hiroshi Ishida discusses
social survey data sets and data-archiving activities in Japan and introduces the Social Science Japan Data Archive (SSJDA).

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Top left: As a Keynote Speaker, Professor Stephen Ryan of Japan’s Waseda University, lectures on “Diverging approaches and converging
goals” at The Asian Conference on Language Learning (ACLL2016). Top right: In his Featured Presentation at the same conference,
Richmond Stroupe of Soka University in Tokyo, Japan, discusses enhancing learner autonomy in Japan through teachers’ professional
development.
Above left: Professor Myles Chilton, a member of the Department of English Language and Literature at Japan’s Nihon University and
ACAH2016 Plenary Speaker, explores justice and literature in the classroom by investigating the claim that teaching literature means
teaching social justice. Above centre: During the annual haiku workshop at The Asian Conference on Literature, Librarianship & Archival
Science (LibrAsia2016), Hana Fujimoto of the Haiku International Association, Japan, gives a background and history to haiku and invites
participants to write their own poems. Above right: Also at the LibrAsia2016 haiku workshop, Emiko Miyashita, a prominent haiku poet
who is also a councillor for the Haiku International Association, reads world-famous haiku.
Bottom left: Lowell Sheppard, ACEID2016 Featured Speaker and Asia Pacific Director at HOPE International Development Agency,
Japan, presents on the connection between education and social justice at The Asian Conference on Education & International
Development (ACEID2016). Bottom centre: The National University of Singapore’s Tan Tarn How delivers a Featured Presentation
entitled “Educational Rankings: Towards an Index of Flourishing Education” at The Asian Conference on Ethics, Religion and Philosophy(ACERP2016). Bottom right: Also at ACERP2016, Dr Brian A. Victoria of the Oxford Centre for Buddhist Studies explores the natureof the relationship between religion and war in today’s newspapers in his role as Conference Chair and Featured Speaker.

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Top left: Did news coverage create the man or did the man create the news coverage? Professor Gary Swanson discusses the rise of Donald
Trump at at The Asian Conference on Media & Mass Communication 2016 (MediAsia2016). Professor Swanson is the former Hansen Endowed
Chair in Journalism and Distinguished Journalist-in-Residence at the University of Northern Colorado. He has received more than 75 awards forbroadcast excellence including three EMMYs. Top right: Internationally recognised specialist in human rights, sexuality and culture Professor
Baden Offord chairs a Featured Panel on Social Movements and Critical Pedagogy at The Asian Conference on Cultural Studies (ACCS2016).
Above left: Grand Prize Winner of the IAFOR Documentary Film Award 2016, PLACEBO: ALT. RUSSIA – a documentary which explores thealternative cultures that are present within Russia’s major cities, directed by Charlie Targett-Adams and announced at The Asian Conference on Film
& Documentary 2016 in Kobe, Japan. Above right: Speaking on contemporary issues in journalism, Professor Richard Roth of Northwestern
University, USA, delivers his Keynote Presentation at The Asian Conference on Media & Mass Communication 2016 (MediAsia2016).
Below left: Silent film pianist Mie Yanashita prepares to perform an improvisational soundtrack to the film What Made Her Do It? after presenting
on the same topic at The Asian Conference on Media & Mass Communication 2016 (MediAsia2016) in Kobe, Japan. She has accompanied morethan 600 silent film screenings in Japan and throughout the world, and has played in the UK, Germany, Italy, Thailand, Korea, and Malaysia.
Below right: The One String Suma Goto Preservation Society perform. The history of the single string version of the suma goto dates back to
the 11th century. Played during the Sake Tasting Workshop at The Asian Conference on Language Learning 2016 (ACLL2016).

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Top left: Professor Frank S. Ravitch, Conference Chair and Keynote Speaker at The Asian Conference on Ethics, Religion and Philosophy(ACERP2016), gives an insightful presentation entitled “Freedom’s Edge: Religious Freedom, Sexual Freedom, and the Future of Justice inAmerica”. Top right: In a Keynote Presentation at the same conference, the Director of TELL Lifeline, Vickie Skorji, questions how a crisis
hotline providing services in a minority language can provide support, generate funding and maintain volunteer numbers.
Above left & right: IAFOR places great value on the local community and aims to ensure our delegates can experience Japan’s culture
through a packed and exciting programme of events. IAFOR conferences offer delegates a diverse, informative and thought-provoking
range of activities and experiences, such as taiko drumming.
Below left: An image from the series Life After Injury by Ukrainian photojournalist Alexey Furman, Grand Prize Winner of the 2016 IAFOR
Documentary Photography Award. “With this project I would like to raise awareness on a growing number of war veterans in Ukraine.”
Winners were announced at The European Conference on Media, Communication & Film (EuroMedia2016) in Brighton, England. The
award’s theme corresponds to the theme of the conference, which in 2016 was “justice”. Below right: Traditional Awa Odori dance
performance at ACAH/Librasia2016 in Kobe, Japan. The International Academic Forum is proud to be based in Japan, and we organise anumber of events throughout the year that showcase the best of Japanese culture, ranging from the raw power of the taiko drums to theunderstated beauty of the tea ceremony, from martial arts demonstrations by world class masters to hands-on calligraphy workshops byuniversity clubs and haiku workshops by leading poets.

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IAFOR Dubai 2017 | IAFOR.ORG | 85

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Presenters& Reviewers

IAFOR Dubai 2017 | IAFOR.ORG | 87

A-Z Index of Presenters
Abd Aziz, Hanita			
p. 50
Ministry of Education, Singapore
Abella, Love Grace			p. 62
University of the East, The Philippines
Abiam, Patrick				p. 61
Cross River State College of
Education, Nigeria
Addison, Neil				p. 58
Tokyo Woman's Christian University, Japan
Adeimi, Jihane				p. 48
Edinburgh Napier University, UK
Al-Jubouri, Firas			p. 58
American University of Sharjah, UAE
Alamoudi, Lina			p. 63
University of Nottingham, UK
Algethami, Ghazi			
p. 72
Taif University, Saudi Arabia
Alharthy, Abdullah			p. 67
Cranfield University, UK
Almutawa, Farah			p. 49
Kuwait University, Kuwait
Alshammari, Shahd			
p. 45
Gulf University for Scienceand Technology, Kuwait
AlZeer, Ruba				p. 53
SusPact - Happiness Life Styled, Palestine
Amin, Fajir				p. 46
The Fulbright Program, Department of State's Bureauof Education and Cultural Affairs, USA
Arabzadeh, Maryam			p. 65
Iranian Public Libraries Foundation, Iran
Awadallah, Mutassim			p. 43
Academic Bridge Program,
Qatar Foundation, Qatar
Ayber, Pinar				
p. 39
Zayed University, UAE
Blazevic, Nevenka			p. 59
University of Rijeka, Croatia
Bosnar-Valkovic, Brigita		
p. 41
Faculty of Tourism & Hospitality
Management, Croatia
Charles, Tendai			
p. 66
UAE University, UAE
Cho, Sung-Eun			
p. 58
Hankuk University of Foreign Studies,
Republic of Korea
Choi, Eunkyoung			
p. 35
Hankuk University of Foreign Studies,
Republic of Korea
Choudhury, Nandita			
p. 51
BML Munjal University, India
Cooper, Grant				p. 44
RMIT University Melbourne, Australia
Coppi, Antonella			p. 63
Free University of Bolzano, Italy
Craig-Henderson, Kellina		
p. 42
US National Science Foundation, USA
Danaher, Maurice			p. 72
Zayed University, UAE
88 | IAFOR.ORG | IAFOR Dubai 2017

De Angelis, Angelica Maria		
p. 40
American University of Kuwait, Kuwait
Dhabab, Mansour			p. 45
King AbdulAziz University, Saudi Arabia
Dickson, Martina			p. 62
Emirates College for Advanced
Education, UAE
Diego, Leo Andrew			
p. 70
Roxas National Comprehensive
High School, The Philippines
Dillon, Anna Marie			p. 50
Zayed University, UAE
DiMaggio, Kenneth			p. 45
Capital Community College, USA
Dimoski, Blagoja			
p. 59
Tamagawa University, Japan
Dozza, Liliana				p. 56
Free University of Bolzano, Italy
Elhafez, Suzi				p. 71
University of Melbourne, Australia
Eluyefa, Dennis			
p. 64
Bishop Grosseteste University, UK
Endsley, Crystal			
p. 68John Jay College of Criminal Justice,
CUNY, USA
Esmail, Nisreen			p. 43
Academic Bridge Program,
Qatar Foundation, Qatar
Faour, Dina				p. 66
American University in Dubai, UAE
Fujimaki, Arata			
p. 56
Tokai University, Japan
Gamache, Geneviève			p. 63
University of Malaya, Malaysia
Hassan, Zalinah			p. 61
Ministry of Education, Singapore
Hojeij, Zeina				p. 39
Zayed University, UAE
Irons, Edward				p. 48
Hong Kong Institute for Culture,
Commerce & Religion, Hong Kong
Irving, Rosalind			
p. 67
HCT Dubai, UAE
Ishii, Haruko				p. 34
Hokkai-Gakuen University, Japan
Ishizumi, Masaru			
p. 57
Kanagawa University, Japan
Israr, Zarmina				p. 47
Jawaharlal Nehru Univerity, India
Jaffre, Maxime				p. 60
Centre Norbert Elias – Marseille, France
James, Aleya				p. 38
Dubai Women's College, Higher
Colleges of Technology, UAE
Jenkins, Toby				p. 68
Georgia Southern University, USA
Jurgile, Vaida				p. 44
Vytautas Magnus University, Lithuania

A-Z Index of Presenters
Kanu, Sullay Mohamed		
p. 65
Abu Dhabi University, UAE
Kattaya, Mona				p. 45
Ain Shams University, Egypt
Kelly, Mary Ellen			p. 43
University of Toronto, Canada
Khalil, Maha				p. 49
Cairo University, Egypt
Khoja, Nazeeha			p. 50
McGill University, Canada
Kikuchi, Keita				p. 46
Kanagawa University, Japan
Kurup, Dinesh				p. 38
Jawahar Navodaya Vidyalaya, India
Landsbergiene, Austeja		
p. 43
Vaikystes Sodas, Lithuania
Lawal, Isiaka				p. 70
Osun State College of Education, Nigeria
Leichsenring, Andrew			
p. 59
Tamagawa University, Japan
Mahdavijalal, Abbas			p. 65
Artistic & Cultural Organization of Tehran
Municipality Education Unit, Iran
Mahfouz, Inas				p. 40
American University of Kuwait, Kuwait
Manansala, Thelma			
p. 47
Bataan Peninsula State University,
The Philippines
Masters, Yvonne			p. 39
University of New England, Australia
Matsuno, Kazuko			
p. 41
Shizuoka University, Japan
Mirhosseini, Zohreh			p. 65
Islamic Azad Univerity,
North Tehran Branch, IranMohmaed, Naeema			
p. 66
UAE University, UAE
Mosher, Melissa			
p. 59
UAE University, UAE
Mulovhedzi, Shonisani			p. 34
University of Venda, South Africa
Nagata, Yoshihiro			p. 70
Nagoya University, Japan
Nguyen, Tram				p. 51
University of Ottawa, Canada
Nurmah, Zainal			p. 61
Ministry of Education, Singapore
Ogbar, Jeffrey				p. 60
University of Connecticut, USA
Okajima, Naokata			
p. 72
Minami Kyushu University, Japan
Olaniyan, Azeez			p. 42
Ekiti State University, Nigeria
Opaluwah, Akor			
p. 52
Nottingham Trent University, UK
Palak, Deniz				p. 66
Prince Mohammad Bin Fahad University, Saudi Arabia
Pang, Nicholas Sun-Keung		
p. 67
The Chinese University of Hong Kong, Hong Kong

Park, Lira				p. 35
Hankuk University of Foreign
Studies, Republic of Korea
Paul, Sheilah Marion			
p. 57
Medgar Evers College of CUNY, USA
Payrow Shabani, Omid			p. 52
University of Guelph, Canada
Price, Melissa Lee			p. 62
Zayed University, UAE
Raevskikh, Elena			p. 60
Centre Norbert Elias - Marseille, France
Rajakumar, Mohanalakshmi		
p. 40
Virginia Commonwealth University in Qatar, Qatar
Ralph, Barnaby			
p. 64
Seikei University, Japan
Ramanathan, Subramaniam		
p. 49
Nanyang Technological Univeristy, Singapore
Saba 'Ayon, Najwa			
p. 51
Rafik Hariri University, Lebanon
Safwat, Suhair				p. 65
University of Sulaimani, Iraq
Saiman, Salina				p. 50
Ministry of Education, Singapore
Sanchez, Bernice			p. 71
Texas A&M International University, USA
Sheikh, Humera Aftab			
p. 41
Capital University of Science& Technology, Pakistan
Singh, Ameeta				p. 34
Govt. M.L.B College Bhopal, India
Suzuki, Akiyoshi			p. 71
Nagasaki University, Japan
Taha, Mustafa				p. 38
American University of Sharjah, UAE
Tan, Kok Siang				p. 53
National Institute of Education, Nanyang
Technological University, Singapore
Tanaka-Ellis, Nobue			p. 39
Tokai University, Japan
Tanaka-Ellis, Nobue			p. 47
Tokai University, Japan
Tanga, Pius				p. 42
University of Fort Hare, South Africa
Taser, Seyit				p. 61
Necmettin Erbakan University, Turkey
Thongtawee, Chollada			p. 70
Silpakorn University, Thailand
Tshaka, Akhona			p. 42
University of Fort Hare, South Africa
Ubana, Ubana Arikpo			
p. 61
Cross River State College of Education, Nigeria
Wahyudie, Addy			
p. 34
UAE University, UAE
Xie, Sherry L.				
p. 52
Renmin University of China, China
Yamato, Ryusuke			
p. 46
Kyoto Sangyo University, Japan
Zydziunaite, Vilma			p. 44
Vytautas Magnus University, Lithuania
IAFOR Dubai 2017 | IAFOR.ORG | 89

Conference Theme: Educating for Change
Art Center Kobe, Kobe, Japan
Thursday, October 19 – Sunday, October 22, 2017
Initial Abstract Submission Deadline: June 1, 2017

Why Attend ACE2017?
Since 2009, The Asian Conference on Education has attracted more than:

1800

from

delegates

60+
countries

Join IAFOR at ACE2017 to:– Present to a global audience– Have your work published in the Conference Proceedings and considered
for peer-reviewed, Open Access journals– Beneﬁt from IAFOR's interdisciplinary focus by hearing about the latest
research in education– Participate in a truly international, interdisciplinary and intercultural event– Take part in interactive audience sessions– Network with international colleagues

Find out more: ace.iafor.org
IAFORJAPAN@IAFOR

Senior Reviewers
Education
Alexandru-Ionut Petrisor
National Institute for Research and Development in
Constructions, URBAN-INCERC, Romania
Antonella Coppi
Free University of Bolzano, Italy
Asma Khan
University of Education, Pakistan
Claudette Onumah
Abu Dhabi Educational Council, UAE
Dannielle Joy Davis
St. Louis University, USA
Deniz Palak
Prince Mohammad Bin Fahad University, Saudi Arabia
Hoda Thabet
Sohar University, Oman
Kok Siang Tan
National Institute of Education, Singapore

Kristin Palmer
University of Virginia, USA
Liliana Dozza
Free University of Bolzano, Italy
Melissa Lee Price
Zayed University, UAE
Ruba AlZeer
SusPact - Happiness Life Styled, UAE
Shamim Ali
Allama Iqbal Open University, Pakistan
Vilma Zydziunaite
Vytautas Magnus University, Lithuania
William Frick
University of Oklahoma, USA
Yvonne Masters
University of New England, Australia

Language Learning
Akiyoshi Suzuki
Nagasaki University, Japan
Brigita Bosnar-Valkovic
Faculty of Tourism and Hospitality Management, Croatia
Lawrence Honkiss
Rajamangala University of Technology, Thailand

Najwa Saba 'Ayon
Rafik Hariri University, Lebanon
Nobue Tanaka-Ellis
Tokai University, Japan
Ruba Alzeer
SusPact - Happiness Life Styled, UAE

Social Sciences
Alexandru-Ionut Petrisor
National Institute for Research and Development in
Constructions, URBAN-INCERC, Romania
Jeffrey Ogbar
University of Connecticut, USA
Kellina Craig-Henderson
U.S. National Science Foundation, USA
Kok Wai Benny Lim
Chinese University of Hong Kong, Hong Kong

Kristian Pérez Zurutuza
EHU-UPV & UNED, Spain
Thelma Manansala
Bataan Peninsula State University, The Philippines
Xuan Tran
University of West Florida, USA
Zarmina Israr
Jawaharlal Nehru University, India

Arts & Humanities
Amarachi Nnachi Ukoma
Ebonyi State University, Nigeria
Ameeta Singh
Govt. M.L.B College Bhopal, India
Antonella Coppi
Free University of Bolzano, Italy
Barnaby Ralph
Seikei University, Japan
Chollada Thongtawee
Silpakorn University, Thailand
Geneviève Gamache
University of Malaya, Malaysia

Hope Yu
University of San Carlos, The Philippines
Mohanalakshmi Rajakumar
Virginia Commonwealth University
in Qatar, Qatar
Nai-Ying Whang
National Taiwan Normal University, Taiwan
Ross Griffin
Qatar University, Qatar
Zohreh Mirhosseini
Islamic Azad University,
North Tehran Branch, Iran
IAFOR Dubai 2017 | IAFOR.ORG | 91

Reviewers
Education
Anna Marie Dillon
Zayed University, UAE
Choon Lim
Victoria University, Australia
Deniz Palak
Prince Mohammad Bin Fahad University, Saudi Arabia
Irina Madeyeva
Autonomous Educational Organization “Nazarbayev
Intellectual Schools”, Kazakhstan
Jason Hsinchieh Wu
National Dong Hwa University, Taiwan
Jayson Lannu
De La Salle - College of Saint Benilde, The Philippines
Khalid Al Mudares
Al Nahrain University, Iraq
Martiallou Organiza
University of The Visayas, The Philippines
Muhsin Balogun
Adeniran Ogunsanya College of Education, Nigeria
Prapassara Thanosawan
Srinakharinwirot University, Thailand
Premnadh Kurup
La Trobe University, Australia

Qian Zhou
Zhengzhou University, China
Queen Ogbomo
Tennessee Technological University, USA
Sara Zimmerman
Appalachian State University, USA
Seyit Taser
Necmettin Erbakan University, Turkey
Sheilah Marion Paul
Medgar Evers College of CUNY, USA
Shittu Morufudeen Adeniyi
University Pendidikan Sultan Idris, Malaysia
Subramaniam Ramanathan
Nanyang Technological University, Singapore
Tanju Deveci
The Petroleum Institute, UAE
Toby Jenkins
Georgia Southern University, USA
William Frick
University of Oklahoma, USA
Yun-Fang Sun
Wenzao Ursuline University of Languages, Taiwan

Language Learning
Adelfa Silor
Mindanao State University-Iligan Institute of Technology,
The Philippines
Akiko Nagao
Ryukoku University, Japan
Anegagregn Gashaw
Wollo University, Ethiopia
Anna Hamling
UNB, Canada
Claudette Onumah
Abu Dhabi Educational Council, UAE
Dwi Poedjiastutie
Universitas Muhammadiyah Malang, Indonesia
Elena Mishieva
Lomonosov Moscow State University, Russian Federation
Kazuko Matsuno
Shizuoka University, Japan

92 | IAFOR.ORG | IAFOR Dubai 2017

Lillian Huang
Shih Chien University, Taiwan
Maryam Niami
IAU-Parand Branch, Iran
Nobuo Tsuda
Konan University, Japan
Rasha Osman Abdel Haliem
The Higher Technological Instituteand Amideast, Egypt
Said M. Faiq
American University of Sharjah, UAE
Shamim Ali
Allama Iqbal Open University, Pakistan
Ulrike Najar
University of Melbourne, Melbourne Graduate
School of Education, Australia

Reviewers
Social Sciences
Alyaa Anter
Ajman University, UAE
Azeez Olaniyan
Ekiti State University, Nigeria
Bonn Juego
University of Jyväskylä, Finland
Catalino Mendoza
Systems Plus College Foundation, The Philippines
Chin-Tien Hsu
Ming Chuan University, Taiwan

Hung-Chang Liao
Chung Shan Medical University, Taiwan
Mustafa Taha
American University of Sharjah, UAE
Pius Tanga
University of Fort Hare, South Africa
Sherry L. Xie
Renmin University of China, China

Arts & Humanities
Elvin T. Ramos
School of Visual Arts, USA
Halimatu Abdulsalam SekulaFederal University Wukari, Nigeria
Haydee Cabasan
Mater Dei College, The Philippines
Jie (Selina) Gao
Murray State University, USA
Maha Darwish
Aexandria University, Egypt
Mamiko Orii
Waseda University, Japan
Mesele Araya
Addis Ababa University, Ethiopia

Mona Kattaya
Ain Shams University, Egypt
Neda Mohammad
Srinakharinwirot University, Thailand
Omid Payrow Shabani
University of Guelph, Canada
Reena Mittal
Dak Degree College, India
Shaji Panicker
Manipal University, UAE
Siverlyn CamposanoSouthern Philippines Agri-Business, Marine &Aquatic School of Technology, The Philippines
Suhair Safwat
University of Sulaimani, Iraq

Thank YouIAFOR depends on the assistance of a large number of international academics and practitioners who contribute in avariety of ways to our shared mission of promoting international exchange, facilitating intercultural awareness, encouraging
interdisciplinary discussion and generating and sharing new knowledge. Our academic events would not be what they arewithout 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 relies on academics aroundthe world to ensure a fair and timely peer review process in keeping with established international norms of double-blind
peer review.
We are grateful for the time, effort and expertise donated by all our contributors.

IAFOR Dubai 2017 | IAFOR.ORG | 93

Upcoming Events
www.iafor.org/conferences
Kobe, Japan, 2017
March 22-25, 2017
The Asian Conference on Psychology & the Behavioral Sciences 2017(acp.iafor.org)
The Asian Conference on Ethics, Religion & Philosophy 2017(acerp.iafor.org)
March 26-29, 2017
The Asian Conference on Education & International Development 2017(aceid.iafor.org)
March 30-April 2, 2017
The Asian Conference on Arts & Humanities 2017
(acah.iafor.org)
The Asian Conference on Literature 2017(librasia.iafor.org)
June 1-4, 2017
The Asian Conference on Cultural Studies 2017(accs.iafor.org)
The Asian Conference on Asian Studies 2017(acas.iafor.org)– includes The IAFOR International Conference on Japan & Japan Studies 2017
June 8-11, 2017
The Asian Conference on the Social Sciences 2017
(acss.iafor.org)
The Asian Conference Sustainability, Energy & the Environment 2017
(acsee.iafor.org)– includes The Asian Conference on Aging & Gerontology 2017
October 19-22, 2017
The Asian Conference on Education 2017
– includes The Asian Undergraduate Research Symposium 2017(ace.iafor.org)
October 27-29, 2017
The Asian Conference on Media & Mass Communication 2017
(mediasia.iafor.org)

Brighton, UK, 2017
June 30-July 2, 2017
The European Conference on Education 2017
(ece.iafor.org)
The European Conference on Language Learning 2017(ecll.iafor.org)

94 | IAFOR.ORG | IAFOR Dubai 2017

Upcoming Events
www.iafor.org/conferences
Brighton, UK, 2017 (cont.)
July 4-5, 2017
The European Conference on Psychology & the Behavioral Sciences 2017
(ecp.iafor.org)
The European Conference on Ethics, Religion & Philosophy 2017
(ecerp.iafor.org)
July 7-9, 2017
The European Conference on the Social Sciences 2017
(ecss.iafor.org)
The European Conference on Sustainability, Energy & the Environment 2017
(ecsee.iafor.org)
July 11-12, 2017
The European Conference on Arts & Humanities 2017
(ecah.iafor.org)
The European Conference on Media, Communication & Film 2017
(euromedia.iafor.org)

Barcelona, Spain, 2017
July 14-16, 2017
The IAFOR International Conference on the City 2017
(city.iafor.org)
The IAFOR International Conference on Global Studies 2017
(global.iafor.org)

Hawaii, USA, 2018
January 4-6, 2018
The IAFOR International Conference on Education – Hawaii 2018
(iicehawaii.iafor.org)
The IAFOR International Conference on Language Learning – Hawaii 2018
(iicllhawaii.iafor.org)
The IAFOR International Conference on the Social Sciences – Hawaii 2018
(iicsshawaii.iafor.org)
The IAFOR International Conference on Sustainability, Energy & the Environment – Hawaii 2018
(iicseehawaii.iafor.org)

Dubai, UAE, 2018
Dates TBA
The IAFOR International Conference on Education – Dubai 2018
(iicedubai.iafor.org)
The IAFOR International Conference on Language Learning – Dubai 2018
(iiclldubai.iafor.org)
The IAFOR International Conference on the Social Sciences – Dubai 2018
(iicssdubai.iafor.org)
The IAFOR International Conference on Arts & Humanities – Dubai 2018
(iicahdubai.iafor.org)

www.iafor.org

Cover image by JJ Thompson
jjthompsonphotography.com
Programme design by IAFOR Media