The present study intended to examine the impact of trade on energy consumption using data of four oil importing, heavily populated, and developing economies of Asia namely Pakistan, India, China and Bangladesh. The study covers the period of 1972 to 2011. The data was checked for the Cross-sectional Dependency using CD-test, then CIPS panel unit root test, Panel cointegration, and Pooled Mean Group estimates approaches were used. Empirical results confirmed the Long-run relationship between energy consumption and trade openness. This study confirms the influence of trade on energy consumption and that they are positively related. International trade increases the energy demand and economic activities. However, high energy demand causes high energy price which negatively impacts on energy consumption and hence reduces the energy consumption. Therefore, there are many implications for the energy conservation and trade policy makers to consider in all four countries.
Inclusive Education is defined as a learning environment that promotes the full personal, academic and professional development of all learners irrespective of race class, sexual preference, learning styles and language (NCSNET, 1997). Inclusive Education is a system, an approach, and a way of providing support to special need persons in achieving their life goals with their abilities and potentials. For some it is an ideal state, so implementation of these practices varies at all levels. Development and progress of inclusive education depend on answering many questions: what is the perception people have about it? Why do we need inclusive education? Who needs it? Whose responsibility is this and what to do to achieve the goals of Inclusive Education? Answering these questions needs research. Pasha (2012); Dua and Dua (2017) emphasized the role of stakeholders in promoting Inclusive Education. This study investigated only a fraction of it related to the question of who are the stakeholders in the process of Inclusive Education. They are special-need persons, their parents, general students and their parents, teachers, policy makers and the whole education system. Whether teachers are properly trained to have the right attitude is the key factor in this process (Engage, 2010;UNICEF, 2003). This research has been designed to investigate perception about Inclusive Education and development of Inclusive Education approaches among teachers, parents and administrators of schools through action research. Research was descriptive in nature. Sample of forty-five was purposely selected from teachers, parents and administrators of schools. Data was collected in two stages: initial and final (Pre Test and Post Test) through a structured questionnaire validated through expert opinion to analyze the change in awareness level, skills, and motivation of the sample after conducting a ten-day workshop. The material was selected and workshop was conducted by the field related experts. The findings of this research show a positive and significant change in observation, understanding, identification skills and approach towards special needs, inclusive education and inclusive environment.
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