\documentclass[authoryear]{BVP_MS-NEW}
%\documentclass{CLParticle}

%\usepackage{showframe}

\received{17 May 2020}
\revised{5 November 2020}
\accepted{4 May 2021}
\published{25 June, 2021}
\doi{10.47852/bonviewCETR2021020102}
%This is an open access article published by the BON VIEW PUBLISHING PTE. under the Creative Commons Attributions License.
\OAText{The Author(s) 2021. Published by BON VIEW PUBLISHING PTE. LTD. This is an open access article under the CC BY License (https://creativecommons.org/
licenses/by/4.0/).}

\begin{document}  %

\title{Exploring In-service Postgraduate
Science Teachers’ Belief, Concern, and
Practice towards Solid Waste
Management and Recycle}  % Article Title

\author{Author1 Name, Author2 Name and Author3 Name\thanks{\textbf{Corresponding author:} Dr. Sonam Rinchen, Department of Science Education,
Samtse College of Education, Royal University of Bhutan, V4X3+655, Samtse,
Bhutan. Email: srinchen.sce@rub.edu.bt}}

\affil{Department of Science Education, Samtse College of Education, Royal University of Bhutan}

\begin{abstract}
%\abstract{
As we all know, Chinese culture is profound and profound, not only has five
thousand years of cultural history, but also has been loved and sought after by many foreign
people. During the Tang, Song, Yuan and Ming dynasties, Chinese culture attracted a large
number of Japanese students and Japanese monks, who came to China after thousands of
mountains and rivers to study related cultures. This move not only greatly promoted Japan's
economic development, but also had a far-reaching impact on Japan's politics and ideology.By
the 20th century, the direction of study between China and Japan had changed greatly, Japan
had changed from sending country to receiving country, and China had changed from original
receiving country to sending country; A group of Chinese students began to study in Japan.
Studying in Japan not only promotes the long-term development of Chinese cultural revolution,
but also promotes the modernization of China.
%}
\end{abstract}

\begin{keywords}
Categorial grammars; cyclic orders; Lambek calculus; language parsing;
\end{keywords}

\maketitle  % This command \maketitle separates the article head part from its body part.
%%%%%% Here is below the article body starts.....

\section*{Foreword}


Rhetoric skills are concentrated in rhetorical methods, but rhetoric
is not just knowledge. Rhetoric was first used by some leaders in
western countries to give speeches so that they can skillfully arouse
the emotional resonance of the audience and thus expand their influence.
Therefore, rhetoric also contains some psychological contents.

\section{Introduction}

The layout design for the {\em Mathematical Structures in Computer} journal
has been implemented as a LaTeX\ style file. The article style file is based
on the ARTICLE style as discussed in the LaTeX\ manual. Commands which
differ from the standard LaTeX\ interface, or which are provided in addition
to the standard interface, are explained in this guide. This guide is not a
substitute for the LaTeX\ manual itself.

\subsection{Introduction to LaTeX}

The LaTeX\ document preparation system is a special version of the
TeX\ typesetting program. LaTeX\ adds to TeX\ a collection of
commands which simplify typesetting by allowing the author to
concentrate on the logical structure of the document rather than
its visual layout.

LaTeX\ provides a consistent and comprehensive document preparation
interface. There are simple-to-use commands for generating a table of
contents, lists of figures and/or tables, and indexes. LaTeX\ can
automatically number list entries, equations, figures, tables, and
footnotes, as well as parts, chapters, sections and subsections.
Using this numbering system, bibliographic citations, page references
and cross references to any other numbered entity ({\it e.g.} chapter,
section, equation, figure, list entry) are quite straightforward.

\subsection{The article document class}

The use of document class allows a simple change of style (or style option)
to transform the appearance of your document. The article class file preserves
the standard LaTeX\ interface such that any document which can be produced
using the standard LaTeX\ article style can also be produced with the
article style.

The recent study conducted by (National Statistics Bureau [NSB],
2019) of waste besides households, commercial units, health centres,
and offices. ``In total, institutes generate around 5,400 kgs of wastes a
day compared to what industries generate (5,719) kgs daily'' (p. XI).
The composition of waste generated from institutes is shown in
Figure 1. The study further revealed that more than services. In
Bhutan, the NSB (2019, p.1) through their National Waste
Inventory Survey had shown that ``Waste management is one of the
prevailing challenges in governance that have multi-fold
implications on environmental, economic and social themes.''

\section{Literature Review}

Problems associated with environment and waste have received
immense care globally \citep{bib8,bib9a}. Solid
waste is defined by (Leton \& Omotosho, 2004) as non-liquid and
non-gaseous garbage, refuse or sludge products of human
activities, regarded as useless. Solid waste must include waste
items from households, commercial waste, hospital waste, and
construction waste (Organization for Economic Co-operation and
Development [OECD], 2019; United Nations Statistics Division
[UNSD], 2019; World Bank, 2018). In recent times, numerous
studies were undertaken in the field of SWMR by local
governments and international agencies (OECD, 2019; UNSD,
2019; World Bank, 2018). A study conducted by \cite{bib5} %Bir (2015)
concluded that waste management issues will trouble and impact
cities beyond repair if adequate measures are not undertaken.
Similar studies to estimate environmental awareness and attitudes
of people based on their socio-demographic characteristics such as
education, gender, income level, and age were undertaken
amongst researchers while exploring its relations with the environment (Chanda, 1999; Raudsepp, 2001). For instance, women
were significantly found more concerned with the environmental
problem (Raudsepp, 2001). Environmental concern varies
according to education and income level while age does not seem
to have any significance on it \citep{bib6}. %(Chanda, 1999).

Equally, over the years, there have been few important studies in
the field of education that investigated topics related to solid waste
management %\citep{bib4,}
(Avcı \& Çeliker, 2015; Dung et al., 2017; Holbrook,
2009; Ibrahim \& Babayemi, 2010; James, 2016; Karatekin, 2014;
Kolbe, 2015). Dung et al. (2017) and Karatekin (2014) studied
student’s attitudes and knowledge towards solid waste management.
The findings of these studies had shown similar results that the
respondents, who were college students, had shown a positive
attitude towards solid waste management with a low level of knowledge.

However, previous studies have neglected variables such as
teaching subjects and their influence in determining their belief,
concern, and practice of teachers toward SWMR. Therefore, this
study which is the first of its kind in Bhutan with the in-service
postgraduate teachers, thus attempts to fill the literature gap left
by previous studies.

\subsection{Theoretical Framework}

Human behavior is complex. The relationship between
behavior and attitude has been a topic of interest within the field
of human psychology, Ifegbesan (2010). Since then many theories
within this subject evolved in order to understand and predict
attitudinal influences on behavior and response. The most widely
used theory in environmental behavior researches is the Theory of
Reasoned Action [TRA] and its extension, Theory of Planned
Behavior [TPB] postulated and popularized by (Ajzen \& Fishbein,
1980). The theory is based on a premise that individual behavior
and intentions are directly related to their attitudes. Interestingly,
many studies on knowledge and attitudes have found to have a positive and often statistically significant relationship between the
behavior and intentions. TPB framework can thus provide
guidance to design inter mediation strategies to support maintain
positive behavior or bring in changes (Ifegbesan, 2010).

The TPB has been widely used to predict a person’s intentions
to participate in a specific behavior related to environmental
behavioral research (Ifegbesan, 2010). Ajzen (1991) mentions
about three conceptually independent determinants of intention in
the TPB. They are attitudes towards the behavior, subjective
norm, and perceived behavioral control. However, these three
independent elements intention in TPB varies depending on
contexts and behavior (Ajzen, 1991). Figure 2 shows the TPB
model as conceived by Ajzen.

\section{Research Methodology}

\subsection{Research Design}

This study has employed a cross-sectional study design in order
to examine the in-service postgraduate science teachers’ belief,
concern, and practice towards SWMR. Salkind (2010) and
Sedgwick (2014) are of the view that the cross-sectional studies
which often uses questionnaire surveys as comparatively
inexpensive and quick to conduct at one point in time.

\subsection{Participants}

A random sampling method was employed for the study. The
sample for the study consisted of 22 first year in-service
postgraduate science teachers from one of the Colleges of
Education in Bhutan. 13 male (59\%) teachers and 9 female
(40.9\%) teachers participated in the study. The sample comprised
of 7 biology teachers (31.8\%), 10 chemistry teachers (45.5\%), and
5 Physics teachers (22.7\%). Since the participation for this study
was purely on a voluntary basis, only 22 out of 39 in-service
postgraduate science teachers took part in the study. The overall
response rate was recorded at 56\%.

\subsection{Instruments}

In-service first year postgraduate science teacher’s attitude
towards SWMR were adapted from the Scale for the Attitudes of
Pre-service Teachers towards Solid Wastes and Recycle developed by Karatekin (2013). The scale consists of 30 questions
and 3 themes. The theme belief consists of 7 items, the theme
concern consists of 10 items, and the theme practice has 13 items.
The instrument was self reported with structured five-point Likert
scale ranging from Strongly Disagree, Disagree, Neutral, Agree to
Strongly Agree. The values assigned to the options were 1, 2, 3,
4, and 5 respectively. The Cronbach’s Alpha for instrument
reliability was recorded at 0.87 for the 30 items questionnaire.

\section{Conclusion}

To sum up, there is a great relationship between Western rhetoric
and English writing, rhetoric is not only the use of rhetoric. However,
the use of figures of speech can provide some very useful writing skills
for English writing. Rhetoric, as a whole, is an art of persuasion. In the
process of using various rhetorical devices to write, English writers
should pay attention to strengthening their understanding of rhetoric
itself and the knowledge covered within it, and combine the
rhetorical perspective to improve their ability to use rhetorical
devices such as contrastive, exaggeration and so on.

\section*{Recommendations}

The finding revealed that the lack of training for both teachers
and students was the main factor that prevented them from using
educational technology tools in teaching and learning Ecology.
Therefore, training on educational technology for both teachers
and students is recommended. Since educational technology tools
have arose excitement and curiosity amongst students, they
recommended other module tutors to use educational technology
tools as well. Educational technology tools integrated in the
module will be further replicated by students teacher during
teaching practice or as a full fledge teacher. Therefore tutors were
recommended to use variety of educational technology tools in
learning, teaching and an assessment.

\section*{Acknowledgement}

This work is sponsored by 2019 Project of Humanities and
Social Sciences of Henan Provincial Department of Education:
“Research on Translation for Overseas Publicity from the
Perspective of the Persuasion Theory in Western Rhetoric” (2019-
ZZJH-643); 2019 Teaching Reform Project of School of Foreign Studies, North China University of Water Resources and Electric
Power: “The Reforming Design and Practice of Mixed Teaching
of Online and Offline Course for English Rhetoric”; 2019
Teaching Reform Project of Henan Province: A Research on the
“Golden Lesson” of College English from the Perspective of
Telling Chinese Stories (2019SJGLX284).

\begin{thebibliography}{}

\bibitem[Ajzen(1991)]{bib1}
Ajzen, I. (1991). The theory of planned behavior. Organizational
Behavior and Human Decision Processes, 50(2), 179-211.

\bibitem[Ajzen \& Fishbein(1980)]{bib2}
Ajzen, I., \& Fishbein, M. (1980). Understanding attitudes and
predicting social behavior. Prentice-Hall.

\bibitem[Akinbote(2007)]{bib3}
Akinbote, O. (2007). Some Nigerian primary school pupils’
knowledge, attitude and practices on water pollution. The
Social Science, 2(1), 283-286.

\bibitem[Avcı \& Çeliker(2015)]{bib4}
Avcı, D. E., \& Çeliker, H. D. (2015). Waste management in ancient
times and today from the perspective of teachers: Reflections to
diaries. European Journal of Economics and Business Studies,
1(1), 8-13.

\bibitem[Bir(2015)]{bib5}
Bir, R. S. (2015). Understanding the effectiveness of the current
waste management system in Thimphu city, Bhutan
[Doctoral dissertation, MSc thesis]. Ritsumeikan Asia Pacific
University, p. 124.

\bibitem[Chanda(1999)]{bib6}
Chanda, R. (1999). Correlates and dimensions of environmental quality
concernamongresidents ofanAfricansubtropical city:Gaborone,
Botswana. The Journal of Environmental Education, 30(2),
31-39. \href{https://doi.org/10.1080/00958969909601868}{https://doi.org/10.1080/}\break\href{https://doi.org/10.1080/00958969909601868}{00958969909601868}

\bibitem[Department of Curriculum Research and Development(2013)]{bib7}
Department of Curriculum Research and Development. (2013).
Curriculum framework of environmental science from class
pre-primary to XII. Ministry of Education, Royal
Government of Bhutan.

\bibitem[Desa \textit{et al.}(2011)]{bib8}
Desa, A., Abd-Kadir, N., \& Yusooff, F. (2011). A study on the
knowledge, attitudes, awareness status and behaviour
concerning solid waste management. Procedia social and
behavioural Sciences, 18(2011), 643-648.

\bibitem[Detraz(2017)]{bib9}
Detraz, N. (2017). Gender and environment. Polity press.

\bibitem[Dung \textit{et al.}(2017)]{bib9a}
Dung, M. D., Mankilik, M., \& Ozoji, B. E. (2017). Assessment of
college students’ knowledge and attitudes toward solid waste
management in north central zone of Nigeria. Science
Education International, 28(2), 141-146.

\bibitem[Hage \& Söderholm(2008)]{bib10}
Hage, O., \& Söderholm, P. (2008). An econometric analysis of regional
differences in household waste collection: The case of plastic
packaging waste in Sweden. Waste management, 28(10),
1720-1731. https://doi.org/10.1016/j.wasman.2007.08.022

\bibitem[Holbrook(2009)]{bib11}
Holbrook, J. (2009). Meeting challenges to sustainable development
through science and technology education. Science Education
International, 20(1–2), 44-59.

\bibitem[Ibrahim \& Babayemi(2010)]{bib12}
Ibrahim, F. M., \& Babayemi, O. F. (2010). Knowledge and attitude
of a group of Nigerian undergraduates towards environmentalism.
Global Journal of Environmental Research, 4(1),
47–53.

\bibitem[Ifegbesan(2010)]{bib13}
Ifegbesan, A. (2010). Exploring secondary school students’
understanding and practices of waste management in Ogun
State, Nigeria. International Journal of Environmental and
Science Education, 5(2), 201-215.
\end{thebibliography}

\subsection{Abstract}

The article style provides for an abstract which is produced by the following
commands
%
\begin{verbatim}
  \begin{abstract}  ...  \end{abstract}
\end{verbatim}

\subsection{Keywords}

The article style provides for an keywords which is produced by the following
commands
%
\begin{verbatim}
  \begin{keywords}  ...  \end{keywords}
\end{verbatim}

\subsection{Lists}

\paragraph{Sample Bulleted List}

The article style provides the three standard list environments.
\begin{itemize}
  \item Bulleted lists, created using the \verb"itemize" environment.
  \item Numbered lists, created using the \verb"enumerate" environment.
  \item Labelled lists, created using the \verb"description" environment.
\end{itemize}

\paragraph{Sample Ordered List}
\begin{enumerate}
  \item The labels consists of sequential numbers.
  \item The list number increments with each entry we add.
\end{enumerate}

\paragraph{Nested Lists}

\begin{enumerate}
   \item The labels consists of sequential numbers.
   \begin{itemize}
     \item The individual entries are indicated with a black dot, a so-called bullet.
     \item The text in the entries may be of any length.
   \end{itemize}
   \item The numbers starts at 1 with every call to the enumerate environment.
\end{enumerate}

\subsection{Footnotes}

The article journal style uses superior numbers for footnote
references.\footnote{This shows how a footnote is typeset.}

\section{Some guidelines for using standard facilities}

The following notes may help you achieve the best effects with the article style
file.

\subsection{Sections}

LaTeX\ provides five levels of section headings and they are all
defined in the article style file:
\begin{itemize}
  \item \verb"\section".
  \item \verb"\subsection".
  \item \verb"\subsubsection".
  \item \verb"\paragraph".
  \item \verb"\subparagraph".
\end{itemize}
Section numbers are given for sections, subsection and subsubsection headings.


\subsection{Tables}

The {\tt figure} and {\tt table} environments are implemented as described in
the LaTeX\ Manual to
provide consecutively numbered floating inserts for illustrations and tables
respectively.
The standard inserts and their captions are formatted centred.
Line breaks in captions can be inserted as required using \verb"\\".
%
The article style file will cope with most positioning of your tables
and you should not normally use the optional positional qualifiers on the
\verb"table" environment which would override these decisions.
Normal journal style sets the table caption first, followed by a double
rule, the table body and a double rule at the bottom.  Single rules and
spanner rules (\verb"\cline") can be used to separate headings from the
columns.  For example, Table~\ref{sample-table} is produced using the
following commands:\par
%
{\fontsize{7}{9}\selectfont
\begin{verbatim}
\begin{table}[h!]
\tabcolsep2pt
\centering
  \caption{Results of Overloading for 3 Experimental Setups}
  \label{sample-table}
    \begin{tabular*}{\columnwidth}{@{\extracolsep{\fill}}lcrrrrr}
    \toprule
    & & \multicolumn{2}{c}{CPU} & & \multicolumn{2}{c}{Mem}\\
    \cmidrule{3-4}\cmidrule{6-7}\\[-10pt]
    Program & Expt. & CPU & RelCPU& GC& Mem & RelMem\\
    \colrule
    8 Queens& (a)&   2 88&  1 00&    6&   1 7M&  1 00\\
    &         (b)&  32 51& 11 29&  193&  48 9M& 28 76\\
    &         (c)&   7 90&  2 74&   42&  11 3M&  6 65\\
    Primes&   (a)&   4 89&  1 00&   19&   5 3M&  1 00\\
    &         (b)&  47 54&  9 72&  204&  54 5M& 10 28\\
    &         (c)&  10 08&  2 06&   47&  13 0M&  2 45\\
    Nfib&     (a)&  21 65&  1 00&  161&  40 4M&  1 00\\
    &         (b)& 221 65& 10 24& 1382& 349 0M&  8 64\\
    &         (c)&  21 30&  0 98&  161&  42 0M&  1 03\\
    KWIC&     (a)&   7 07&  1 00&   15&   6 3M&  1 00\\
    &         (b)&  34 55&  4 89&  109&  47 8M&  7 59\\
    &         (c)&  31 62&  4 47&   53&  45 0M&  7 14\\
    \botrule
    \end{tabular*}
\end{table}
\end{verbatim}}
%

\begin{table}[h!]
\tabcolsep2pt
\centering
  \caption{Results of Overloading for 3 Experimental Setups}\label{sample-table}
    \begin{tabular*}{\columnwidth}{@{\extracolsep{\fill}}lcrrrrr}
    \toprule
    & & \multicolumn{2}{c}{CPU} & & \multicolumn{2}{c}{Mem}\\
    \cmidrule{3-4}\cmidrule{6-7}\\[-10pt]
    Program & Expt. & CPU & RelCPU& GC& Mem & RelMem\\
    \colrule
    8 Queens& (a)&   2 88&  1 00&    6&   1 7M&  1 00\\
    &         (b)&  32 51& 11 29&  193&  48 9M& 28 76\\
    &         (c)&   7 90&  2 74&   42&  11 3M&  6 65\\
    Primes&   (a)&   4 89&  1 00&   19&   5 3M&  1 00\\
    &         (b)&  47 54&  9 72&  204&  54 5M& 10 28\\
    &         (c)&  10 08&  2 06&   47&  13 0M&  2 45\\
    Nfib&     (a)&  21 65&  1 00&  161&  40 4M&  1 00\\
    &         (b)& 221 65& 10 24& 1382& 349 0M&  8 64\\
    &         (c)&  21 30&  0 98&  161&  42 0M&  1 03\\
    KWIC&     (a)&   7 07&  1 00&   15&   6 3M&  1 00\\
    &         (b)&  34 55&  4 89&  109&  47 8M&  7 59\\
    &         (c)&  31 62&  4 47&   53&  45 0M&  7 14\\
    \botrule
    \end{tabular*}
\end{table}
%


\subsection{Illustrations (or figures)}

The article style will cope with most positioning of your illustrations
and you should not normally use the optional positional qualifiers on
the \verb"figure" environment which would override these decisions.
Figure captions should be below the figure itself, \nobreak therefore the \verb"\caption"
command should appear after the figure or space left for an illustration.

%\enlargethispage{1em}

Figure~\ref{sample-figure} shows an example on working with LaTeX code to load art files. \verb"\includegraphics" commnad is to load art files \verb"scale" option used in \verb"\includegraphics" is to reduce the art. EPS format will be compiled using LaTeX. PNG, PDF and JPG format art files are loaded in the same command but the TeX file should be compiled using PDFLaTeX:
%
\begin{verbatim}
\begin{figure}
  \caption{An example figure with space for
           artwork.}
  \label{sample-figure}
  \includegraphics[scale=.4]{sampleFig.pdf}
\end{figure}
\end{verbatim}
%
\begin{figure}[t]
%  \centerline{\vbox to 8pc{\hbox to 10pc{}}}
\caption{An example figure with space for artwork}
\label{sample-figure}
\centerline{\includegraphics{sampleFig.pdf}}
\end{figure}
%
The vertical depth should correspond roughly to the artwork you will submit;
it will be adjusted to fit the final artwork exactly.

\subsection{Creating new theorem-like environments}

\verb"\newtheorem" is a standard command used in the preamble of the TeX file, (i.e. before \verb"\begin{document}" command) for creating new
        theorem-like environments, such as theorems, corollaries, lemmas,
        conjectures and propositions etc. as shown below:

\begin{verbatim}
\newtheorem{theorem}{Theorem}
\newtheorem{corollary}{Corollary}
\newtheorem{lemma}{Lemma}
\newtheorem{proposition}{Proposition}
\end{verbatim}


Here is the sample output of Theorem like environments as shown below:
\begin{theorem}\label{thm1}
Here is a sample theorem environment
\end{theorem}
\begin{corollary}\label{cor1}
Here is a sample corollary environment
\end{corollary}
\begin{lemma}\label{lem1}
Here is a sample lemma environment
\end{lemma}
\begin{proposition}\label{prop1}
Here is a sample proposition environment
\end{proposition}
\begin{definition}\label{def1}
Here is a sample definition environment
\end{definition}
\begin{example}\label{exa1}
Here is a sample example environment
\end{example}
\begin{remark}%\label{rem1}
Here is a sample remark environment
\end{remark}
\begin{proof}%
Here is a sample proof environment
\end{proof}


The above theorem environment is produced using the below LaTeX code :

\begin{verbatim}
\begin{theorem}\label{thm1}
Here is a sample theorem environment
\end{theorem}
\end{verbatim}


%\markright{Customized recto running Head}
\section{Mathematics}

The article class file will centre displayed mathematics, and will insert the
correct space above and below if standard LaTeX\ commands are used; for
example use \verb"\[ ... \]" and \emph{not} \verb"$$ ... $$". Do not leave
blank lines above and below displayed equations unless a new paragraph is
really intended.

\verb"amsmath.sty" is common package to handle various type math equations. The amsmath descriptions are available in the document can be find in the web link \verb"https://ctan.org/pkg/amsmath?lang=en"

\subsection{Equations}

The \verb"subequations" and \verb"subeqnarray" environments have been
incorporated into the article class file. Using these two environments,
you can number your equations (\ref{a1}), (\ref{a2}) etc. automatically.
For example, you can typeset
  \begin{subequations}
  \begin{equation}
    a_1 \equiv (2\Omega M^2/x)^{\tfrac{1}{4}}
      y^{\tfrac{1}{2}}\label{a1}
  \end{equation}
  and
  \begin{equation}
    a_2 \equiv (x/2\Omega)^{\tfrac{1}{2}}k_y/M.
    \label{a2}
  \end{equation}
  \end{subequations}
by using the \verb"subequations" environment as follows:
%
\begin{verbatim}
  \begin{subequations}
  \begin{equation}
    a_1 \equiv (2\Omega M^2/x)^{\tfrac{1}{4}}
      y^{\tfrac{1}{2}}\label{a1}
  \end{equation}
  and
  \begin{equation}
    a_2 \equiv (x/2\Omega)^{\tfrac{1}{2}}k_y/M.
    \label{a2}
  \end{equation}
  \end{subequations}
\end{verbatim}\newpage

\section{Program code environments}

\begin{verbatim}
Text enclosed inside \texttt{verbatim}
environment is printed directly
and all \LaTeX{} commands are ignored.
\end{verbatim}

\section{Acknowledgment like sections}

One can typeset the below shown \verb"Acknowledgment" \verb"like section" heads

\vspace*{.5em}\noindent==========================================\vspace*{-1.5em}
\section*{Acknowledgment}
Here is the sample code for acknowledgment
section with heading as \verb"Acknowledgment".

\section*{Disclosures}
Here is the sample code for acknowledgment
like sections with any custom head like
\verb"Funding / Disclosures /" \verb"Supplementary"
\verb"Material" etc...

\section*{Funding}
Here goes the paragraph text under the Funding
head. Here goes the paragraph text under the
Funding head....

\end{document}
