Environmental attitudes towards wine tourism

Wine tourism marketers frequently seek new ways to promote destinations, often executing ecologically sustainable practices. As consumer environmental knowledge of a wine tourism destination increases, consumer attitudes change, influencing perceptions of the environmental policies of a wine region. In this consumer-driven economy, it is therefore important to search for effective ways to market destinations, and one approach is selective marketing. By focusing on consumers in this manner, it is possible to understand better their concerns and motivations, which should aid in marketing and advertising efforts. This study investigated wine consumers environmental concerns and attitudes about wine regions. Results suggest environmental attitudes differed by demographics regarding the impact of wine tourism, providing ideas on further marketing efforts for those involved in wine tourism

Whose Knowledge Counts: Discourse and Development in an Egyptian Rural Community

Egypt has been and continues to be one of the major recipients of development assistance in the third world, yet very little effort has been made to assess the overall impact of this aid on Egypt A symposium was held on December 10th and 11th, 1983 in Oriental Hall at the American University in Cairo, organized by Cairo Papers in Social Science with financial support from the Cairo Office of the Ford Foundation. Egyptian government ministers, officials from representative donors and scholars experienced in development were invited to make formal presentations to the symposium. The essays presented in this issue were all presented at the symposiumhttps://fount.aucegypt.edu/faculty_book_chapters/1896/thumbnail.jp

Beyond the Basics: Use of an All Inclusive Disability Resources Guide as Informational Support and Its Effect on a Parent's Self-efficacy in Obtaining Services for Their Disabled Child

Self-efficacy and social support, as social constructs, are utilized in many areas of life. This study assessed the relationship between an inclusive disability services resource guide and the potential for parents to utilize these two constructs to increase their ability to obtain adequate services for their disabled child. This resource guide was distributed to forty parents of disabled children to evaluate for thirty days. A survey was completed related to the perception of informational support based on the content of the guide and parental perception of self- efficacy in their increased or continued ability to obtain services for their disabled child. The usability of the guide was also evaluated. Results showed that the parents liked the design of the guide and found it to be user friendly. In addition, parents of older disabled children found the guide most helpful. Such categories as employment and housing appeared to be the most utilized sections. These results are important to health education as there are many issues surrounding disabled children, ages 4-21 years, which are often overlooked. This resource guide has the potential to make this transition easier for parents and the disabled individuals as well.Master'sSchool of Health Professions and Studies: Health EducationUniversity of Michiganhttp://deepblue.lib.umich.edu/bitstream/2027.42/117728/1/Nelson.pd

Examining the Relationship Between Affective School Engagement and Behavioral School Engagement among Black High School Students: Do Black Racial Identity Attitudes Make a Difference?

The purpose of this study was twofold: 1) to examine whether affective school engagement predicted behavioral school engagement among Black high school students and 2) to examine whether Black racial identity attitudes moderated the relationship between affective engagement and behavioral engagement. School connectedness and perceived school support were used as indicators of affective school engagement, and school attendance was used as an indicator for behavioral engagement. A total of 272 students in grades 9-12 were recruited for this study, and 105 of these students self-reported as Black, Biracial, or Multiracial. The results of regression analyses showed that school connectedness and perceived school support significantly predicted 10% of the variance in self-reported attendance for all participants and 11% of the variance for Black participants. A moderated multiple regression analysis examining racial identity attitudes as a moderator was not significant; however, self-hating attitudes showed a small and significant correlation with feelings of rejection and peer support, and multiculturalist attitudes showed small and significant correlation with feelings of teacher support. Finally, a MANCOVA was conducted to examine whether racial identity attitudes differed based on age. The results of the MANCOVA indicated that participants ages 18-21 reported stronger beliefs of self-hating attitudes compared to younger age groups. Further analysis discovered that participants ages 18-21 were mostly enrolled in an alternative high school for students who had previously dropped out of school or were at high risk of not completing. Overall, the results of the study reveal that affective engagement has a significant relationship with behavioral engagement and supports previous studies with similar findings. However, while this study reveals that Black students\u27 racial identity attitudes may differ due to age, more research is needed to study the influence of racial identity attitudes on school engagement

The Women\u27s Question: New Directions of Inquiry and Action: Roundtable Discussion

The second of two issues, this volume covers aspects of Egyptian society. Contributors include: Donald Cole, Soraya Altorki, Asef Bayat, Eric Denis, Enid Hill, Ziad Bahaeddin, Malak Rouchdy, Linda Herrera, Jim Napoli, Hussein Amin, Mahmoud al-Lozy, Cynthia Nelson, and Shahnaz Rouse.https://fount.aucegypt.edu/faculty_book_chapters/1992/thumbnail.jp

Fostering Reading, Writing, and Communication Skills through Intergenerational Relationships: An After-School Program

Intergenerational programs are known to bring older adults together with children in order to promote social inclusion, and increased self-confidence and motivation for both age groups (Hatton-Yeo, 2010). Programs of this nature have proven to influence greater academic outcomes and school performance, decreased criminal behavior and greater personal adaptability in younger populations (Hatton-Yeo, 2010). Research with community dwelling seniors who participated in intergenerational programs indicated that older adults showed a decrease in depressive symptomology after participating in weekly programming (Kamei et. al., 2011). While the outcomes of these studies clearly identify the benefits of intergenerational programming on both youth and the elderly, the healthcare professions identified as facilitating these studies are largely nursing, social work, or student in health education. There has been little evidence based research connecting intergenerational programs to occupational therapy facilitation. Through an extensive literature review, a product was developed that outlines a school based intergenerational program, facilitated by an occupational therapist, that brings together school aged children and community based seniors. The primary objective is to increase reading, writing, and communication skills of elementary school children diagnosed with specific learning disabilities through the facilitation of a relationship with community based seniors. A secondary objective is to decrease social isolation and depressive symptomology for senior participants while providing an opportunity to benefit the community through support of youth academic improvement. Program activities will highlight collaboration through shared experiences to decrease the generational gap (Wright et. al., 2012) through mentorship, relationship building, and occupation-based learning activities. This scholarly project will provide support for the development and implementation of an occupational therapist facilitated intergenerational program. Further development of such beneficial programming is warranted

Introduction: Why a Gender/Women\u27s Studies Program at the American University in Cairo?

The proceedings of the Arab Regional Women’s Studies Workshop held at the American University in Cairo in May 1997. Among the theoretical and practical issues discussed are: the importance of introducing gender studies in order to achieve social equality in the Arab World, rethinking political and research priorities in order to give more attention to gender issues, and comparing gender programs in some Arab countries.https://fount.aucegypt.edu/faculty_book_chapters/1960/thumbnail.jp

Discourse analysis and content analysis: Two solitudes?

In this essay, we outline the key features of discourse analysis, contrast it with content analysis, and then consider the extent to which these two methods can be seen as either complementary to, or in conflict with, each other. Our underlying premise is pluralist in that while we recognize that these two methods are based in very different philosophical camps and play very different roles in social science research, we also believe that they can be seen as complementary and even mutually supportive in the exploration of social reality. Furthermore, given the recent “linguistic turn” in social science and the related increasing interest in the study of texts of various kinds, the contrast between these two methods provides a particularly useful context in which to discuss assumptions about the nature of language and the role of linguistic methods in social research