Participants.
\\n\\n
Released this past November, the list is based on data collected from the Web of Science and highlights some of the world’s most influential scientific minds by naming the researchers whose publications over the previous decade have included a high number of Highly Cited Papers placing them among the top 1% most-cited.
\\n\\nWe wish to congratulate all of the researchers named and especially our authors on this amazing accomplishment! We are happy and proud to share in their success!
Note: Edited in March 2021
\\n"}]',published:!0,mainMedia:{caption:"Highly Cited",originalUrl:"/media/original/117"}},components:[{type:"htmlEditorComponent",content:'IntechOpen is proud to announce that 191 of our authors have made the Clarivate™ Highly Cited Researchers List for 2020, ranking them among the top 1% most-cited.
\n\nThroughout the years, the list has named a total of 261 IntechOpen authors as Highly Cited. Of those researchers, 69 have been featured on the list multiple times.
\n\n\n\nReleased this past November, the list is based on data collected from the Web of Science and highlights some of the world’s most influential scientific minds by naming the researchers whose publications over the previous decade have included a high number of Highly Cited Papers placing them among the top 1% most-cited.
\n\nWe wish to congratulate all of the researchers named and especially our authors on this amazing accomplishment! We are happy and proud to share in their success!
Note: Edited in March 2021
\n'}],latestNews:[{slug:"webinar-introduction-to-open-science-wednesday-18-may-1-pm-cest-20220518",title:"Webinar: Introduction to Open Science | Wednesday 18 May, 1 PM CEST"},{slug:"step-in-the-right-direction-intechopen-launches-a-portfolio-of-open-science-journals-20220414",title:"Step in the Right Direction: IntechOpen Launches a Portfolio of Open Science Journals"},{slug:"let-s-meet-at-london-book-fair-5-7-april-2022-olympia-london-20220321",title:"Let’s meet at London Book Fair, 5-7 April 2022, Olympia London"},{slug:"50-books-published-as-part-of-intechopen-and-knowledge-unlatched-ku-collaboration-20220316",title:"50 Books published as part of IntechOpen and Knowledge Unlatched (KU) Collaboration"},{slug:"intechopen-joins-the-united-nations-sustainable-development-goals-publishers-compact-20221702",title:"IntechOpen joins the United Nations Sustainable Development Goals Publishers Compact"},{slug:"intechopen-signs-exclusive-representation-agreement-with-lsr-libros-servicios-y-representaciones-s-a-de-c-v-20211123",title:"IntechOpen Signs Exclusive Representation Agreement with LSR Libros Servicios y Representaciones S.A. de C.V"},{slug:"intechopen-expands-partnership-with-research4life-20211110",title:"IntechOpen Expands Partnership with Research4Life"},{slug:"introducing-intechopen-book-series-a-new-publishing-format-for-oa-books-20210915",title:"Introducing IntechOpen Book Series - A New Publishing Format for OA Books"}]},book:{item:{type:"book",id:"10421",leadTitle:null,fullTitle:"Sustainable Organizations - Models, Applications, and New Perspectives",title:"Sustainable Organizations",subtitle:"Models, Applications, and New Perspectives",reviewType:"peer-reviewed",abstract:"Given the multidisciplinary nature of our object of study, sustainability, we have divided this book into twelve chapters. In the first four, we cover the content required to learn how to start a business and create companies based on sustainability. The following chapters provide guidance to help translate sustainability strategies across cultures. These processes are analyzed through the Triple Bottom Line perspective, which effectively describes the primary objectives of sustainability. The last chapters analyze current trends in sustainable development, framing education as a powerful tool to facilitate the transition to more sustainable forms of development. Through these chapters, the understanding of the theoretical concepts is facilitated and examples of sustainable enterprises are made available to the reader that serves as a reference and that allow the development of practical activities.",isbn:"978-1-83880-963-8",printIsbn:"978-1-83880-962-1",pdfIsbn:"978-1-83880-964-5",doi:"10.5772/intechopen.91607",price:119,priceEur:129,priceUsd:155,slug:"sustainable-organizations-models-applications-and-new-perspectives",numberOfPages:232,isOpenForSubmission:!1,isInWos:null,isInBkci:!1,hash:"3580ca76579cfa211067a94148d5887d",bookSignature:"Jose C. Sánchez-García and Brizeida Hernández-Sánchez",publishedDate:"February 3rd 2021",coverURL:"https://cdn.intechopen.com/books/images_new/10421.jpg",numberOfDownloads:6135,numberOfWosCitations:1,numberOfCrossrefCitations:4,numberOfCrossrefCitationsByBook:0,numberOfDimensionsCitations:7,numberOfDimensionsCitationsByBook:0,hasAltmetrics:1,numberOfTotalCitations:12,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"May 13th 2020",dateEndSecondStepPublish:"June 3rd 2020",dateEndThirdStepPublish:"August 2nd 2020",dateEndFourthStepPublish:"October 21st 2020",dateEndFifthStepPublish:"December 20th 2020",currentStepOfPublishingProcess:5,indexedIn:"1,2,3,4,5,6",editedByType:"Edited by",kuFlag:!1,featuredMarkup:null,editors:[{id:"105695",title:"Dr.",name:"Jose C.",middleName:null,surname:"Sánchez-García",slug:"jose-c.-sanchez-garcia",fullName:"Jose C. Sánchez-García",profilePictureURL:"https://mts.intechopen.com/storage/users/105695/images/system/105695.png",biography:"José Carlos Sánchez-García holds a Doctoral degree in Psychology received from the Autonomous University of Madrid. He achieved his Master degrees in Clinical Psychology and later Industrial Psychology, from the Complutense University of Madrid. He is now a Professor of Entrepreneurship at the University of Salamanca where he has also served as Dean of the Faculty of Psychology for eight years. Currently Dr. Sánchez-García is the Director of Doctorate Program in Psychology, also Director of the Entrepreneurship Chair, and Director of different international postgraduate programs (masters degrees) in entrepreneurial development and innovation. He is the President of AFIDE (Association for Training, Research and Development of Entrepreneurship) and was awarded the OPA Award for his research and promotion of entrepreneurship at the university, as well as the Juan Huarte de San Juan Award for his career as a psychologist and for his promotion of psychology. He also received an award from the Municipality of Osorno (Chile) for promoting entrepreneurship in this region. Dr. Sánchez-García is an author of numerous articles published in international high-impact journals, also an author of books and book chapters of a national and international character, a member of different editorial committees of international magazines as well as a member of different international associations in the field of psychology and entrepreneurship, a visiting professor at different European and Latin American universities.",institutionString:"University of Salamanca",position:null,outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"2",totalChapterViews:"0",totalEditedBooks:"2",institution:{name:"University of Salamanca",institutionURL:null,country:{name:"Spain"}}}],equalEditorOne:{id:"171418",title:"Dr.",name:"Brizeida",middleName:null,surname:"Hernandez-Sanchez",slug:"brizeida-hernandez-sanchez",fullName:"Brizeida Hernandez-Sanchez",profilePictureURL:"https://mts.intechopen.com/storage/users/171418/images/system/171418.png",biography:"Professor Brizeida Hernández Sánchez has extensive training and pedagogical experience, with focus on curricular design and teaching; specialized in project management and educational quality processes, for different academic levels; she is an expert in Information and Communication Technologies (ICT) applied to education, social pedagogy, special education, educational technology and management of public policies and educational institutions (supervising training in different master's degrees). She is currently an associate professor at the University of Salamanca, Faculty of Education.\nThis training trajectory is combined with a wide and extensive experience, academic and professional, in the field of pedagogy: in planning agile methodologies and application of actions, based on the diagnosis of needs; in the organization and management of curricular and innovation projects, in improving the teaching and learning processes; in the design of personalized educational resources, educational technology, blended learning, etc.\nShe is the Academic Coordinator of the Training Program in the Entrepreneurship Chair at the University of Salamanca, a member of the Academic Committee for international postgraduate programs (masters) in Entrepreneurial Development and Innovation, and the National Secretary of the Network for Entrepreneurship Training, Research and Development.",institutionString:"University of Salamanca",position:null,outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"1",totalChapterViews:"0",totalEditedBooks:"0",institution:{name:"University of Salamanca",institutionURL:null,country:{name:"Spain"}}},equalEditorTwo:null,equalEditorThree:null,coeditorOne:null,coeditorTwo:null,coeditorThree:null,coeditorFour:null,coeditorFive:null,topics:[{id:"79",title:"Sustainable Development",slug:"business-management-and-economics-sustainable-development"}],chapters:[{id:"73366",title:"Organizational Insights, Challenges and Impact of Sustainable Development in Developing and Developed Nations",doi:"10.5772/intechopen.93748",slug:"organizational-insights-challenges-and-impact-of-sustainable-development-in-developing-and-developed",totalDownloads:814,totalCrossrefCites:0,totalDimensionsCites:3,hasAltmetrics:0,abstract:"While developed nations can fully explore various sustainable business models to achieve sustainability, this might not be easy for developing nations because of poor governance systems, characterized by inequality, patronage, and corruption and other challenges. This chapter evaluates organizations as developing and developed nation blocs by first providing insights on how organizations can contribute to the social and environmental sustainability, and second, by highlighting the challenges and approaches for sustainable development. The chapter further unravels the potential for both blocs to grow and achieve sustainability through technology and innovative strategies alongside the opportunities offered by having fast-growing populations and natural resources. To achieve sustainability, a twofold approach comprising the 360-organizational sustainability approaches and advanced sustainability system analysis approach is used. The key societal driving forces in both blocs for exploiting sustainable business practices are governance and institutions, technology and innovation, economy and society, population and behavior, and financing for development which can unlock sustainable business opportunities for sustainable development. To address the business climate challenges, it is inferred that organizations can achieve global sustainability by integrating sustainable production and consumption, biodiversity and ecosystem services, equity and resilience sectors to attain an environmentally and socially governed systems globally.",signatures:"Katundu Imasiku",downloadPdfUrl:"/chapter/pdf-download/73366",previewPdfUrl:"/chapter/pdf-preview/73366",authors:[{id:"322704",title:"Dr.Ing.",name:"Katundu",surname:"Imasiku",slug:"katundu-imasiku",fullName:"Katundu Imasiku"}],corrections:null},{id:"73406",title:"Workplace Innovation for Social Sustainable Development",doi:"10.5772/intechopen.93791",slug:"workplace-innovation-for-social-sustainable-development",totalDownloads:765,totalCrossrefCites:1,totalDimensionsCites:1,hasAltmetrics:1,abstract:"The purpose of this chapter is to discuss the importance of workplace innovation to sustainable development of the organizational change process. Workplace innovation has been distinguished from the technical innovation and its significance to intangible service improvements. It has addressed how sustainable development is affected by workplace safety, health, productivity, and wellbeing at the workplace. The chapter also attempted to see the three pillars of sustainable development against the six pillars of sustainable development dimensions from prospective points of the previous studies. The previous studies’ findings considered sustainable development dimensions as economic, social, and environmental dimension, while the recent study has introduced additional three new sustainable development dimensions emanating from the existing dimension such as cultural, political and technological dimensions. Therefore, the paper tried to address the workplace innovation, its importance, model, and its impact on sustainable development of the global society.",signatures:"Kassu Jilcha",downloadPdfUrl:"/chapter/pdf-download/73406",previewPdfUrl:"/chapter/pdf-preview/73406",authors:[{id:"292841",title:"Ph.D.",name:"Kassu",surname:"Jilcha Sileyew",slug:"kassu-jilcha-sileyew",fullName:"Kassu Jilcha Sileyew"}],corrections:null},{id:"74334",title:"Entrepreneurial Momentum for Sustainable Growth",doi:"10.5772/intechopen.95099",slug:"entrepreneurial-momentum-for-sustainable-growth",totalDownloads:451,totalCrossrefCites:1,totalDimensionsCites:1,hasAltmetrics:0,abstract:"Public and private sectors view entrepreneurship as a movement of active, creative people who exploit opportunities under uncertainty, create new products, jobs, contribute to economic development of region. Entrepreneurs with their ‘fresh’ vision and agility play an important role in creating the sustainable future for all by overcoming social and environmental challenges. Based on real cases, we illustrate the path travelled by entrepreneurs from identifying the problem and creating the platform for communication with stakeholders to building solution and scaleup. We demonstrate our ‘4A engine’ approach to maintain the momentum for startup consisting of 4 phases: Attention, Actualisation, Attraction, and Action. Even if the start is successful, statistics show that many startups fail between 18 and 24 months. Therefore, we ask startup founders about their practice and biggest surprise they came across, essential choices and important decisions they made. Readers who find this practice useful will reflect by writing a Letter from the Future.",signatures:"Ihor Katernyak and Viktoriya Loboda",downloadPdfUrl:"/chapter/pdf-download/74334",previewPdfUrl:"/chapter/pdf-preview/74334",authors:[{id:"321708",title:"Ph.D.",name:"Ihor",surname:"Katernyak",slug:"ihor-katernyak",fullName:"Ihor Katernyak"},{id:"331224",title:"Prof.",name:"Viktoriya",surname:"Loboda",slug:"viktoriya-loboda",fullName:"Viktoriya Loboda"}],corrections:null},{id:"73311",title:"Organizational Support and Sustainable Entrepreneurship Performance of SMEs, the Moderating Role of Strategic Sustainability Orientation",doi:"10.5772/intechopen.93803",slug:"organizational-support-and-sustainable-entrepreneurship-performance-of-smes-the-moderating-role-of-s",totalDownloads:428,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"Small and medium sized enterprises’ (SMEs) activities have contributed significantly to environmental degradation that causes a disastrous effect on us and our future generation. Considering this, sustainable entrepreneurship has been promoted as a resolution of ecological problems capable of addressing climate change issues, public health, and safety concerns, and has become critical for competing in international markets. SMEs activities increased pollution exclusively causing environmental degradation. In response, the world is focusing on ensuring that SMEs produce products through safe and environmentally friendly practices. Literature suggests that organizational support provide SMEs with the impetus to achieve competitive advantage regarding turnover, customer attraction and market share opportunities to achieve business performance. Nonetheless, the implementation of sustainable entrepreneurship among them is still low due to numerous challenges. This paper intends to investigate the influence of organizational support on sustainable entrepreneurship towards performance among SMEs. A case study involving 300 herbal-based SMEs were surveyed using structured questionnaire. Data was analyzed using descriptive statistics, exploratory factor analysis, confirmatory factor analysis, and structural equation model. The results show that organizational support have a positive effect on sustainable entrepreneurship and performance among the SMEs, accounting for 52% and 47% variance respectively. This finding reveals that organizational support is significantly related to entrepreneurship performance, thus substantiates previous findings on the crucial roles of organizational support in enabling organizations to achieve sustainable entrepreneurship performance. This study contributes to triple bottom line literature based on incorporation of strategic choice theory, strategic sustainability orientation and resource-based view theory in entrepreneurship framework.",signatures:"Muhammad Auwal Abdullahi, Zainalabidin Mohamed, Mad Nasir Shamsudin, Juwaidah Sharifuddin and Fazlin Ali",downloadPdfUrl:"/chapter/pdf-download/73311",previewPdfUrl:"/chapter/pdf-preview/73311",authors:[{id:"321678",title:"Dr.",name:"Muhammad Auwal",surname:"Abdullahi",slug:"muhammad-auwal-abdullahi",fullName:"Muhammad Auwal Abdullahi"},{id:"328576",title:"Prof.",name:"Zainalabidin",surname:"Mohamed",slug:"zainalabidin-mohamed",fullName:"Zainalabidin Mohamed"},{id:"328577",title:"Prof.",name:"Mad Nasir",surname:"Shamsudin",slug:"mad-nasir-shamsudin",fullName:"Mad Nasir Shamsudin"},{id:"328578",title:"Dr.",name:"Juwaidah",surname:"Sharifuddin",slug:"juwaidah-sharifuddin",fullName:"Juwaidah Sharifuddin"},{id:"328579",title:"Dr.",name:"Fazlin",surname:"Ali",slug:"fazlin-ali",fullName:"Fazlin Ali"}],corrections:null},{id:"73743",title:"Institutional Structures and Women Sustainability in the Labour Market for Developing Economies",doi:"10.5772/intechopen.94262",slug:"institutional-structures-and-women-sustainability-in-the-labour-market-for-developing-economies",totalDownloads:288,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"The peculiarity of women in developing economies, through changing status (marriage, widowhood, divorce, separation) and in some cases occasioned by locational vicissitudes, have continually challenged the sustainability of women in the labour market. Again, some of these challenges women face via social structures such as patriarchy, customs and traditions and unpaid household chores have particularly resulted in labour somersault, underemployment and forced unemployment which in certain cases could be temporary or of a permanent nature. Owing to this growing vulnerability of women, this chapter examine models and structures that have shaped (promoted or otherwise) women’s’ participation in the labour market. In turn, this chapter advances alternative institutional and organizational structures that can check some bewilderment of women in participating in the labour market, as well as foster the sustainability of women in the labour market.",signatures:"Oluwabunmi O. Adejumo",downloadPdfUrl:"/chapter/pdf-download/73743",previewPdfUrl:"/chapter/pdf-preview/73743",authors:[{id:"322286",title:"Dr.",name:"Oluwabunmi",surname:"Adejumo",slug:"oluwabunmi-adejumo",fullName:"Oluwabunmi Adejumo"}],corrections:null},{id:"73594",title:"Protection of Craft Products Embodied in Cultural and Creative Industries in South Africa",doi:"10.5772/intechopen.94111",slug:"protection-of-craft-products-embodied-in-cultural-and-creative-industries-in-south-africa",totalDownloads:697,totalCrossrefCites:0,totalDimensionsCites:1,hasAltmetrics:0,abstract:"The Culture and Creative industries are commonly recognised as one of the strategic sectors. This sector has the potential for innovation and development which may lead to economic growth of a nation. Even though the culture and creative industries (CCIs) is the focus of several studies, precise consideration has not been given to the craft sectors as an essential component of the South African industrial development. The objective of this research is to identify the problems faced by crafts sectors, and to address those issues by providing policy intervention towards protection and sustainability of the sector. Also, the position of craft has been widely acknowledged, but the research regarding the protection of craft products is scarce. This gives rise to the research question: how can the crafts sectors be protected towards the sustainability and development of these sectors? This study provides an overview of the concept of craft and the CCIs focusing on the craft production and marketing activities. For this study, a qualitative research was conducted using a secondary data, and conducting an in-depth interview with crafters in the city of Durban South Africa. The results established some basic issues that need an urgent intervention towards the preservation of the craft sector in South Africa.",signatures:"Abisuga Oluwayemisi Adebola",downloadPdfUrl:"/chapter/pdf-download/73594",previewPdfUrl:"/chapter/pdf-preview/73594",authors:[{id:"247415",title:"Dr.",name:"Oluwayemisi",surname:"Abisuga",slug:"oluwayemisi-abisuga",fullName:"Oluwayemisi Abisuga"}],corrections:null},{id:"73263",title:"Sustainable Business Practices by Nigerian Organizations",doi:"10.5772/intechopen.93834",slug:"sustainable-business-practices-by-nigerian-organizations",totalDownloads:414,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"Sustainability is the lifeline of any organization and it begins with its people. This paper investigates the sustainable business practices of Nigerian organizations. The pillars of sustainability, economic, social and environmental, have been linked to improve business performance when entrenched into long term strategies of a business. To address the challenges of power supply, multiple taxation, pollution and waste management faced in the business environment, it is imperative to develop solutions that will not compromise future needs yet meeting the needs of the present. Recycling, recovery and reuse, safe work initiatives, continuous learning are strategies businesses can adopt to reduce environmental waste, social and economic issues. For this purpose, this chapter examines sustainability practices of businesses from selected industries; construction, manufacturing, banking and hospitality industries were selected based on availability of sustainability reports of industry leaders. This research is expected to help business managers and policy makers understand sustainable business practices and its implications on business performance.",signatures:"Nkemdilim Iheanachor",downloadPdfUrl:"/chapter/pdf-download/73263",previewPdfUrl:"/chapter/pdf-preview/73263",authors:[{id:"322184",title:"Dr.",name:"Nkemdilim",surname:"Iheanachor",slug:"nkemdilim-iheanachor",fullName:"Nkemdilim Iheanachor"}],corrections:null},{id:"73472",title:"Evolving a Sustainable Paradigm for Harnessing Intellectual Resources in the Nigerian Space Industry",doi:"10.5772/intechopen.93905",slug:"evolving-a-sustainable-paradigm-for-harnessing-intellectual-resources-in-the-nigerian-space-industry",totalDownloads:323,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"Over the years, one of the ways that have been identified as pivotal in building sustainable organisations is the manpower development component of any organisation. Such manpower development through capacity building can be gained by training and retraining to retool the workforce into having the relevant and up to date skill set that spurs competitiveness and growth. For the Nigerian space industry, this human capacity development component has been embraced, encouraged and adopted into a working model for sustainability. The Nigerian Space Industry has leveraged on its potential to harness its intellectual capital through a collaborative culture with national and international partners to provide sustainable growth in attaining technological competence in Space Science and Technology (SST). In this chapter, we present a capacity building context as a model by which Nigeria’s Space Industry mobilises its intellectual resources and collaborative efforts towards achieving sustainable development.",signatures:"Ngunan Monica Ikpaya, Ikpaya Ikpaya, Eseoghene Ovie, Chisom G. Nwokike, Sesugh Nongo and Godwin Ogor-Igbosuah",downloadPdfUrl:"/chapter/pdf-download/73472",previewPdfUrl:"/chapter/pdf-preview/73472",authors:[{id:"322642",title:"Mrs.",name:"Ngunan M.",surname:"Ikpaya",slug:"ngunan-m.-ikpaya",fullName:"Ngunan M. Ikpaya"},{id:"328859",title:"Dr.",name:"Ikpaya",surname:"Ikpaya",slug:"ikpaya-ikpaya",fullName:"Ikpaya Ikpaya"},{id:"328860",title:"Dr.",name:"Eseoghene",surname:"Ovie",slug:"eseoghene-ovie",fullName:"Eseoghene Ovie"},{id:"328861",title:"Dr.",name:"Chisom",surname:"Nwokike",slug:"chisom-nwokike",fullName:"Chisom Nwokike"},{id:"328862",title:"Dr.",name:"Sesugh",surname:"Nongo",slug:"sesugh-nongo",fullName:"Sesugh Nongo"},{id:"328863",title:"Mr.",name:"Godwin",surname:"Ogor-Igbosuah",slug:"godwin-ogor-igbosuah",fullName:"Godwin Ogor-Igbosuah"}],corrections:null},{id:"74348",title:"Sustainable Development and Islamic Ethical Tasks for Business-Organisations",doi:"10.5772/intechopen.94992",slug:"sustainable-development-and-islamic-ethical-tasks-for-business-organisations",totalDownloads:448,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"The paper seeks to addresses the issues of sustainable development and it would be viewed as Islamic moral duties for business. To what level should business bodies should join in the sustainable development activities? Based on the existing literature, this study assimilates conventional as well as Islamic points about environment and sustainable development and contends that whatever explanation of sustainable development one may subscribe, ultimately, each should culminate in environmental concern. This study contends that Islamic style is more friendly to environmental protection and issues touching sustainable development have moral, social and ethical responsibility. With intense commitment of the businesses in the matter of Islamic ethics to equity, justice and wellbeing of humans, it demands that business organisations in the Islamic and other countries should participate in the sustainable development endeavours. Because of ethics of environmental aspects in Islam, the value chains of suppliers through customers, many companies may be alert for the environmental characteristics and effects of their businesses.",signatures:"Abul Hassan",downloadPdfUrl:"/chapter/pdf-download/74348",previewPdfUrl:"/chapter/pdf-preview/74348",authors:[{id:"323154",title:"Dr.",name:"Abul",surname:"Hassan",slug:"abul-hassan",fullName:"Abul Hassan"}],corrections:null},{id:"74195",title:"Teacher Professional Competencies in Education for Sustainable Development",doi:"10.5772/intechopen.94991",slug:"teacher-professional-competencies-in-education-for-sustainable-development",totalDownloads:602,totalCrossrefCites:1,totalDimensionsCites:1,hasAltmetrics:0,abstract:"At present, combining sustainable development with education has become one of the school’s missions. Students must master sustainable development skills. In order to explore the ideal method of K-12 teachers’ professional competence in Education for Sustainable Development and determine the talent leadership strategy can enhance the professional competence of teachers in the 21st century sustainable development education, this study uses content analysis. The author systematically reviewed and analyzed related research work on sustainable development education, teachers’ professional abilities and talent leadership strategies. According to the comprehensive results of content analysis, the ideal way for K-12 teachers to achieve professional sustainability is as follows: content focuses on sustainability with 21st century skills, collaboration with peers, active learning, and application of learning sustainability in practice Model, peer guidance, feedback and evaluation, duration, and teacher professional development. In order to achieve the second research goal, the authors found that talent leadership strategies can enhance the sustainable development of K-12 teachers’ professional capabilities, including K-12 teacher professional development methods, K-12 teacher professional capabilities, student performance and focus on student performance.",signatures:"Xiaoyao Yue and Ruixuan Ji",downloadPdfUrl:"/chapter/pdf-download/74195",previewPdfUrl:"/chapter/pdf-preview/74195",authors:[{id:"322818",title:"Dr.",name:"Xiaoyao",surname:"Yue",slug:"xiaoyao-yue",fullName:"Xiaoyao Yue"}],corrections:null},{id:"74231",title:"Driving a Sustainable University-Industry Partnership",doi:"10.5772/intechopen.94990",slug:"driving-a-sustainable-university-industry-partnership",totalDownloads:385,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"There has been a lot of emphasis on the need for academia-industry collaboration. A successful and sustainable academia-industry partnership can result from a university’s efforts in driving values in its collaboration with industry. This chapter describes a model for mainstreaming a sustainable university partnership with industry through the university’s academic curriculum. The University-Industry Innovation eXchange (UNIX) internship program is a project-based industrial training scheme that is integrated with research projects to provide students with an engaging experience of working with industry for up to one year to solve practical industrial problems. Successful implementation of UNIX projects within the Universiti Teknologi Malaysia’s (UTM) work-based curriculum contributes toward nurturing life-ready and job-ready graduates, development of resilient and sustainable organisation through improved operations, and enhanced university-industry partnership.",signatures:"Zainuddin Abd Manan and Sharifah Rafidah Wan Alwi",downloadPdfUrl:"/chapter/pdf-download/74231",previewPdfUrl:"/chapter/pdf-preview/74231",authors:[{id:"322176",title:"Prof.",name:"Zainuddin",surname:"Manan",slug:"zainuddin-manan",fullName:"Zainuddin Manan"},{id:"322179",title:"Prof.",name:"Sharifah Rafidah",surname:"Wan Alwi",slug:"sharifah-rafidah-wan-alwi",fullName:"Sharifah Rafidah Wan Alwi"}],corrections:null},{id:"73512",title:"Exploring a Culturally-Responsive Model and Theory for Sustainable Development in Education Based on Cebuano Context",doi:"10.5772/intechopen.94035",slug:"exploring-a-culturally-responsive-model-and-theory-for-sustainable-development-in-education-based-on",totalDownloads:522,totalCrossrefCites:1,totalDimensionsCites:0,hasAltmetrics:0,abstract:"This paper explores a culturally-responsive model and theory for sustainable development in education that intertwines a seamless juxtaposition of cultural knowledge, mastery, reflections and understanding, and innovations in the Cebuano context. A multiple case analysis of selected quintains of Cebuano culture in literature reviews, and past travel observations and experiences were used as the methodology of the study. Results revealed that studies on cultural knowledge reflected a Cebuano identity of indigenous worldviews and reverence to nature. Cultural knowledge served as a basis for cultural mastery in the formulation and implementation of government policies as exemplified in the Bayanihan to Heal Act, the creation of the Inter-Agency Task Force, and other decisions of government and non-government agencies to protect people’s welfare. Cultural reflections ignited how people responded to these policies, with contrasting views and ambivalence. To prevent the furtherance of these views that would heighten possible conflict and violence, cultural innovations through a KRSP Model offers vibrant opportunities to promote and realize ESD Goal No. 4 by 2030.",signatures:"Reynaldo B. Inocian",downloadPdfUrl:"/chapter/pdf-download/73512",previewPdfUrl:"/chapter/pdf-preview/73512",authors:[{id:"321361",title:"Dr.",name:"Reynaldo",surname:"Inocian",slug:"reynaldo-inocian",fullName:"Reynaldo Inocian"}],corrections:null}],productType:{id:"1",title:"Edited Volume",chapterContentType:"chapter",authoredCaption:"Edited by"},subseries:null,tags:null},relatedBooks:[{type:"book",id:"4511",title:"Entrepreneurship",subtitle:"Education and Training",isOpenForSubmission:!1,hash:"a10958147b9a516affca89c11cdafe09",slug:"entrepreneurship-education-and-training",bookSignature:"Jose C. Sanchez-Garcia",coverURL:"https://cdn.intechopen.com/books/images_new/4511.jpg",editedByType:"Edited by",editors:[{id:"105695",title:"Dr.",name:"Jose C.",surname:"Sánchez-García",slug:"jose-c.-sanchez-garcia",fullName:"Jose C. 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The intrinsic noise characteristic is determined by quantum mechanics, especially Heisenberg’s uncertainty principle. This chapter describes quantum noise in optical amplifiers in terms of quantum mechanics. After brief introduction of a classical treatment usually used in the optical communication field, properties of an optically amplified light, such as the mean amplitude, the mean photon number, and their variances, are derived based on first principles of quantum mechanics. Two kinds of optical amplifiers are treated: amplifiers based on two-level interaction in a population-inverted medium, i.e., an Erbium-doped fiber amplifier and a semiconductor optical amplifier, and those based on parametric interaction in an optical nonlinear medium. The results presented here provide the quantum mechanical basis to a phenomenological classical treatment conventionally employed for describing amplifier noise.
A classical treatment of amplifier noise is widely employed in the optical communication field [1, 2], whereas it originates from quantum mechanics. Before presenting a quantum mechanical treatment, we briefly introduce the classical treatment. We first consider the light intensity or the photon number outputted from an amplifier. A photon-number rate equation for light propagating through a population-inverted medium can be expressed as
where
where
Eq. (2) shows that the output photon number is composed of amplified signal photons and ASE photons. Accordingly, the output amplitude is supposed to be a summation of amplitudes of amplified signal and ASE lights as
where
Intensity noise is evaluated using Eq. (3). The output intensity is given by
where the postulate of the ASE light phase being random is used in averaging. The first term represents 2 × <signal output intensity> × <ASE intensity>, which is called the “signal-spontaneous beat noise.” The second and third terms represent the intensity variance of the ASE light, which is called the “spontaneous-spontaneous beat noise.”
As an indicator for the amplifier noise performance, the “noise figure (NF)” is usually used. It is defined as the ratio of the signal-to-noise ratios (SNRs) at the input and output of an amplifier in terms of the optical intensity: NF ≡ (SNR)in/(SNR)out where SNR ≡ (mean intensity)2/(variance of the intensity) in the signal mode. The square of the mean intensity at the output is calculated from Eq. (3) as <|
On the other hand, the input SNR is evaluated for pure monochromatic light in the definition of the noise figure. In quantum mechanics, such a light is called “coherent state,” whose photon-number variance is equal to the mean photon number: <
where
The above-mentioned classical treatment is widely used for noise in optical amplifiers. However, it is based on phenomenological assumptions. (i) Eq. (3) is phenomenologically provided. Though the solution of the photon-number rate equation indicates that the output photon number is composed of amplified signal photons and ASE photons (Eq. (2)), this result does not logically conclude that the output amplitude is a linear summation of the amplified signal and the ASE amplitudes as Eq. (3). (ii) The phase of ASE light is assumed to be random, which is a phenomenological postulate, not logically derived from first principles. Although the above classical treatment is correct and useful in fact, we need quantum mechanics for theoretically confirming its validity, which is presented in the following sections.
In this section, we briefly review quantum mechanics, especially the Heisenberg picture [4]. The basic concept of quantum mechanics is that a physical state is probabilistic and the theory only provides mean values of physical quantities, which is given by a quantum mechanical inner product of a physical quantity operator
where
The most important operator in discussing quantum mechanical properties of light is the “annihilation operator,”
We discuss quantum noise of optical amplifiers in the following sections, using the above-mentioned framework of quantum mechanics. Note that the above operator
Erbium-doped fiber amplifiers (EDFAs) are widely used in optical communications. Optical semiconductor amplifiers are also being developed for compact and integrated amplifying devices. They amplify signal light through interaction between light and a two-level atomic system with population inversion. This section discusses quantum noise in population-inversion-based amplifiers [5].
The Hamiltonian for a light-atom interacting system can be expressed as [4]
The first and second terms are the Hamiltonians of light and atoms without interaction, respectively, where
Applying the above Hamiltonian to the Heisenberg equations for
Employing the variable translations
where Δ
We solve Eq. (10) by an iterative approximation. First, the first-order solutions are derived by substituting the initial values {
The solutions of these equations are
Next, these first-order solutions are substituted into the right-hand side of Eq. (10a), and the second-order solution is calculated as
We regard Eq. (13) as the time evolution of the field operator during a short time
where
Eq. (14) is the basic expression for discussing quantum properties of light that travels through an amplifier. For the discussion, we also need an initial state of the system at
where |
We first discuss the mean amplitude. The mean amplitude, denoted as
The average of the transition operator
Assuming that the energy levels of each atom are densely distributed, the summation in this equation can be replaced by an integral in the frequency domain, and the real part of Eq. (18) is further calculated as
where Ω is the frequency detuning;
In this expression, the contents of the integral is an odd function around the resonant frequency Ω = 0. Thus, the imaginary part equals 0. Regarding the average of
Eq. (21) describes the time evolution of the mean amplitude of light traveling through an amplifying medium, i.e., the time evolution in a frame moving along with the light, during a short time. This expression can be translated to the spatial evolution along the medium length as
where
Eq. (23) includes (
where
We next discuss the mean photon number. The short-time evolution of the photon-number operator is expressed from Eq. (14) as
from which the short-time evolution of the mean photon number is obtained as
In deriving Eq. (26), higher-order interaction terms are neglected, because the short-time evolution is considered here. This short-time evolution is translated to the short-length evolution along the medium length as
from which the following spatial differential equation is obtained:
This equation is equivalent to the photon-number rate equation given in Eq. (1). Therefore, similar to Eq. (1), the output of the mean photon number is calculated as
The first and second terms represent amplified signal photons and ASE photons, respectively. It is noted that ASE photons appear at the output even though there is no such light in the mean amplitude as shown in Eq. (24).
We next discuss amplitude fluctuations or noise. The light amplitude has two quadratures, i.e., the real and imaginary components. The operators representing each component are
From Eq. (14), the short-time evolution of the mean square of the real component is expressed as
where
From Eqs. (30) and (31), the short-time evolution of the variance of the real component is obtained as
This equation is translated to the short-length evolution as
from which the following differential equation is obtained:
From Eq. (34), the variance of the real component at the output is calculated as
The variance of the imaginary component is similarly calculated as
Constellation diagram of amplified light.
For a coherent incident state, i.e., whose amplitude variances is
The first term 1/4 corresponds to the inherent quantum noise of a coherent state, and the second term represents amplitude fluctuations at the amplifier output in a classical picture. Recalling that the mean amplitude at the amplifier output is that amplified from the incident light with no addition mean field, as indicated in Eq. (24), Eq. (36) suggests that the amplifier output can be regarded as a summation of a clean signal light (i.e., coherent state), displaced from the initial mean amplitude position, and fluctuating light, whose mean value and variance are 0 and
Decomposition of amplified light in the constellation diagram.
We next discuss photon-number fluctuations. These fluctuations are evaluated employing the variance of the photon number as
where higher-order interaction terms are neglected as before. This expression can be translated to the short-length evolution as
from which the following differential equation is obtained:
with
Here,
From this equation and Eq. (29), the photon-number variance at the amplifier output is expressed as
Recalling that the mean photon numbers of the amplified signal and the spontaneous emission are
The first and second terms in Eq. (42) correspond to the classical intensity noise represented by Eq. (4), as described above, supporting the classical treatment. In addition, the inherent quantum noises are included in Eq. (42), owing to the full quantum mechanical treatment, and the amplified excess noise is simultaneously included as well. Sometimes in the classical treatment, the inherent quantum noise is phenomenologically added as the shot noise arising at the electrical stage after direct detection [2]. In fact, however, it exists in the optical stage as derived above. Therefore, the inherent quantum noise is sometimes called “optical shot noise.”
The noise figure, defined as the ratio of the signal-to-noise ratios (SNRs) at the input and output of an amplifier in terms of the light intensity or the photon number, is usually used as an indicator for the noise performance of an amplifier. Based on the above results, we describe the noise figure of population-inversion-based amplifiers in this subsection. The output SNR is obtained from Eqs. (29) and (42) as
where only the signal power and the signal-spontaneous beat noise are taken into account, assuming that the amplified signal is sufficiently larger than the spontaneous emission. On the other hand, the input SNR is evaluated for a coherent state, according to the definition of the noise figure, which is
This expression equals the classical result given by Eq. (6).
The noise figure is proportional to the population inversion parameter
The fact that the noise performance is determined by the population inversion parameter can be intuitively understood as follows. The source of amplifier noise is spontaneous emission. A small amount of spontaneous emission suggests a good noise performance. However, spontaneous emission is roughly proportional to the signal gain (Eq. (29)), which is desired to be high as an amplifier. Thus, the amount of spontaneous emission normalized to the signal gain, (ASE power)/(signal gain), can be an indicator for the noise performance. The spontaneous emission rate is proportional to the number of atoms in the upper energy level
Whereas population-inversion–based amplifiers are widely used, there is another type of optical amplifiers, that is an optical parametric amplifier (OPA) based on optical nonlinearity [8]. When signal light is incident onto a nonlinear medium along with intense pump light, a signal and idler photons are created from one pump photon in case of second-order nonlinearity, satisfying the energy conservation of ℏ
The Hamiltonian for parametric interaction between signal and idler via pump light(s) can be expressed as [11]
The first and second terms are the Hamiltonians of signal and idler lights without interaction, respectively, where
From the Heisenberg equation with the above Hamiltonian, temporal differential equations for the field operators are obtained as
These temporal differential equations can be translated to spatial ones as
where
Here, we consider the propagation phase of the right-hand term in the above equations. The coefficient
where
From Eq. (49), the signal field operator at the output is calculated as
where
As shown later, degenerate and nondegenerate OPAs have definitely different characteristics. For simplifying mathematical expressions, hereafter, we rewrite Eq. (50) as
with
The mean values of the physical quantities after amplification can be evaluated using Eq. (51). In the evaluation, we need the initial state in addition. Here, we assume that only signal light is incident to an OPA, and express the initial state as
The mean amplitude and photon number at the output are evaluated by
Eq. (53) indicates that the signal field is simply amplified while preserving the phase state, with no additional field on average. On the other hand, Eq. (54) shows that the output photons consist of two components. The first term is proportional to the incident photon number, which corresponds to the amplified signal photons with a gain of
It is noted in this expression that parameter
where Eq. (55) is applied. This expression is equivalent to the spontaneous photon number in population-inversion-based amplifiers indicated in Eq. (29) with
Regarding degenerate OPA, on the other hand, its mean output amplitude is calculated as
where
where Δ ≡
The mean photon number in degenerate OPA is calculated from Eq. (51) as
Unfortunately, this equation cannot be further developed, because we cannot readily calculate
In this expression, the first term represents amplified signal photons, and the second term represents spontaneous emission whose mean amplitude is zero as indicated in Eq. (57).
From the first term in Eq. (60), the signal gain is expressed as
which is dependent on the relative phase Δ =
Next, we evaluate the amplitude noise in OPAs. For the evaluation, the light amplitude is decomposed into two quadratures and the variance of each quadrature is calculated, as in Section 4.3. In case of OPAs, the output field operator is phase-shifted by (
The calculation result for nondegenerate OPA is expressed as
where Eqs. (55) and (56) are applied. The first term represents noise amplified from the incident light, and the second term represents additional noise superimposed via OPA. Note that Eq. (63) is equivalent to the amplitude variance of population-inversion-based amplifiers shown by Eq. (35) with
The first term is the inherent quantum noise of a coherent state, and the second term represents noise superimposed via OPA in a classical picture. The sum of the second terms of the two quadratures equals the photon number of spontaneous emission light indicated in Eq. (56). This consideration supports the classical noise treatment, described in Section 2, where spontaneous emission with random phase is superimposed onto signal light at the amplifier output.
For degenerate OPA, on the other hand, the amplitude variances are calculated as
where
Constellation diagram of amplified light in a phase-synchronized degenerate OPA.
Next, we discusses photon-number fluctuations in OPAs, which are evaluated through the photon-number variance as
Subsequently, the photon-number variance is obtained as
where Eqs. (55) and (56) are applied. Recalling that the mean photon number of the amplified signal is
Next, we consider degenerate OPA. As indicated by Eq. (59), properties of the photon number in degenerate OPA are hard to evaluate for an arbitrary initial state. Thus, we assume a coherent incident state here. From Eq. (51), the average of the square of the photon-number operator for the initial state |Ψ0> = |
Subsequently, the photon-number variance at the output is
where Eq. (61) is applied. This expression cannot be decomposed and interpreted as that of nondegenerate OPA indicated by Eq. (68), which could be because the amplitude distribution is not simply isotropic in two quadratures, unlike nondegenerate OPA.
The noise figure can be evaluated from the results obtained above. For nondegenerate OPA, it is obtained as
where only the signal-spontaneous beat noise is considered for the output SNR, according to the definition on the noise figure. This noise figure equals that of ideal population-inversion–based amplifiers indicated by Eq. (44) with
For Δ = 0, NF = 1 (0 dB), suggesting no SNR degradation in phase-synchronized degenerate OPA. In fact, a noise figure of less than 3 dB in a phase-sensitive amplifier has been experimentally demonstrated [12, 13].
This chapter describes quantum noise of optical amplifiers. Full quantum mechanical treatment based on the Heisenberg equation for physical quantity operators was presented, by which quantum properties of optical amplifiers were derived from first principles. The obtained results are consistent with a conventional classical treatment, except for the inherent quantum noise or the zero-point fluctuation, providing the theoretical base to the conventional phenomenological treatment.
Globalisation does not necessarily mean homogenisation: intercultural understanding and education should be promoted [1], with an “open and respectful” dialogue between/among interlocutors with different ethnic, cultural, religious and linguistic backgrounds and heritage on the basis of mutual understanding and respect” ([2], p. 10). Multicultural backgrounds and identities are not restricted to ethnic, religious and linguistic traits. Culture includes “experience, interest, orientation to the world, values, dispositions, sensibilities, social languages, and discourses” ([3], p. 173]). It is a challenge for educators to address cultural diversity [4].
Cultural diversity is one of Europe’s most valuable assets, and European educational and cultural systems need to embrace diversity and enable all citizens to build the skills and competences needed for effective inter-cultural dialogue and mutual understanding. The challenge is in understanding how young people make sense of Europe and its different cultures. The influences on young people are wide ranging, including formal education, family and cultural background and media. [5] and “ongoing relationships of negotiation, compromise, and mutuality” ([6], p. 351). It is important to develop cultural literacy, intercultural dialogue and mutual understanding [7].
This study investigates heritage language use, maintenance and transmission, as well as language and cultural identity and social inclusion of second-generation immigrants in Cyprus with various L1 backgrounds. According to [8], there are culturalist and structuralist approaches to the integration of second-generation immigrants into mainstream society: these approaches focus on cultural, linguistic and socioeconomic assimilation. Successful societal membership is associated with psychosocial adaptation, hybrid identity, selective acculturation or biculturalism, which is an individual’s adjustment to new psychological and social conditions [9, 10, 11]. Individual identity is related to the sense of belonging, integration, engagement in the current space [12]. Self-identity is fluid and flexible; it comprises individual and collective identity, habitus or unconscious identity, agency and reflexivity, which is re-evaluated and adjusted throughout the life of a migrant and is connected to citizenship and solidarity [13]. We addressed the needs of young adults and second-generation immigrants in Cyprus and their linguistic and cultural identities, knowledge, skills and competencies required for intercultural dialogue and mutual understanding for promotion of tolerance, empathy and inclusion in Cypriot society [7, 14].
Alternative views and cultures should be accepted with “an absence of prejudice, racism or ethnocentrism” ([15], p. 1033), and tolerance is needed for genuine dialogue. “If there is no gap then there is no dialogue and if there is no dialogue then there is no meaning.” [16]. In a multilingual, pluralistic society, with social responsibility and sustainable development, it is important to position ideas carefully, to engage meaningfully in a dialogue and to discuss and respect interlocutors. Educational programs (for immigrants and members of the local community) should include issues of social responsibility, diversity, multiculturalism, intercultural dialogue, citizenship and cultural literacy, collaborative co-construction, adaptive education, communities of practice, globalization and inclusion. The effect of the pandemic and resultant societal actions should also be considered.
Acculturation presupposes a multidimensional and interactive perspective on attitudes, behavioural repertoires, life domains, changes and cross-cultural transitions [17, 18, 19]. The four behavioural acculturation orientations are distinguished by [17]: (1) integration, maintenance of cultural heritage and adoption of new cultural traits; (2) assimilation, relinquishing of cultural heritage and replacement with new cultural traits; (3) separation, maintenance of cultural heritage and refusal to adopt new cultural traits; and (4) marginalisation, refusal of both heritage and new cultural traits ([20], p. 2). According to the Acculturation Model (IAM) [18], there can be a (mis)match between ideologies and orientations of immigrants and the receiving community members (RCM) that can lead to both negative and positive consequences such as negative psychological self-esteem in immigrants [18, 21] and the perpetuation of perceived threats in both groups, [20, 21, 22, 23, 24, 25].
In many societies, there is a tension between immigrants and RCMs, as the former tend to prefer integration, whereas the latter advocate assimilation of migrants, undermining the potential of a pluralistic community and threatening cultural maintenance of new speakers [22, 23, 24, 25, 26, 27]. There could be also differences regarding public (e.g., work, school, other shared spaces) and private domains (e.g., within families, values/belief systems) and acculturation strategies and expectancies, adaptive requirements or acculturative pressures [19, 28, 29, 30, 31, 32]. The age of migrants and their date of arrival in the host country (child vs. adult, length of residence in the country, first, second, third generation of immigrants) are important factors that affect acculturation strategies associated with established identities and/or fewer educational and socialization opportunities [33, 34]. Previous research shows that RCMs are more tolerant of first-generation immigrants maintaining their heritage language and culture than they are of second- or third-generation migrants doing the same [35, 36, 37].
The issue of hybrid identities should also be considered (adult vs. child immigrant, first, second, third generation) [38] related to the attitudes of the receiving society, social networks, bilingualism, multilingualism, transnationalism, assimilation and integration [39, 40]. The analysis of intergroup relations and their impact on acculturation, eradication of prejudice, anxiety and discrimination, and increase of contextualisation, empathy, inclusion and mediation is essential [41]. Acculturation is considered a complex, situated, and dynamic process associated with uncertainty and unfamiliarity of accommodation that usually immigrants or new speakers in society usually face [20]. Complex dynamics of multicultural contact between immigrants and RCMs usually take place at the local level (local communities) [42, 43, 44, 45]. These contacts are affected by various factors such as attitudes, behaviours, practices, expectations, intercultural dialogue [18] and shared space related to social status and power, values, norms, mutuality, cooperation and identification [46, 47, 48]. Inter-ethnic relations are based on power hierarchies and distinction between ‘dominant and ‘nondominant’ cultural groups [49] and mostly a one-way acculturation that has to be initiated by immigrants rather than the result of reciprocal acculturation strategies and expectancies of both immigrant and receiving communities [20, 50, 51]. This could be related to community members’ fears of losing power (cultural, sociopolitical or economic) associated with realistic and symbolic threats. Such fears can often be reflected in the mainstream media [52].
Language, culture and personal and social identities are closely related. This relationship can become quite complex in multilingual and multicultural settings [53, 54, 55]. According to [56], our ethnocultural identity is indexed, shaped and redefined by the languages we speak. Immigrating to another country creates the need for an immigrant to integrate into a new culture but also keep links with their ethnic identity and heritage culture [57, 58, 59]. In the case of second-generation immigrants, the situation is even more complicated; quite often they have bi−/multilingual, bi−/multicultural, hybrid identity [60] as they belong to two or more cultures and have competencies in the majority and minority languages [61, 62, 63].
Previous research on second-generation immigrants showed that the sense of belonging to heritage language and culture depends on the level of heritage language proficiency [64], although there are variations among different ethnic groups. Heritage language literacy is also an important factor that affects linguistic and cultural identity of heritage speakers [65, 66, 67, 68, 69] and their access to historical and cultural heritage [70] via the home literacy environment [67, 71], school language programs [54, 65] or community-based language schools [68, 72].
In this study we aimed to answer the following research questions:
What are the linguistic and cultural identities of second-generation immigrants in Cyprus?
Is there any difference in the composition of their Dominant Language Constellations?
What are the factors that affect heritage language use, maintenance and transmission and social inclusion of second-generation immigrants in Cyprus with various L1 backgrounds?
This study investigated the language and cultural identity of second-generation immigrants in Cyprus with various L1 backgrounds: Russian, Georgian, Ukrainian, Bulgarian, Romanian, Arabic, Polish, Albanian and English. Thirty participants took part in the research, their ages ranging from 18 to 27 years old (mean = 22.6; SD = 2.82), with eight males and 22 females. Thirteen of the respondents were born in Cyprus, while the rest were exposed to Greek when they were from two to 16 years old (AoO: Mean = 3.73; SD = 4.33). Overall, their length of residence in Cyprus ranges from 9 to 26 years (Mean = 18.93, SD = 4.98), see Table 1.
N | L1 | G | Age | CoB | LoR | AoO | LI | CI | SOC | LR | DMC |
---|---|---|---|---|---|---|---|---|---|---|---|
1 | R | F | 20 | R | 14 | 6 | R + G | R + G | FM | R + G + E | R + G + E |
2 | B | F | 20 | B | 10 | 10 | B | B + CG | H | B + G + E + S + Rus | B + G + E |
3 | L | F | 26 | C | 26 | 0 | L + G | L + CG | H | L + G + E + F | L + G + E |
4 | A | F | 23 | C | 23 | 0 | G | CG | FM | G + E + A | G + E |
5 | Rus | F | 20 | C | 20 | 0 | G + Rus | G + CG + Rus | FM | G + Rus + E + S | G + R + E |
6 | Ukr | F | 21 | Ukr | 9 | 12 | Rus + Ukr + G + E | Rus + CG | H | Rus + Ukr + G + E | Rus + G + E |
7 | Ge | M | 20 | G | 18 | 2 | G + Rus + E | Ge + CG + Rus | H | G + Rus + E | G + Rus + E |
8 | Arm | F | 23 | F | 23 | 0 | Ar + CG | Ar + CG | FM | Ar + E + G + F + Ger | Ar + E + G |
9 | Rus | F | 19 | C | 19 | 0 | G | G + Rus + CG | H | G + Rus + E | G + Rus + E |
10 | A | F | 22 | C | 22 | 0 | G + A | G + A | FM | G + A + F + E | G + A + E |
11 | R | M | 25 | G | 20 | 5 | G + Rus | Rus | FM | Rus + G + E | Rus + G + E |
12 | A | F | 27 | 1 | 11 | 16 | A | A | FM | A + E + G | A + E + G |
13 | P | M | 25 | C | 25 | 0 | P + CG | P + CG | H | P + CG + E | P + CG + E |
14 | Ukr | F | 26 | Ukr | 16 | 10 | Ukr + Rus + CG | Ukr + Rus + CG | H | Ukr + Rus + CG + E | Ukr + Rus + CG + E |
15 | Alb | F | 18 | G | 19 | 0 | G + Alb | G + Alb | H | Alb + G + E + It | Alb + G + E |
16 | E | M | 25 | Eng | 20 | 5 | E + G + F + It | G + CG + It | H | E + G + F + It | E + G + F + It |
17 | E | F | 23 | C | 23 | 0 | E + G + A | E + CG + A + T + Rus | H | E + G + A + Rus | E + G + A + Rus |
18 | G | F | 19 | G | 10 | 9 | G + T + Rus + E | G | H | G + T + Rus + E + It | G + E + Rus |
19 | R | F | 18 | R | 10 | 8 | R + E + G | R | H | R + E + G + S | R + E + G |
20 | G | F | 25 | G | 21 | 4 | G + E | G + E | H | G + E + S + It | G + E |
21 | G | F | 22 | G | 19 | 3 | G + E | G | FM | G + E + It | G + E |
22 | G | F | 22 | G | 18 | 4 | G | G | H | G + E + Ger + F | G + E |
23 | E | F | 18 | C | 18 | 0 | CG + E | CG + E | H | CG + E + T | CG + G + E |
24 | R | M | 25 | G | 19 | 6 | G | G + Rus | FM | G + Rus + E | G + Rus + E |
25 | A | F | 25 | C | 25 | 0 | Ar + G | Ar + CG | FM | Ar + G + E + F | Ar + G + E |
26 | R | F | 22 | G | 19 | 3 | G + Rus + E | G | FM | Rus + G + E + S + It | G + Rus + E |
27 | G | F | 27 | G | 23 | 4 | G + E | G + CG | H | G + E + Ger | G + E |
28 | R | M | 24 | C | 24 | 0 | G + Rus + E | G + Rus + E | H | G + Rus + E + F | G + Rus + E |
29 | Ge | M | 23 | G | 18 | 5 | Ge + Rus | Ge + Rus + G | H | Ge + Rus + G + E | Ge + Rus + G + E |
30 | Ge | M | 26 | C | 26 | 0 | G + Rus | Rus | H | G + Rus + E + Ge + F | G + Rus + E |
Participants.
N = number; L1 = native language; G = Gender; CoB = Country of birth; LoR = Length of residence in Cyprus; AoO = Age of onset to Greek; LI = Language identity; CI = Cultural identity; SOC = society; LR = linguistic repertoire; DLC = Dominant Language Constellation; F = female, M = male; FM = full member. I’m a full member of the society with equal rights; H = Hybrid: I belong to both this society and my home country society; R = Romania; I = Iraq; P = Polish; B = Bulgaria; C = Cyprus; Eng = England; Ukr = the Ukraine; G = Greece; Ge = Georgian; Ar = Armenian; E = English; G = Greek; CG = Cypriot Greek; Ukr = Ukranian; Ger = German; T = Turkish; It = Italian; Alb = Albanian; B = Bulgarian; S = Spanish; Rus = Russian; A = Arabic; L = Lebanese; F = French.
We implemented a mixed-method study [73] by combining methods that complement one another and shed light on important questions in our research [74, 75, 76, 77, 78, 79]. We had a multimodal perspective for the analysis of our data (questionnaires, interviews, observations and field notes) [80, 81, 82, 83].
For data collection, we used questionnaires, both paper-based and online versions [84]. According to [85], questionnaires are employed “as research instruments for measurement purposes to collect valid and reliable data” (p. 3). The researcher worked on the preparation of the questionnaires, taking research design into consideration as well as the criteria for participation, the formulation of the questions and items, length of the questionnaire and the balance between conciseness and completeness [84, 85].
Online questionnaires have the advantage of anonymity, as there is no face-to-face contact with the researcher. This means there is less pressure to participate and thus more honest responses can be elicited. In addition, web questionnaires can reach more participants and more diverse populations worldwide, with different language backgrounds, thus boosting the ecological validity of the data [74, 84]. However, it should be noted that online questionnaires have one major limitation: the self-selection bias [74], which is why we implemented both web- and paper-based questionnaires. We used probability sampling in order to have a representative sample of the general population and vulnerable or closed niche groups, so that our results are generalisable [86]. We carefully interpreted the results in order to avoid self-selection bias [87, 88, 89]. The researcher tried to balance the data/participants in terms of age, L1 background, education and gender [90, 91]. Our questionnaires were multilingual (Greek, English and Russian).
We also used oral interviews as not all of our participants had enough self-confidence, metalinguistic and metapragmatic awareness of language practices and a genuine interest in the topic as well as literacy skills in one or more languages [84, 90]. The interviews allowed us to have a person-centred, experiential focus on the participants’ experiences regarding cultural heritage and to obtain in-depth information unavailable to direct observation. The participants expressed themselves regarding the culture-related matters, immigration experiences, multilingualism, multiculturalism, integration and social cohesion; they also explained their motivations and related their personal stories [92]. The researcher acted as responsible and active interviewer and tried to find responsive and willing interviewees [92, 93, 94, 95].
We had face-to-face and online interviews (via Skype, Microsoft Teams). Our interviewees represented a cross-sectional sample of a specific target population (immigrant second-generation population in Cyprus) [96]. It is important to use standardised procedures (the same question items or prompts in the same order and manner) supplemented by extended or open-ended responses, which is a more flexible, conversational style of survey interviewing [97, 98]. The ecological validity of the survey was enhanced by piloting our research tools and materials, assessing the quality of the questions, protocols and potential responses [99, 100, 101]. (Auto)Biographical interviews helped us to elicit the personal histories, life trajectories, key events and first-person narratives of our participants [102, 103, 104, 105, 106, 107].
Interviews are research instruments for “data collection” knowledge collection” or “data mining” ([95], p. 57), “excavation” ([108], p. 141) and “harvesting psychologically and linguistically interesting responses” ([92], p. 229, [109], p. 206). Both semi-structured interviews and focus group discussions were implemented [74, 100, 110, 111, 112, 113]. The interviewer needs to be a flexible, patient and active listener with a good memory and strong inter-personal communication skills in order to collect the data and manage the unpredictability of the interview situation [95, 101, 114]. The interview goals and objectives were determined, and the interview schedule was prepared. The meeting place and time of interview were taken into consideration as were the recording equipment and participant informed consent forms [92].
The role of an interviewer in focus group discussion was to moderate discussion focused on the topic at hand in order to record the varied viewpoints and experiences of the participants [95, 115]. The moderator was active throughout the discussion in order to keep it flowing in a non-directive way by checking and clarifying (using prompts around a topic, issue, open-ended question) and making sure that all members of the group participated. The size of the group varied from six to 12 participants [74, 114, 116, 117, 118, 119]. It is essential for the researcher to have interviewing skills (flexibility, self-control, cross-cultural and pragmatic competence, empathy, time management, the ability to maintain discussion and enable all members to participate) [118, 120, 121, 122].
Interviews and focus group discussions were suitable for our exploratory study. The participants were able to express their views, attitudes, priorities and values regarding multilingualism, immigration experience, heritage language use, maintenance and transmission, linguistic and cultural identities, acculturation and integration; multiple focus groups were implemented [95, 115, 118]. Focus groups are equalisers: they are non-discriminatory and do not pressure reluctant or shy participants to speak [115, 122]. We used audio recordings, so it is important to establish rapport with the participants and to be an open, sympathetic and interested listener so that interviewees can talk freely and honestly [94, 95, 101, 123]. Language and interculturality were taken into consideration. Our participants have different L1s and cultural backgrounds; thus, we use a lingua franca or shared language to communicate (e.g., English or Greek) or the L1 language of the participants [124, 125, 126].
In addition, for our data collection we implemented observations and fieldnotes [127, 128, 129, 130] as part of our ethnographical study focused on immigration, acculturation, integration, linguistic and cultural heritage, heritage language use, maintenance and transmission and language and cultural identities [131, 132, 133, 134, 135].
Observations allowed the researcher to observe particular features of immigrant communities in their own contexts in Cyprus, audio record interactions and apply an analytic framework of post-observation [136]. An ethnographic approach and an emic perspective in our research revealed the context and the world of immigrant communities in Cyprus, their cultural heritage, interaction with the local population, their integration into Cypriot society and their needs, opportunities and challenges. The researcher talked to the participants, took part in local (cultural) practices (home, schools, neighbourhoods, institutions), observed and took fieldnotes [137, 138, 139]. The researcher gained access to the research site and managed to develop relationships with research participants [130, 139, 140]. These fieldnotes are defined as “productions and recordings of the researcher’s noticing with the intent of describing the research participants’ actions” ([141], p. 44).
A corpus was built from the fieldnotes used for further interpretative analysis, with coding and emergent themes and categories in line with the grounded theory [142, 143, 144, 145]. We aimed to have valid and reliable results; thus, we used a mixed-methods approach to data collection and analysis, complementing questionnaires by interviews, observations and fieldnotes [15, 143, 146, 147]. The researcher was also able to produce vignettes based on the observation and fieldnotes. A vignette is “a focused description of a series of events taken to be representative, typical or emblematic” ([130], p. 260, [148], p. 81).
The analysis of the data showed that only 6 of the participants stated that they identify themselves with only one language (language identity), mostly with Greek (4) or L1, in particular Arabic (1) and Bulgarian (1). Most of the participants (15) have a hybrid language identity and identify themselves with 2 languages: including Greek (13) or Cypriot Greek (2) and their L1/Ln, in particular, Romanian (1), Lebanese (1), Russian (4), Armenian (2), Arabic (1), Polish (1), Albanian (1), Georgian (1) and English (4). The other participants (7) identify themselves with 3 languages: Greek (6), Cypriot Greek (1), Russian (4), English (3), Ukrainian (1), French (1), Italian (1), Arabic (1), Romanian (1). And only 2 participants have a hybrid linguistic identity associated with 4 languages: Greek (2), English (2), Russian (2), Ukrainian (1), Turkish (1), see Table 1 and Figure 1.
Linguistic and cultural identity, linguistic repertoire and DLC of the participants.
As for the cultural identity, 9 participants identify themselves only with one culture: Greek (4) and Cypriot Greek (1) and their L1: Russian (2), Arabic (1), Romanian (1). It should be noted that only in 3 cases (Participants 4, 12 and 22) is there an overlap between cultural and linguistic identity. The other respondents (13) stated that they have a hybrid cultural identity, a combination of two cultures: Greek (6), Cypriot Greek (8), Bulgarian (1), Lebanese (1), Russian (2), Armenian (2), Arabic (1), Polish (1), Albanian (1), English (2), see Table 1. In total, there was an overlap between cultural and linguistic identity in 10 cases. The rest of the respondents (7) stated that their hybrid cultural identity is associated with 3 languages: Greek (4), Cypriot Greek (5), Russian (6), Georgian (2), Ukrainian (1), Italian (1), English (1). Only in 2 cases are there is an overlap between cultural and linguistic identity. Only one participant (Participant 17) has a hybrid cultural identity that is associated with 5 languages and countries: English, Cypriot Greek, Arabic, Turkish and Russian (see Table 1 and Figure 1). One third of the participants (11) believe that they are full members of Cypriot society, while the rest (19) consider themselves part of both the majority and the minority (home country) society.
As for the linguistic repertoire of our participants, its constitution ranges from 3 languages (11 participants: Greek (9), Cypriot Greek (2), English (10), Romanian (1), Arabic (2), Russian (4), Polish (1), Italian (1), Turkish (1), German (1)), to 4 languages (14 participants: Greek (13), Cypriot Greek (1), English (14), Lebanese (1), French (6), Russian (6), Ukrainian (2), Arabic (2), Albanian (1), Italian (3), Spanish (2), German (1), Georgian (1)) and 5 languages (5 participants: Greek (5), English (5), Russian (4), Bulgarian (1), Spanish (2), Armenian (1), French (2), German (1), Turkish (1), Italian (2), Georgian (1)) (see Table 1 and Figure 2).
Language: Linguistic and cultural identity, linguistic repertoire and DLC of the participants.
Concerning Dominant Language Constellations (DLC), the vehicle languages of our participants, the data analysis has revealed that 5 participants have only two languages, in particular Greek and English. Most of the participants (21) have 3 languages in their DLCs (Greek (20), Cypriot Greek (2), English (19) and their L1: Romanian (2), Bulgarian (1), Lebanese (1), Russian (10), Armenian (2), Arabic (2), Polish (1), Albanian (1)) and 4 languages (4 participants: Greek (3), Cypriot Greek (1), Ukrainian (1), Russian (3), English (4), French (1), Italian (1), Arabic (1), Georgian (1)) (see Table 1 and Figure 1). It should be noted that there is an overlap between linguistic repertoires and DLCs (7 cases for 3 languages and 4 cases for 4 languages). Overall, the major pattern of the DLC for our participants is Greek, English and their L1s (see Figure 3).
DLC of the participants.
Hybrid language and cultural identity depend on the amount of time spent in a particular country and the language proficiency in the target language as well as on the type of the family (whether it is a culturally mixed marriage, bilingual, multilingual or not). See the following examples:
Both cultures, because I am Romanian and Greek because I moved to Cyprus and I learned their customs and slowly I started doing the same things that they do. (Participant 1).
Cypriot culture because my mother is Cypriot and also because I have been here long enough to identify as Cypriot. (Participant 7).
Georgian, Pontic Greek, Russian, Greek-Cypriot because I was raised among all of these cultures (Participant 29).
Armenian culture because I grew up in the Armenian community of Cyprus and Cypriot culture and was born and live in Cyprus. (Participant 8).
I identify myself with Albanian culture because my parents are both Albanian. Also, I identify myself with Greek culture because I was born and raised in Greece and I am still living in Greece. (Participant 15).
Strong links with the L1 country and culture, history and traditions, cuisine, TV programs, heritage language use, maintenance and transmission: these are some of the factors that contribute to the L1 cultural identity:
I identify myself with both Lebanese and Cypriot culture. As immigrants, my parents always encouraged me and my brother to stay in touch with our Lebanese culture by following most of its traditions and values. For example, we celebrate Mother’s day on the 21st of March instead of the 8th of March, the day it is celebrated in Cyprus. In addition, we were always in contact with the Lebanese culture through television. In the house we only have cable TV with Arabic channels and not Cypriot or Greek ones. Also, most dishes that we cook at home are Lebanese. At the same time, I also identify myself with the Cypriot culture, because I was raised there and most of my friends that I grew up with are Cypriots. And many traditions and values that I follow now as an adult belong to Cypriot culture. (Participant 3).
Pontic Greek because my father is Pontian and the relatives that are living here are from my father’s side. So, I grew up on Pontic traditions. Russian because my mother is Russian and Pontic celebrations and some traditions were mixed with Russian after the Asia Minor Catastrophe because they had to migrate to Georgia and other USSR countries. Greek because at the end of the day Pontic Greeks are Greeks. Cyprus, because I was born here and after all these years their culture grew on me as well. (Participant 9).
Linguistic behaviour of both mother and father is of great importance as well as of the extended family and relatives. Linguistic and cultural identities are affected by customs, material culture, stereotypical rules and the L1 background of the participants:
Cypriot, Greek and Russian: I identify myself with the particular cultures due to the matters of origin; my mother is Russian, and my father is half Cypriot and half Greek. I grew up with relatives from all three countries, being heavily influenced, and having consistent associations with the countries’ cuisines, customs, prejudices as well as manners and/or ethics. (Participant 9).
The cultures I identify with myself are Cypriot and English since my father was born in England and came to Cyprus when he was four. Also, my father has a stepsister from the UK. His stepsister and her family used to come to Cyprus every summer and we used to spend a lot of time together. So, I kept learning from them and practiced as well. (Participant 23).
The participants also commented that the majority speakers, Greek Cypriots, also have a favourable view of multilingualism in Cyprus, although they admit that there is a difference between the younger and older generations of CG populations regarding the acceptance/discrimination of “foreign” influence in Cyprus: the former tend to be “more open-minded”. Their attitudes depend on immigrant/minority language(s) status, socio-economic factors, level of the majority language proficiency.
My answer is yes and no. Some people are but some are not. When I moved to Cyprus in 2007 there was more racial discrimination, but now they are more open minded. (Participant 19).
Personally, I did not experience discrimination, but some people from other countries did, and I have seen it. The main reason for discrimination was that they do not speak the language correctly. (Participant 1).
Most of the residents accept people who speak other languages than their own; they often ask you something about your culture or even try to learn your language. (Participant 2).
Greek Cypriots can have a negative attitude towards foreigners if they speak their own L1s and cannot be understood. Some of them make stereotypical judgements:
At primary school because people could not understand my language, some of them were annoyed because they thought that I was talking about them in a negative way. (Participant 2).
I think as a community in Cyprus we are open towards people who speak other languages; not every one of us, but I think most of us (Participant 10).
Sometimes in Cyprus stereotypes come up such as the word ‘Αράπης’ [Arab] which I find offensive. (Participant 12).
Some of the students admitted that they can still observe some bullying, discrimination or negative attitudes, which depend on socio-economic factors and L1 origin:
No, because still there are people from my country of residence who bully and discriminate against people from other countries. (Participant 29).
They tell people that speak other languages to go back to their own countries. (Participant 30).
Cypriot society is open and tolerant to an extent. The conservative side of Cypriot society tends to be racist towards immigrants, especially towards people with different skin colour than white. On the other hand, Cypriots are rather respectful towards tourists. (Participant 8).
In the case of Cyprus, I think it is better to be familiar with the Cypriot Greek way of life because you integrate with society and get better treatment from various public services. Last week I made a phone call to a public service, and when the employee figured out that I was Greek she started talking in an arrogant way. Clearly the fact that this can happen to one person doesn’t mean that it is happening all the time with the Greek people or people of other nationalities in Cyprus. (Participant 21).
English as an international language and lingua franca has an important role in the linguistic repertoires of both majority and minority/immigrant students. English-CG code-switching/mixing is a common phenomenon, especially in the online and offline communication of younger generations of local and minority/majority students.
This study investigated heritage language use, its maintenance and transmission, as well as language identity and social inclusion of second-generation immigrants in Cyprus with various L1 backgrounds. The analysis of the data (questionnaires, interviews, focus group discussions, observations) showed that second-generation immigrants have hybrid language and cultural identity and certain strong perceptions regarding citizenship, inclusion and belonging. They try to assimilate to the target society, but at the same time they have strong ties to their community of residence, with their L1 country, their heritage or home language. The participants also have hybrid language practice as they use mixed/multiple languages at home and elsewhere.
The second-generation immigrants in Cyprus have some similarities and differences regarding their DLC, linguistic behaviour, language attitudes and identities. They differ in terms of their age of onset to Greek, length of residence in Cyprus, language dominance, domains of language use, language proficiency and literacy skills. But they resemble each other in terms of their hybrid linguistic and cultural identity, presence of SMG/CG and English in their DLCs, code-switching, code-mixing and translanguaging.
The second-generation immigrants in Cyprus are exposed to national/majority language(s), but they also speak their immigrant or minority language(s). Greek is the national language in Cyprus. Our participants are second-generation immigrants in Cyprus or minority speakers, and for them Greek is either their second language or an additional language. So, they have certain challenges to overcome in their everyday lives and the mainstream education system. Their access to various languages in their multilingual repertoire is not equal. Not all of them have schooling or can develop literacy skills in their home languages. Thus, there is a question about inclusive and equitable education in multilingual settings as more institutional and policy support is required in the age of globalisation and superdiversity. In the case of Cyprus, students have their home language(s). Living in a bilectal setting, they are exposed to the national language, SMG, and to CG through speech, and then at university they need to use Greek and/or English in their studies. They use their vehicle languages in order to function in the society, for their education, and personal lives. They have different language proficiencies than their L1, L2, L3, Lns and different functions and domains of use.
There are various factors that affect heritage language use, maintenance and transmission as well as language and cultural identity, linguistic repertoires, DLCs and social inclusion of second-generation immigrants in Cyprus with various L1 backgrounds. Minority and immigrant speakers need to adapt to their new society and to adjust culturally and linguistically [9, 10, 11]. Their linguistic and cultural identities are not static and depend on their life trajectories, communication experiences, citizenship and solidarity with members of the minority and the majority communities [8, 12, 13].
The second-generation immigrants and minority speakers undergo the same process of acculturation as their first-generation parents. But it is more difficult for second-generation immigrants to maintain their heritage language and culture without proper L1 input, schooling and literacy skills development and to have a balance between integration, maintenance of cultural heritage and adoption of new cultural traits [17, 18, 19]. Home literacy environment, family language policy, social networks and attitudes could be the factors that affect the development of home language and culture or lead to assimilation, relinquishing of cultural heritage and replacement with new cultural traits (and in some cases separation or marginalisation) [20].
Not all of our participants have the same level of L1/heritage language knowledge. However, all of them have the majority language, Greek, and the lingua franca, English, in their linguistic repertoires and DLCs, which help them to function, communicate, study and work in Cypriot society. Overall, they have a positive attitude towards multilingualism and multiculturalism, their heritage language and culture, but their self-esteem can be negatively affected by discrimination against immigrants from the receiving community members [22, 23, 25].
There are individual differences in terms of their linguistic and cultural identities, DLCs linguistic repertoires, acculturation strategies and expectancies, adaptive requirements or acculturative pressures [19, 28, 29, 30, 31, 32]. Their language use depends on the domain (private vs. public), age, AoO, LoR in Cyprus, educational and socialization opportunities [33, 34] as well as tolerance towards and acceptance/support of multilingualism and multiculturalism in Cypriot society [35, 36, 37].
Linguistic, cultural and social identities are interrelated in the multilingual setting of Cyprus. Most of our participants have hybrid identities, which is reflected in their language use and attitudes [61, 62, 63]. Preserving linguistic and cultural diversity of immigrant and minority speakers in Cyprus can enhance cultural diversity, multilingualism and social inclusion in Cyprus and in Europe as a whole, as well as trigger the development of cultural literacy, intercultural dialogue and mutual understanding [7].
This study is the first attempt to investigate the needs, challenges and opportunities regarding heritage language use, maintenance and transmission, cultural and linguistic identities of second-generation immigrants and minority speakers in Cyprus. Further research with more participants of different ages, genders and L1 groups is required for deeper insight into the issues under investigation.
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Its effects on the economy (and also on the wider society) are well researched, yet still not completely. Corruption thus inhibits economic growth and affects business operations, employment and investments. It also reduces tax revenue and the effectiveness of various financial assistance programs. The wider society is influenced by a high degree of corruption in terms of lowering of trust in the law and the rule of law, education and consequently the quality of life (access to infrastructure, health care). There also does not exist an unambiguous answer as to how to deal with corruption. Something that works in one country or in one region will not necessarily be successful in another. This chapter tries to answer at least a few questions about corruption and the causes for it, its consequences and how to deal with it successfully.",book:{id:"6487",slug:"trade-and-global-market",title:"Trade and Global Market",fullTitle:"Trade and Global Market"},signatures:"Štefan Šumah",authors:[{id:"228073",title:"Mr.",name:"Stefan",middleName:null,surname:"Sumah",slug:"stefan-sumah",fullName:"Stefan Sumah"}]},{id:"55499",title:"Human Resources Management in Nonprofit Organizations: A Case Study of Istanbul Foundation for Culture and Arts",slug:"human-resources-management-in-nonprofit-organizations-a-case-study-of-istanbul-foundation-for-cultur",totalDownloads:2294,totalCrossrefCites:0,totalDimensionsCites:0,abstract:"The aim of this study is to investigate the efficiency and importance of human resources management in nonprofit organizations. The understanding was included to the literature as personnel management at the beginning of the twentieth century and it turned into an approach as human resources management in the 1980s. It could be observed that many organizations, which deem the human as the most critical stakeholder, adopt a traditional way of personnel management in operating human resources. The employees play a key role in the success of an organization. For this reason, subjects such as recruitment, training, development, career management, performance appraisal, occupational health, and safety are the fundamental functions of human resources management. The study examines to what extent these roles are evaluated through a case study. The subject matter of the study is the most powerful culture and art foundation in Turkey. Compared to many other nonprofit organizations, the foundation actively performs a variety of services within a year worldwide. The fact that the total number of employees might rise up to 800, including the field personnel, indicates the need of a good functioning human resources management. The human resources practices of the foundation are examined and evaluated within that scope.",book:{id:"5826",slug:"issues-of-human-resource-management",title:"Issues of Human Resource Management",fullTitle:"Issues of Human Resource Management"},signatures:"Beste Gökçe Parsehyan",authors:[{id:"189113",title:"Dr.",name:"Beste",middleName:null,surname:"Gokce Parsehyan",slug:"beste-gokce-parsehyan",fullName:"Beste Gokce Parsehyan"}]},{id:"59152",title:"Marketing Strategies for the Social Good",slug:"marketing-strategies-for-the-social-good",totalDownloads:1594,totalCrossrefCites:1,totalDimensionsCites:1,abstract:"Social network sites (SNS) have proven to be a good environment to promote and sell goods and services, but marketing is more than creating commercial strategies. Social marketing strategies can also be used to promote behavioral change and help individuals transform their lives, achieve well-being, and adopt prosocial behaviors. In this chapter, we seek to analyze with a netnographic study, how SNS are being employed by nonprofits and nongovernment organizations (NGOs) to enable citizens and consumers to participate in different programs and activities that promote social transformation and well-being. A particular interest is to identify how organizations are using behavioral economic tactics to nudge individuals and motivate them to engage in prosocial actions. By providing an understanding on how SNS can provide an adequate environment for the design of social marketing strategies, we believe our work has practical implications both for academicians and marketers who want to contribute in the transformation of consumer behavior and the achievement of well-being and social change.",book:{id:"6583",slug:"marketing",title:"Marketing",fullTitle:"Marketing"},signatures:"Alicia De La Pena",authors:[{id:"196878",title:"Dr.",name:"Alicia",middleName:null,surname:"De La Pena",slug:"alicia-de-la-pena",fullName:"Alicia De La Pena"}]}],onlineFirstChaptersFilter:{topicId:"4",limit:6,offset:0},onlineFirstChaptersCollection:[{id:"82524",title:"Italy’s Small Exporting Companies: Globalization and Sustainability Issues",slug:"italy-s-small-exporting-companies-globalization-and-sustainability-issues",totalDownloads:0,totalDimensionsCites:0,doi:"10.5772/intechopen.105542",abstract:"Internationalization has gained momentum in the last few years as a strategy that may allow small enterprises to grow. Frequently, import and export activities represent the first step of the internationalized process and an important challenge for small business. Quite a number of studies have investigated and tried to solve the implied problems. Starting from the theoretical and empirical literature, this research focuses on the most relevant economic and financial constraints faced by small Italian import-export companies and is specifically aimed at analyzing the characteristics of their financial structure between 2011 and 2020, as well as their performance over the same period. We selected small Italian enterprises and identified the subset of import-export companies. We applied a set of performance indicators to reclassify financial statements to highlight the dynamics of investments, profitability, financial independence, and liquidity over the 10 years under analysis. The economic and financial characteristics of the small import-export companies are determined by comparing their performance with that of all Italian small enterprises. The findings show that small Italian exporting companies are not characterized by significant growth in turnover but present a situation that is certainly better in terms of economic and financial sustainability compared with non-internationalized companies.",book:{id:"11476",title:"Globalization and Sustainability - Recent Advances, New Perspectives and Emerging Issues",coverURL:"https://cdn.intechopen.com/books/images_new/11476.jpg"},signatures:"Roberta Pace and Francesca Mandanici"},{id:"82382",title:"A Cultural Approach in the Synchronous Class in English Teaching and Learning",slug:"a-cultural-approach-in-the-synchronous-class-in-english-teaching-and-learning",totalDownloads:2,totalDimensionsCites:0,doi:"10.5772/intechopen.105553",abstract:"If culture is defined as a way of training to obtain knowledge through educational channels, the concept is associated with educability. Therefore, teaching cognitive, attitudinal, and procedural knowledge directly indicates teaching and learning culture to acquire norms and patterns of sociocultural behavior. The purpose of this study was: to debate about the way interaction among students and teachers in synchronous classes based on life’s materials, topics, and methods, and critical or reflective thinking can be adapted by the teacher to the students’ closest environment to communicate in English as an international language. If a language is taught, spoken, and learned in the country, culture surrounding the context is taught. If this language is not spoken in the place, the knowledge system also transmits norms and values, different from those of the language. So, the students get, culturally and socially, modes of action, principles, and knowledge through international language learning. Thus, teaching and learning English as an international language means the way possible interaction has opportunities for every student’s growth and the way their personality formation gets integral results. English taught and learned as an international language denotes reaching the students’ world and needs to communicate in English as a meaningful international language.",book:{id:"10662",title:"Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications",coverURL:"https://cdn.intechopen.com/books/images_new/10662.jpg"},signatures:"Ned Vito Quevedo Arnaiz, Nemis García Arias and Fredy Pablo Cañizares Galarza"},{id:"82470",title:"The Effect of COVID-19 on the Quality of Life of Care Workers: Challenges for Social Services Leaders",slug:"the-effect-of-covid-19-on-the-quality-of-life-of-care-workers-challenges-for-social-services-leaders",totalDownloads:4,totalDimensionsCites:0,doi:"10.5772/intechopen.105603",abstract:"Stressful situations are likely to impact health and social care workers’ quality of life negatively. Indeed, mental, physical, and emotional health problems have been reported in relation to the effects of the COVID-19 pandemic on the quality of life of health care workers. Instead of health care workers’ reality, and despite the care sector’s relevance, studies of the effects of COVID-19 on the quality of life of care workers have not been sufficiently explored. Recognizing the effect of COVID on the quality of life of care workers will collaborate with leaders of organizations, social work practitioners, and academics in the design of policies that promote better working conditions. Therefore, during 2021, a study was carried out in Chile where 150 social services and care workers were surveyed in Chile using a version of COV19-QoL in Spanish. The impact of COVID on quality of life is described, and the challenges that this reality implies to social service leaders are presented.",book:{id:"11095",title:"Social Work - Perspectives on Leadership and Organisation",coverURL:"https://cdn.intechopen.com/books/images_new/11095.jpg"},signatures:"Magdalena Calderón-Orellana, Alejandra Inostroza and Paula Miranda Sánchez"},{id:"82448",title:"Virus World Vulnerability: A Critical Reading of Gender and Performance in Bo Burnham’s “Inside” (2021)",slug:"virus-world-vulnerability-a-critical-reading-of-gender-and-performance-in-bo-burnham-s-inside-2021",totalDownloads:2,totalDimensionsCites:0,doi:"10.5772/intechopen.105182",abstract:"Through an engagement with the seminal work of Raewyn Connell on masculinities and hegemonic masculinity, this chapter argues for the hegemonic norm as producing behaviour among men that can be traced in multiple male subjectivities. The argument is that men respond to the prevailing masculine norm by enacting self-protective disavowal—a complex psychological process that involves the reordering of reality in the interests of the maintenance of power, and one that is seen in cases of both legitimate and imagined threats to the self and the body. Self-protective disavowal is at the core of the Same Shit phenomenon—the idea that while the experience of masculinity varies across culture and position in the gender order, self-protective disavowal is a constant that leads to predicable patterns among men. The discussion then explores deliberate vulnerability as a kind of anti-protective disavowal in Bo Burnham’s INSIDE, a complex, undefinable ‘special’ released on Netflix in 2021. The chapter considers Burnham’s work as a departure from self-protective disavowal and Same Shit masculinity through deliberate vulnerability and critically evaluates the value of this alternative, especially given the nihilism that reigns over the work and calls into question the validity of uncritically romanticization of alternatives.",book:{id:"10540",title:"Masculinity Studies - An Interdisciplinary Approach",coverURL:"https://cdn.intechopen.com/books/images_new/10540.jpg"},signatures:"Chris McWade"},{id:"82454",title:"Prospects and Pitfalls Experienced by Social Workers Working in a Confounding Environment in a South African Setting",slug:"prospects-and-pitfalls-experienced-by-social-workers-working-in-a-confounding-environment-in-a-south",totalDownloads:3,totalDimensionsCites:0,doi:"10.5772/intechopen.105604",abstract:"While social workers are professionally and aptly placed to facilitate a turn-around environment rife with a conglomeration of challenges such as poverty, ignorance, and diseases, the chapter discusses the developmental prospects and pitfalls that confound their practice in South Africa. Opportunely, social work interventions continue to gain developmental mileage through increased training of social workers, their increased deployment in various versatile domains of social and economic development and increased widening of the scope of social work research, especially current research in fields such as HIV/AIDS and coronavirus. On the other side of the coin, the chapter discusses social work pitfalls attributed to professional curricular gaps as social work continue to follow a western-centric curriculum; the presence of various metaphysical beliefs and myths that weaken or derail social work interventions and a weaker research environment to offer a plausible and timely solution to the prevalent problems. The chapter concludes by calling for a paradigm shift in the social work curriculum as well as its indigenization to productively respond to the South African socio-cultural and geographical milieu.",book:{id:"11095",title:"Social Work - Perspectives on Leadership and Organisation",coverURL:"https://cdn.intechopen.com/books/images_new/11095.jpg"},signatures:"Simon Murote Kang’ethe"},{id:"82425",title:"Financial Reporting and Analysis of Tesla Green Technology in the United States Market",slug:"financial-reporting-and-analysis-of-tesla-green-technology-in-the-united-states-market",totalDownloads:6,totalDimensionsCites:0,doi:"10.5772/intechopen.105065",abstract:"This study aims to discuss and analyze the financial position and performance of the US Tesla green technology company in the United States. This study uses a case study approach, financial data, and website methodologies to collect and analyze the research data. The case study is Tesla, Inc., which is a US electric vehicle and clean energy company based in Austin, Texas. Tesla is a green technology company that produces and designs electric cars, battery energy storage from home to grid-scale, solar roof tiles and solar panels, and related products and services. Tesla is growing fastly by introducing new green products, and it is now one of the world’s most valuable enterprises. It has a high market capitalization of almost US$1 trillion to become the world’s most valuable automaker. This study concludes that Tesla has changed their strategy to become the most worldwide sales of purely battery electric vehicles, capturing 23% of the market and 16% of the plug-in electric battery in the market for 2020. It has also developed a significant installer of photovoltaic systems through its subsidiary Tesla Energy in the United States. One of the largest global battery energy-storage systems suppliers is Tesla Energy, with 3.99 gigawatt-hours installed in 2021.",book:{id:"11251",title:"Banking and Accounting Issues",coverURL:"https://cdn.intechopen.com/books/images_new/11251.jpg"},signatures:"Nizar Mohammad Alsharari"}],onlineFirstChaptersTotal:283},preDownload:{success:null,errors:{}},subscriptionForm:{success:null,errors:{}},aboutIntechopen:{},privacyPolicy:{},peerReviewing:{},howOpenAccessPublishingWithIntechopenWorks:{},sponsorshipBooks:{sponsorshipBooks:[],offset:8,limit:8,total:0},allSeries:{pteSeriesList:[{id:"14",title:"Artificial Intelligence",numberOfPublishedBooks:9,numberOfPublishedChapters:90,numberOfOpenTopics:6,numberOfUpcomingTopics:0,issn:"2633-1403",doi:"10.5772/intechopen.79920",isOpenForSubmission:!0},{id:"7",title:"Biomedical Engineering",numberOfPublishedBooks:12,numberOfPublishedChapters:104,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2631-5343",doi:"10.5772/intechopen.71985",isOpenForSubmission:!0}],lsSeriesList:[{id:"11",title:"Biochemistry",numberOfPublishedBooks:32,numberOfPublishedChapters:320,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2632-0983",doi:"10.5772/intechopen.72877",isOpenForSubmission:!0},{id:"25",title:"Environmental Sciences",numberOfPublishedBooks:1,numberOfPublishedChapters:12,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2754-6713",doi:"10.5772/intechopen.100362",isOpenForSubmission:!0},{id:"10",title:"Physiology",numberOfPublishedBooks:11,numberOfPublishedChapters:141,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2631-8261",doi:"10.5772/intechopen.72796",isOpenForSubmission:!0}],hsSeriesList:[{id:"3",title:"Dentistry",numberOfPublishedBooks:8,numberOfPublishedChapters:133,numberOfOpenTopics:2,numberOfUpcomingTopics:0,issn:"2631-6218",doi:"10.5772/intechopen.71199",isOpenForSubmission:!0},{id:"6",title:"Infectious Diseases",numberOfPublishedBooks:13,numberOfPublishedChapters:113,numberOfOpenTopics:3,numberOfUpcomingTopics:1,issn:"2631-6188",doi:"10.5772/intechopen.71852",isOpenForSubmission:!0},{id:"13",title:"Veterinary Medicine and Science",numberOfPublishedBooks:11,numberOfPublishedChapters:107,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2632-0517",doi:"10.5772/intechopen.73681",isOpenForSubmission:!0}],sshSeriesList:[{id:"22",title:"Business, Management and Economics",numberOfPublishedBooks:1,numberOfPublishedChapters:19,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2753-894X",doi:"10.5772/intechopen.100359",isOpenForSubmission:!0},{id:"23",title:"Education and Human Development",numberOfPublishedBooks:0,numberOfPublishedChapters:5,numberOfOpenTopics:1,numberOfUpcomingTopics:1,issn:null,doi:"10.5772/intechopen.100360",isOpenForSubmission:!0},{id:"24",title:"Sustainable Development",numberOfPublishedBooks:0,numberOfPublishedChapters:16,numberOfOpenTopics:5,numberOfUpcomingTopics:0,issn:null,doi:"10.5772/intechopen.100361",isOpenForSubmission:!0}],testimonialsList:[{id:"13",text:"The collaboration with and support of the technical staff of IntechOpen is fantastic. The whole process of submitting an article and editing of the submitted article goes extremely smooth and fast, the number of reads and downloads of chapters is high, and the contributions are also frequently cited.",author:{id:"55578",name:"Antonio",surname:"Jurado-Navas",institutionString:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRisIQAS/Profile_Picture_1626166543950",slug:"antonio-jurado-navas",institution:{id:"720",name:"University of Malaga",