Friday Poster Session

Architecture and Urban Studies/Design

70299 | The Architectural Art of the City of Oran in Algeria, Between the Arab and Spanish, Period 18th Century Amira Zatir, Ecole Polytechniques d'Architecture et d'Urbanisme, Algeria

The old city of Oran in Algeria, of Arab-Andalusian creation in 902, underwent several modifications of architectural, artistic, constructive and structural styles, consequence of the various changes of occupations and consequently urban that touched the city of Oran, and on the other hand, the damage to the building during the earthquake of 1790, were not taken into consideration and rare are the buildings which could benefit from a possible restoration. The following analysis will be based essentially on a comparative study of the old town of Oran before and after the earthquake of 1790. This key date accelerated the final departure of the Spaniards from Oran in 1792, also following the battle led by the Bey Mohamed ELkebir against them. Prospecting in situ on the old buildings was not easy because of this ambiguity, since it is a question of carrying out a judicious classification of all the constructions dating from before the earthquake, to distinguish them from those built after the earthquake. Spanish era of 1792; it should be noted that even the constructions having resisted the earthquake underwent modifications, moreover, which made the study more complicated, was the absence of archives such as plans of the various statements specific to the old city and the forts and neighboring castles. This study focuses on an analysis on an urban scale, and is based on testimonies, descriptions and studies made and quoted in works by researchers dating back to Spanish times, as well as plans of the old nucleus.

Education / Pedagogy

70417 | Cultural Intelligence, Creativity, and Creative Teaching:

Chuang Hsueh-Hua, National Sun Yat-sen University, Taiwan

A Study of Teachers with Multi-cultural Experiences

Situated in the integrated creativity framework of Csikszentmihalyi’s (2004) interrelations of three systems of domain, field, and person in determining the occurrence of a creative idea, object, or an action, this proposed three-year study intends to examine the relationships between teachers’ multi-cultural experiences (MCEs), cultural intelligence (CQ), and creativity of teachers as well as their creative teaching. To meet the research purposes, researchers will adopt a two-stage mixed method design. At the first stage, we collect responses from about 300 STEM K-12 teachers in Taiwan to the instruments of MCEs, CQ, creativity, and creative teaching. We will analyze the impact of teachers’ MCEs on their creativity teaching and further investigate the mediating effects of teachers’ CQ and creativity. In the second year, researchers adopt a qualitative research design to reveal how K-12 STEM teachers’ MCEs, CQ, and creativity shape their creative teaching, as well as how and why K-12 STEM teachers’ CQ and creativity mediate the relationship between their MCEs and creative teaching. About 15-30 K-12 STEM teachers will be recruited for the second year’s qualitative study. In the third year, the second stage of the mixed method convergent parallel design, researchers will collect quantitative data from K-12 German STEM teachers to compare the results with those obtained from the first year’s study in Taiwan. We then explore the moderating effect of country cultures on the relationships of MCEs, CQ, creativity, and creative teaching of K-12 STEM teachers. We will reveal the contributions of cultural dimensions in this moderating effect.

70655 | How Do Victims Respond to School Bullying?

Li Chun Wang, National Sun Yat-sen University, Taiwan

The aim of the present study is to investigate and understand the coping strategies that victims of bullying frequently use and perceive to be effective, and to examine whether there are significant differences between strategies perceived to be effective, frequently used strategies and their background variables (gender and education). A total of 593 valid questionnaires were collected from students in primary, lower secondary and upper secondary schools. This study adopted Kristensen and Smith's (2003) Self-Report Coping Measure (SRCM) as the instrument to investigate coping strategies. Rasch model and MANOVA were used as methods of analysis. The results of this study showed that the strategies of "seeking social support" and "self-reliance/problem solving" were most frequently used and perceived as more effective. On the contrary, the coping strategies of 'internalising' and 'externalising' were perceived as less effective and were rarely used. In addition, female students used 'internalising' significantly more often than male students. "Externalising was perceived as more effective by male students. High school students were significantly more likely to use 'problem solving', 'internalisation' and 'externalisation'. However, there were no significant differences in the perceived effectiveness of the five strategies across educational levels. Based on the results of this study, the researcher hopes that schools can increase students' knowledge of coping strategies in bullying situations in order to reduce and prevent bullying.

Gender studies / Feminist Theory

68999 | Medical Education and Learning Culture: An Interpretation of Female Medical Students

Hsing-Chen Yang, Kaohsiung Medical University, Taiwan

Even though the number of female medical students in Taiw an has increased year by year in the past decade, the medical department is still dominated by men. Numerous medical education studies continue to point out that female students experience many gender disadvantages and treatment in medical education and school life, such as gender bias, sex discrimination and or sexual harassment, etc. Women who choose to study medicine still have to overcome many gender barriers. As the subject of school and education, students' understanding and interpretation of school education have a great impact on curriculum, teaching and learning effects. Therefore, the reform and innovation of school education cannot ignore the voice of students. The same is true for the reform of medical education. Furthermore, students' interpretation and feelings about curricula are an important part of student culture. In particular, if the perspective of hidden curriculum is included, it will be better to understand what obstacles, challenges and opportunities female medical students face, and what structural changes and creative influences are needed to support their gender-equal learning and career development. Therefore, this study uses ethnography as the research method, takes a medical university as the research field, collects data through participant observation and semi-structured in-depth interviews, and explores female medical students' experience and interpretation of medical education, as well as learning culture.