CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: disciplinary problems</title> <meta name="description" content="Search results for: disciplinary problems"> <meta name="keywords" content="disciplinary problems"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="disciplinary problems" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="disciplinary problems"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 6469</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: disciplinary problems</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6469</span> Disciplinary Problems among Adeyemi College of Education Students in the Ondo State of Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Akinyemi%20Olufunminiyi%20Akinbobola">Akinyemi Olufunminiyi Akinbobola</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper analytically discusses the disciplinary problems among Adeyemi College of Education Students in the Ondo State of Nigeria. The paper posits that the causes and types of disciplinary problems experienced by the students are determinacy of disciplinary measures to be taken. The study used a questionnaire titled: Disciplinary Problem Questionnaire (DPQ) to collect data. Five hundred (500) students were randomly sampled in the five schools in the college. The results showed that drug addiction, school curriculum, cultism, peer group influence, overcrowded classroom, political, social, and economic among others are disciplinary problems experienced in the study area. The study made recommendations on how to improve the situation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=challenges%20in%20higher%20institutions" title="challenges in higher institutions">challenges in higher institutions</a>, <a href="https://publications.waset.org/abstracts/search?q=disciplinary%20problems" title=" disciplinary problems"> disciplinary problems</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20vices" title=" social vices"> social vices</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20indiscipline" title=" students’ indiscipline"> students’ indiscipline</a> </p> <a href="https://publications.waset.org/abstracts/30903/disciplinary-problems-among-adeyemi-college-of-education-students-in-the-ondo-state-of-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30903.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">395</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6468</span> Evaluation of the Causes of Exposure to Mobbing of Employees in the Public Sector in Turkey</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Taner%20Cindik">Taner Cindik</a>, <a href="https://publications.waset.org/abstracts/search?q=Ferya%20Tas%20Ciftci"> Ferya Tas Ciftci</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mobbing in the public sector and specific issues (i.e., the demand for non-pecuniary damages) regarding mobbing have become very important in the light of the precedents constituted by the Turkish Council of State in 2010. The legal scope of mobbing is not able to be determined since the concept of mobbing is not defined in Turkish law system. This study aims to reveal three major problems caused by the lack of laws related to mobbing in the Turkish legal system. First, the absence of an arrangement for disciplinary penalties leads that general provisions in the disciplinary law are implemented. This situation, therefore, causes difficulties in practice. Second, not being drawn of the lines in the topic concerning mobbing in public sector leads confusions in being direction of hostility. Third, the fact that there is a legal gap on seeking non-pecuniary compensation when employees in public sector are exposed to mobbing might make it difficult to obtain non-pecuniary compensation. Within the context of these major problems, civil servants in Turkey do not have enough protection mechanism. However, some possible legal arrangements will help civil servants to protect against mobbing. This study may be considered important because of the fact that mobbing in the public sector is at a significant level and has not been evaluated in this context before. This research is mainly a study of Turkish legal system and evaluates critically law case to determine legal problems. As a result of this study, three main problems might be identified because there is legal gap regarding mobbing in the public sector. In conclusion, the introduction of the major problems related to mobbing in this study might shed light on making the proper regulations of this subject in Turkish law system. In this respect, the plaintiff will be provided convenience in the point of non-pecuniary damages and this study will guide the assessment of legal liability of those who implement mobbing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=human%20rights%20violations" title="human rights violations">human rights violations</a>, <a href="https://publications.waset.org/abstracts/search?q=mobbing" title=" mobbing"> mobbing</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20sector" title=" public sector"> public sector</a>, <a href="https://publications.waset.org/abstracts/search?q=direction%20of%20hostility" title=" direction of hostility"> direction of hostility</a>, <a href="https://publications.waset.org/abstracts/search?q=non-pecuniary%20compensation" title=" non-pecuniary compensation"> non-pecuniary compensation</a>, <a href="https://publications.waset.org/abstracts/search?q=disciplinary%20law" title=" disciplinary law"> disciplinary law</a> </p> <a href="https://publications.waset.org/abstracts/93874/evaluation-of-the-causes-of-exposure-to-mobbing-of-employees-in-the-public-sector-in-turkey" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93874.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">241</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6467</span> Threshold Concepts in TESOL: A Thematic Analysis of Disciplinary Guiding Principles</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Neil%20Morgan">Neil Morgan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The notion of Threshold Concepts has offered a fertile new perspective on the transformative effects of mastery of particular concepts on student understanding of subject matter and their developing identities as inductees into disciplinary discourse communities. Only by successfully traversing key knowledge thresholds, it is claimed, can neophytes gain access to the more sophisticated understandings of subject matter possessed by mature members of a discipline. This paper uses thematic analysis of disciplinary guiding principles to identify nine candidate Threshold Concepts that appear to underpin effective TESOL practice. The relationship between these candidate TESOL Threshold Concepts, TESOL principles, and TESOL instructional techniques appears to be amenable to a schematic representation based on superordinate categories of TESOL practitioner concern and, as such, offers an alternative to the view of Threshold Concepts as a privileged subset of disciplinary core concepts. The paper concludes by exploring the potential of a Threshold Concepts framework to productively inform TESOL initial teacher education (ITE) and in-service education and training (INSET). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=TESOL" title="TESOL">TESOL</a>, <a href="https://publications.waset.org/abstracts/search?q=threshold%20concepts" title=" threshold concepts"> threshold concepts</a>, <a href="https://publications.waset.org/abstracts/search?q=TESOL%20principles" title=" TESOL principles"> TESOL principles</a>, <a href="https://publications.waset.org/abstracts/search?q=TESOL%20ITE%2FINSET" title=" TESOL ITE/INSET"> TESOL ITE/INSET</a>, <a href="https://publications.waset.org/abstracts/search?q=community%20of%20practice" title=" community of practice"> community of practice</a> </p> <a href="https://publications.waset.org/abstracts/127795/threshold-concepts-in-tesol-a-thematic-analysis-of-disciplinary-guiding-principles" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/127795.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">140</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6466</span> A Reflective Investigation on the Course Design and Coaching Strategy for Creating a Trans-Disciplinary Leaning Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Min-Feng%20Hsieh">Min-Feng Hsieh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, we are facing a highly competitive environment in which the situation for survival has come even more critical than ever before. The challenge we will be confronted with is no longer can be dealt with the single system of knowledge. The abilities we urgently need to acquire is something that can lead us to cross over the boundaries between different disciplines and take us to a neutral ground that gathers and integrates powers and intelligence that surrounds us. This paper aims at discussing how a trans-disciplinary design course organized by the College of Design at Chaoyang University can react to this modern challenge. By orchestrating an experimental course format and by developing a series of coaching strategies, a trans-disciplinary learning environment has been created and practiced in which students selected from five different departments, including Architecture, Interior Design, Visual Design, Industrial Design, Landscape and Urban Design, are encouraged to think outside their familiar knowledge pool and to learn with/from each other. In the course of implementing this program, a parallel research has been conducted alongside by adopting the theory and principles of Action Research which is a research methodology that can provide the course organizer emergent, responsive, action-oriented, participative and critically reflective insights for the immediate changes and amendments in order to improve the effect of teaching and learning experience. In the conclusion, how the learning and teaching experience of this trans-disciplinary design studio can offer us some observation that can help us reflect upon the constraints and division caused by the subject base curriculum will be pointed out. A series of concepts for course design and teaching strategies developed and implemented in this trans-disciplinary course are to be introduced as a way to promote learners’ self-motivated, collaborative, cross-disciplinary and student-centered learning skills. The outcome of this experimental course can exemplify an alternative approach that we could adopt in pursuing a remedy for dealing with the problematic issues of the current educational practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=course%20design" title="course design">course design</a>, <a href="https://publications.waset.org/abstracts/search?q=coaching%20strategy" title=" coaching strategy"> coaching strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=subject%20base%20curriculum" title=" subject base curriculum"> subject base curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=trans-disciplinary" title=" trans-disciplinary"> trans-disciplinary</a> </p> <a href="https://publications.waset.org/abstracts/57120/a-reflective-investigation-on-the-course-design-and-coaching-strategy-for-creating-a-trans-disciplinary-leaning-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57120.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">203</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6465</span> STEAM and Project-Based Learning: Equipping Young Women with 21st Century Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sonia%20Saddiqui">Sonia Saddiqui</a>, <a href="https://publications.waset.org/abstracts/search?q=Maya%20Marcus"> Maya Marcus</a> </p> <p class="card-text"><strong>Abstract:</strong></p> UTS STEAMpunk Girls is an educational program for young women (aged 12-16), to empower them to be more informed and active members of the 21st century workforce. With the number of STEM graduates on the decline, especially among young women, an additional aim of the program is to trial a STEAM (Science, Technology, Engineering, Arts/Humanities/Social Sciences, Mathematics), inter-disciplinary approach to improving STEM engagement. In-line with UNESCO’s recent focus on promoting ‘transversal competencies’ in future graduates, the program utilised co-design, project-based learning, entrepreneurial processes, and inter-disciplinary learning. The program consists of two phases. Taking a participatory design approach, the first phase (co-design workshops) provided valuable insight into student perspectives around engaging young women in STEM and inter-disciplinary thinking. The workshops positioned 26 young women from three schools as subject matter experts (SMEs), providing a platform for them to share their opinions, experiences and findings around the STEAM disciplines. The second (pilot) phase put the co-design phase findings into practice, with 64 students from four schools working in groups to articulate problems with real-world implications, and utilising design-thinking to solve them. The pilot phase utilised project-based learning to engage young women in entrepreneurial and STEAM frameworks and processes. Scalable program design and educational resources were trialed to determine appropriate mechanisms for engaging young women in STEM and in STEAM thinking. Across both phases, data was collected via longitudinal surveys to obtain pre-program, baseline attitudinal information, and compare that against post-program responses. Preliminary findings revealed students’ improved understanding of the STEM disciplines, industries and professions, improved awareness of STEAM as a concept, and improved understanding regarding inter-disciplinary and design thinking. Program outcomes will be of interest to high-school educators in both STEM and the Arts, Humanities and Social Sciences fields, and will hopefully inform future programmatic approaches to introducing inter-disciplinary STEAM learning in STEM curriculum. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=co-design" title="co-design">co-design</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM" title=" STEM"> STEM</a>, <a href="https://publications.waset.org/abstracts/search?q=STEAM" title=" STEAM"> STEAM</a>, <a href="https://publications.waset.org/abstracts/search?q=project-based%20learning" title=" project-based learning"> project-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=inter-disciplinary" title=" inter-disciplinary"> inter-disciplinary</a> </p> <a href="https://publications.waset.org/abstracts/77124/steam-and-project-based-learning-equipping-young-women-with-21st-century-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77124.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">199</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6464</span> Disciplinary Procedures Used by Secondary School Teachers in Calabar Municipality, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=N.%20N.%20Nkomo">N. N. Nkomo</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20L.%20Mayanchi"> M. L. Mayanchi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study investigated various forms of disciplinary procedures or punishment used by teachers in secondary schools in Calabar Municipality, Nigera. There are agitations amongst parents and educators on the use of corporal punishment as a disciplinary measure against children. Those against the use of corporal punishment argue that this form of punishment does not teach, it only terminates behaviour temporarily and inculcates violence. Those in support are of the view that corporal punishment serves as a deterrent to others. This study sought to find out the most common measure of discipline employed by teachers in private and public schools. The study had three objectives, three research questions and two hypotheses. The design of the present study was the ex-post facto descriptive survey, since variables under study were not manipulated by the researcher. Teachers in Calabar Municipal Secondary Schools formed the population. A sample of 160 teachers was used for the study. The data collection instrument was a facts finding questionnaire titled Disciplinary Procedures Inventory. Data collected were analyzed using simple percentages and chi-square. The major findings were that physical measures such as flogging, exercise/drills, and painful postures were commonly used by teachers in secondary schools. It was also found that these measures were more often used in public schools. It was recommended that teachers should rather employ non-violent techniques of discipline than physical punishment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=discipline" title="discipline">discipline</a>, <a href="https://publications.waset.org/abstracts/search?q=non-violent%20punishment" title=" non-violent punishment"> non-violent punishment</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20punishment" title=" physical punishment"> physical punishment</a>, <a href="https://publications.waset.org/abstracts/search?q=penalties" title=" penalties"> penalties</a>, <a href="https://publications.waset.org/abstracts/search?q=rewards" title=" rewards"> rewards</a> </p> <a href="https://publications.waset.org/abstracts/44236/disciplinary-procedures-used-by-secondary-school-teachers-in-calabar-municipality-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44236.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">231</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6463</span> A Systems-Level Approach towards Transition to Electrical Vehicles</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mayuri%20Roy%20Choudhury">Mayuri Roy Choudhury</a>, <a href="https://publications.waset.org/abstracts/search?q=Deepti%20Paul"> Deepti Paul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many states in the United States are aiming for high renewable energy targets by the year 2045. In order to achieve this goal, they must do transition to Electrical Vehicles (EVS). We first applied the Multi-Level perspective framework to describe the inter-disciplinary complexities associated with the transition to EVs. Thereafter we addressed these complexities by creating an inter-disciplinary policy framework that uses data science algorithms to create evidence-based policies in favor of EVs. Our policy framework uses a systems level approach as it addresses transitions to EVs from a technology, economic, business and social perspective. By Systems-Level we mean approaching a problem from a multi-disciplinary perspective. Our systems-level approach could be a beneficial decision-making tool to a diverse number of stakeholders such as engineers, entrepreneurs, researchers, and policymakers. In addition, it will add value to the literature of electrical vehicles, sustainable energy, energy economics, and management as well as efficient policymaking. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=transition" title="transition">transition</a>, <a href="https://publications.waset.org/abstracts/search?q=electrical%20vehicles" title=" electrical vehicles"> electrical vehicles</a>, <a href="https://publications.waset.org/abstracts/search?q=systems-level" title=" systems-level"> systems-level</a>, <a href="https://publications.waset.org/abstracts/search?q=algorithms" title=" algorithms"> algorithms</a> </p> <a href="https://publications.waset.org/abstracts/139766/a-systems-level-approach-towards-transition-to-electrical-vehicles" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139766.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">228</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6462</span> Librarian Liaisons: Facilitating Multi-Disciplinary Research for Academic Advancement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tracey%20Woods">Tracey Woods</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the ever-evolving landscape of academia, the traditional role of the librarian has undergone a remarkable transformation. Once considered as custodians of books and gatekeepers of information, librarians have the potential to take on the vital role of facilitators of cross and inter-disciplinary projects. This shift is driven by the growing recognition of the value of interdisciplinary collaboration in addressing complex research questions in pursuit of novel solutions to real-world problems. This paper shall explore the potential of the academic librarian’s role in facilitating innovative, multi-disciplinary projects, both recognising and validating the vital role that the librarian plays in a somewhat underplayed profession. Academic libraries support teaching, the strengthening of knowledge discourse, and, potentially, the development of innovative practices. As the role of the library gradually morphs from a quiet repository of books to a community-based information hub, a potential opportunity arises. The academic librarian’s role is to build knowledge across a wide span of topics, from the advancement of AI to subject-specific information, and, whilst librarians are generally not offered the research opportunities and funding that the traditional academic disciplines enjoy, they are often invited to help build research in support of the academic. This identifies that one of the primary skills of any 21st-century librarian must be the ability to collaborate and facilitate multi-disciplinary projects. In universities seeking to develop research diversity and academic performance, there is an increasing awareness of the need for collaboration between faculties to enable novel directions and advancements. This idea has been documented and discussed by several researchers; however, there is not a great deal of literature available from recent studies. Having a team based in the library that is adept at creating effective collaborative partnerships is valuable for any academic institution. This paper outlines the development of such a project, initiated within and around an identified library-specific need: the replication of fragile special collections for object-based learning. The research was developed as a multi-disciplinary project involving the faculties of engineering (digital twins lab), architecture, design, and education. Centred around methods for developing a fragile archive into a series of tactile objects furthers knowledge and understanding in both the role of the library as a facilitator of projects, chairing and supporting, alongside contributing to the research process and innovating ideas through the bank of knowledge found amongst the staff and their liaising capabilities. This paper shall present the method of project development from the initiation of ideas to the development of prototypes and dissemination of the objects to teaching departments for analysis. The exact replication of artefacts is also balanced with the adaptation and evolutionary speculations initiated by the design team when adapted as a teaching studio method. The dynamic response required from the library to generate and facilitate these multi-disciplinary projects highlights the information expertise and liaison skills that the librarian possesses. As academia embraces this evolution, the potential for groundbreaking discoveries and innovative solutions across disciplines becomes increasingly attainable. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Liaison%20librarian" title="Liaison librarian">Liaison librarian</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-disciplinary%20collaborations" title=" multi-disciplinary collaborations"> multi-disciplinary collaborations</a>, <a href="https://publications.waset.org/abstracts/search?q=library%20innovations" title=" library innovations"> library innovations</a>, <a href="https://publications.waset.org/abstracts/search?q=librarian%20stakeholders" title=" librarian stakeholders"> librarian stakeholders</a> </p> <a href="https://publications.waset.org/abstracts/172031/librarian-liaisons-facilitating-multi-disciplinary-research-for-academic-advancement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172031.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">72</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6461</span> Nursing Experience in Improving Physical and Mental Well-Being of a Patient with Premature Menopause Osteoporosis and Sarcopenia in Nursing-Led Multi-Discipline Care</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Huang%20Chiung%20Chiu">Huang Chiung Chiu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article is about the nursing experience of assisting an outpatient with premature menopause, osteoporosis and sarcopenia through a multi-discipline care model. The nursing period is from September 22nd, 2020, to December 7th, 2020, collecting data through interviews with the patient, observation, and physical assessment. It was found that the main health problems were insufficient nutrition, less physical need, insomnia, and potentially dangerous falls. As an outpatient nurse, the author observed that in recent years, the age group of women with premature menopause, osteoporosis and sarcopenia had shifted downward. Integrated multi-disciplinary interventions were provided upon the initial diagnosis of osteoporosis and sarcopenia. Under the outpatient care setting, the collaborative team works between the doctors, nutritionists, osteoporosis educators, rehabilitates, physical therapists and other specialized teams were applied to provide individualized, integrated multi-disciplinary care. Through empathy and the establishment of attentive care, companionship and trust, we discussed care plans and treatment guidelines with the case, providing accurate, complete disease information and feedback education to strengthen the patient’s knowledge and motivation for exercise. Nursing guidance regarding the dietary nutrition and adjustment of daily routine was provided to increase the self-care ability, improve the health problems of muscle weakness and insomnia, and prevent falls. For patients with postmenopausal osteoporosis and sarcopenia, it is recommended that the nurses coordinate the multi-discipline integrated care model, adjust patients’ lifestyle and diet, and establish a regular exercise plan so that the cases can be evaluated holistically to improve the quality of care and physical and mental comfort. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multi-discipline%20care%20model" title="multi-discipline care model">multi-discipline care model</a>, <a href="https://publications.waset.org/abstracts/search?q=premature%20menopause" title=" premature menopause"> premature menopause</a>, <a href="https://publications.waset.org/abstracts/search?q=osteoporosis" title=" osteoporosis"> osteoporosis</a>, <a href="https://publications.waset.org/abstracts/search?q=sarcopenia" title=" sarcopenia"> sarcopenia</a>, <a href="https://publications.waset.org/abstracts/search?q=insomnia" title=" insomnia"> insomnia</a> </p> <a href="https://publications.waset.org/abstracts/146015/nursing-experience-in-improving-physical-and-mental-well-being-of-a-patient-with-premature-menopause-osteoporosis-and-sarcopenia-in-nursing-led-multi-discipline-care" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146015.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">118</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6460</span> Lived Experiences of Parents in Disciplining Their Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bernardino%20Vinoya">Bernardino Vinoya</a>, <a href="https://publications.waset.org/abstracts/search?q=Cassandra%20D.%20Batton"> Cassandra D. Batton</a>, <a href="https://publications.waset.org/abstracts/search?q=Samantha%20Gayle%20M.%20Bonavente"> Samantha Gayle M. Bonavente</a>, <a href="https://publications.waset.org/abstracts/search?q=Johnson%20O.%20Canoza"> Johnson O. Canoza</a>, <a href="https://publications.waset.org/abstracts/search?q=Lhea%20Flynn%20B.%20Capones"> Lhea Flynn B. Capones</a>, <a href="https://publications.waset.org/abstracts/search?q=Camille%20S.%20Dispo"> Camille S. Dispo</a>, <a href="https://publications.waset.org/abstracts/search?q=Johanna%20Neilvin%20T.%20Dontogan"> Johanna Neilvin T. Dontogan</a>, <a href="https://publications.waset.org/abstracts/search?q=Louise%20Angelica%20C.%20Lipana"> Louise Angelica C. Lipana</a>, <a href="https://publications.waset.org/abstracts/search?q=Charlene%20Pearl%20P.%20Navalta"> Charlene Pearl P. Navalta</a>, <a href="https://publications.waset.org/abstracts/search?q=Rechelle%20Vhen%20W.%20Payo-os"> Rechelle Vhen W. Payo-os</a>, <a href="https://publications.waset.org/abstracts/search?q=Mary%20Reyna%20D.%20Ridao"> Mary Reyna D. Ridao</a>, <a href="https://publications.waset.org/abstracts/search?q=Rushnol%20Jade%20P.%20Tupac"> Rushnol Jade P. Tupac</a>, <a href="https://publications.waset.org/abstracts/search?q=Pauline%20B.%20Sol"> Pauline B. Sol</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Parenting is preparing children for life as productive adults and discipline strategies are needed to achieve it like non-aggressive, psychologically aggressive and physical discipline. The effects of disciplinary strategies on children are well explored as evidenced by existing studies, local and international laws and active international organizations which are all brimmed towards child protection but status quo shows a profound scarcity of studies engaged in the effects of disciplining the child on the parent. To know the deeper unexplored reasons and untold stories of the parent, mainly the lived experiences of parents in disciplining their children. Design is descriptive phenomelogical. Participants were chosen using snowball purposive sampling. Data were collected through interview with the general question, “Ano ang mga karanasan ninyo sa pagdidisiplina ng inyong anak (What are your experiences when disciplining your child?)”, followed with unstructured questions. Collaizi method was used in analyzing data. Data collected was verified through focused group discussion. Results show three main themes: Reason, Disciplinary Strategy, and Aftermath. The use of disciplinary strategy is influenced by the experiences of the parent, the triggers like the child’s misbehavior and parental desires or wishes for the child. Disciplinary strategy can either be physical punishment or verbal. Parent’s generally used both when children disrespects or disobeys. Parents also experience both positive and negative effects on their physical, social, emotional aspects after disciplining their children. As a result, parents use coping mechanisms to maintain ego stability. Disciplining a child is a cyclical process. Parents, just like the child will also experience both positive and negative outcomes after using different disciplinary strategies. Future researchers can replicate study or use triangulation in multi-site qualitative and quantitative studies, professors can teach findings on parents in the concepts of pediatric nursing and apply the findings in the clinical area particularly when dealing with families. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=parents" title="parents">parents</a>, <a href="https://publications.waset.org/abstracts/search?q=disciplinary%20strategy" title=" disciplinary strategy"> disciplinary strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20effects" title=" parental effects"> parental effects</a>, <a href="https://publications.waset.org/abstracts/search?q=pediatric%20nursing" title=" pediatric nursing "> pediatric nursing </a> </p> <a href="https://publications.waset.org/abstracts/16888/lived-experiences-of-parents-in-disciplining-their-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16888.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">455</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6459</span> Combined Orthodontic and Restorative Management of Complex Cases: Concepts and Case Reports</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Awais%20Ali">Awais Ali</a>, <a href="https://publications.waset.org/abstracts/search?q=Hesham%20Ali"> Hesham Ali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The absence of teeth through either premature loss or developmental absence is a common condition with potentially severe impact on affected individuals. Management of these cases presents a clinical challenge which may be difficult to resolve given the effects of tooth loss or hypodontia over the course of a patient’s lifetime. Treatment of such cases is often best provided by a multi-disciplinary team, where the patient’s expectations and care delivery can be optimally managed. Orthodontic treatment is often used to prepare the dentition in advance of restorative replacement of missing teeth. Conversely, the placement of implants may precede the delivery of orthodontic treatment and indeed may function as an adjunctive orthodontic procedure. We discuss the use of both approaches here and illustrate their clinical implementation with two case reports. The first case demonstrates the use of fixed appliances to prepare the mouth for an opposing implant-retained complete denture. A second case demonstrates the use of implant-retained crowns to provide orthodontic anchorage in a partially dentate patient. We propose that complex cases such as these should always be planned and treated by a multi-disciplinary team in order to optimise the delivery of care, patient experience, and treatment outcome. The presented cases add to the body of evidence in this area. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=orthodontics" title="orthodontics">orthodontics</a>, <a href="https://publications.waset.org/abstracts/search?q=dental%20implantology" title=" dental implantology"> dental implantology</a>, <a href="https://publications.waset.org/abstracts/search?q=hypodontia" title=" hypodontia"> hypodontia</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-disciplinary" title=" multi-disciplinary"> multi-disciplinary</a> </p> <a href="https://publications.waset.org/abstracts/111373/combined-orthodontic-and-restorative-management-of-complex-cases-concepts-and-case-reports" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/111373.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">128</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6458</span> Infilling Strategies for Surrogate Model Based Multi-disciplinary Analysis and Applications to Velocity Prediction Programs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Malo%20Pocheau-Lesteven">Malo Pocheau-Lesteven</a>, <a href="https://publications.waset.org/abstracts/search?q=Olivier%20Le%20Ma%C3%AEtre"> Olivier Le Maître</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Engineering and optimisation of complex systems is often achieved through multi-disciplinary analysis of the system, where each subsystem is modeled and interacts with other subsystems to model the complete system. The coherence of the output of the different sub-systems is achieved through the use of compatibility constraints, which enforce the coupling between the different subsystems. Due to the complexity of some sub-systems and the computational cost of evaluating their respective models, it is often necessary to build surrogate models of these subsystems to allow repeated evaluation these subsystems at a relatively low computational cost. In this paper, gaussian processes are used, as their probabilistic nature is leveraged to evaluate the likelihood of satisfying the compatibility constraints. This paper presents infilling strategies to build accurate surrogate models of the subsystems in areas where they are likely to meet the compatibility constraint. It is shown that these infilling strategies can reduce the computational cost of building surrogate models for a given level of accuracy. An application of these methods to velocity prediction programs used in offshore racing naval architecture further demonstrates these method's applicability in a real engineering context. Also, some examples of the application of uncertainty quantification to field of naval architecture are presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=infilling%20strategy" title="infilling strategy">infilling strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=gaussian%20process" title=" gaussian process"> gaussian process</a>, <a href="https://publications.waset.org/abstracts/search?q=multi%20disciplinary%20analysis" title=" multi disciplinary analysis"> multi disciplinary analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=velocity%20prediction%20program" title=" velocity prediction program"> velocity prediction program</a> </p> <a href="https://publications.waset.org/abstracts/144787/infilling-strategies-for-surrogate-model-based-multi-disciplinary-analysis-and-applications-to-velocity-prediction-programs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144787.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6457</span> Design of a Virtual Instrument (VI) System for Earth Resistivity Survey</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Henry%20Okoh">Henry Okoh</a>, <a href="https://publications.waset.org/abstracts/search?q=Obaro%20Verisa%20Omayuli"> Obaro Verisa Omayuli</a>, <a href="https://publications.waset.org/abstracts/search?q=Gladys%20A.%20Osagie"> Gladys A. Osagie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the challenges of developing nations is the dearth of measurement devices. Aside the shortage, when available, they are either old or obsolete and also very expensive. When this is the situation, researchers must design alternative systems to help meet the desired needs of academia. This paper presents a design of cost-effective multi-disciplinary virtual instrument system for scientific research. This design was based on NI USB-6255 multifunctional DAQ which was used for earth resistivity measurement in Schlumberger array and the result obtained compared closely with that of a conventional ABEM Terrameter. This instrument design provided a hands-on experience as related to full-waveform signal acquisition in the field. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cost-effective" title="cost-effective">cost-effective</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20acquisition%20%28DAQ%29" title=" data acquisition (DAQ)"> data acquisition (DAQ)</a>, <a href="https://publications.waset.org/abstracts/search?q=full-waveform" title=" full-waveform"> full-waveform</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-disciplinary" title=" multi-disciplinary"> multi-disciplinary</a>, <a href="https://publications.waset.org/abstracts/search?q=Schlumberger%20array" title=" Schlumberger array"> Schlumberger array</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20Instrumentation%20%28VI%29." title=" virtual Instrumentation (VI)."> virtual Instrumentation (VI).</a> </p> <a href="https://publications.waset.org/abstracts/6484/design-of-a-virtual-instrument-vi-system-for-earth-resistivity-survey" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6484.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">471</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6456</span> Optimization of Multi-Disciplinary Expertise and Resource for End-Stage Renal Failure (ESRF) Patient Care</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Naser%20Zainol">Mohamed Naser Zainol</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20P.%20Angeline%20Song"> P. P. Angeline Song</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Over the years, the profile of end-stage renal patients placed under The National Kidney Foundation Singapore (NKFS) dialysis program has evolved, with a gradual incline in the number of patients with behavior-related issues. With these challenging profiles, social workers and counsellors are often expected to oversee behavior management, through referrals from its partnering colleagues. Due to the segregation of tasks usually found in many hospital-based multi-disciplinary settings, social workers’ and counsellors’ interventions are often seen as an endpoint, limiting other stakeholders’ involvement that could otherwise be potentially crucial in managing such patients. While patients’ contact in local hospitals often leads to eventual discharge, NKFS patients are mostly long term. It is interesting to note that these patients are regularly seen by a team of professionals that includes doctors, nurses, dietitians, exercise specialists in NKFS. The dynamism of relationships presents an opportunity for any of these professionals to take ownership of their potentials in leading interventions that can be helpful to patients. As such, it is important to have a framework that incorporates the strength of these professionals and also channels empowerment across the multi-disciplinary team in working towards wholistic patient care. This paper would like to suggest a new framework for NKFS’s multi-disciplinary team, where the group synergy and dynamics are used to encourage ownership and promote empowerment. The social worker and counsellor use group work skills and his/her knowledge of its members’ strengths, to generate constructive solutions that are centered towards patient’s growth. Using key ideas from Karl’s Tomm Interpersonal Communications, the Communication Management of Meaning and Motivational Interviewing, the social worker and counsellor through a series of guided meeting with other colleagues, facilitates the transmission of understanding, responsibility sharing and tapping on team resources for patient care. As a result, the patient can experience personal and concerted approach and begins to flow in a direction that is helpful for him. Using seven case studies of identified patients with behavioral issues, the social worker and counsellor apply this framework for a period of six months. Patient’s overall improvement through interventions as a result of this framework are recorded using the AB single case design, with baseline measured three months before referral. Interviews with patients and their families, as well as other colleagues that are not part of the multi-disciplinary team are solicited at mid and end points to gather their experiences about patient’s progress as a by-product of this framework. Expert interviews will be conducted on each member of the multi-disciplinary team to study their observations and experience in using this new framework. Hence, this exploratory framework hopes to identify the inherent usefulness in managing patients with behavior related issues. Moreover, it would provide indicators in improving aspects of the framework when applied to a larger population. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=behavior%20management" title="behavior management">behavior management</a>, <a href="https://publications.waset.org/abstracts/search?q=end-stage%20renal%20failure" title=" end-stage renal failure"> end-stage renal failure</a>, <a href="https://publications.waset.org/abstracts/search?q=satellite%20dialysis" title=" satellite dialysis"> satellite dialysis</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-disciplinary%20team" title=" multi-disciplinary team"> multi-disciplinary team</a> </p> <a href="https://publications.waset.org/abstracts/90704/optimization-of-multi-disciplinary-expertise-and-resource-for-end-stage-renal-failure-esrf-patient-care" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90704.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">146</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6455</span> Internalizing and Externalizing Problems as Predictors of Student Wellbeing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nai-Jiin%20Yang">Nai-Jiin Yang</a>, <a href="https://publications.waset.org/abstracts/search?q=Tyler%20Renshaw"> Tyler Renshaw</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Prior research has suggested that youth internalizing and externalizing problems significantly correlate with student subjective wellbeing (SSW) and achievement problems (SAP). Yet, only a few studies have used data from mental health screener based on the dual-factor model to explore the empirical relationships among internalizing problems, externalizing problems, academic problems, and student wellbeing. This study was conducted through a secondary analysis of previously collected data in school-wide mental health screening activities across secondary schools within a suburban school district in the western United States. The data set included 1880 student responses from a total of two schools. Findings suggest that both internalizing and externalizing problems are substantial predictors of both student wellbeing and academic problems. However, compared to internalizing problems, externalizing problems were a much stronger predictor of academic problems. Moreover, this study did not support academic problems that moderate the relationship between SSW and youth internalizing problems (YIP) and between youth externalizing problems (YEP) and SSW. Lastly, SAP is the strongest predictor of SSW than YIP and YEP. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20problems" title="academic problems">academic problems</a>, <a href="https://publications.waset.org/abstracts/search?q=externalizing%20problems" title=" externalizing problems"> externalizing problems</a>, <a href="https://publications.waset.org/abstracts/search?q=internalizing%20problems" title=" internalizing problems"> internalizing problems</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20mental%20health" title=" school mental health"> school mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20wellbeing" title=" student wellbeing"> student wellbeing</a>, <a href="https://publications.waset.org/abstracts/search?q=universal%20mental%20health%20screening" title=" universal mental health screening"> universal mental health screening</a> </p> <a href="https://publications.waset.org/abstracts/157811/internalizing-and-externalizing-problems-as-predictors-of-student-wellbeing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157811.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">84</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6454</span> Managing a Cross-Disciplinary Research Project in a University: The Case of LEARNIT</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yulia%20Stukalina">Yulia Stukalina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the main issues related to implementing a cross-disciplinary research project (LEARNIT) based on collaboration between universities from three European countries. The paper discusses the importance of using the holistic approach to managing scientific projects with due account for the complicated nature of the educational environment of a modern university. To illustrate this approach, the author describes some actions to be taken for supporting different focus areas of LEARNIT project, in the process using integrated tangible, non-tangible, and semi-tangible resources of the partner university. The methodology of the paper is based on the academic literature and research papers analysis within management discipline. The analysis reported in the paper is also based on the author’s professional experience in the area of managing international research projects in a university. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=LEARNIT" title="LEARNIT">LEARNIT</a>, <a href="https://publications.waset.org/abstracts/search?q=focus%20area" title=" focus area"> focus area</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20management" title=" project management"> project management</a>, <a href="https://publications.waset.org/abstracts/search?q=resources" title=" resources"> resources</a> </p> <a href="https://publications.waset.org/abstracts/41629/managing-a-cross-disciplinary-research-project-in-a-university-the-case-of-learnit" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41629.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">271</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6453</span> Progress of Research on Community Canteens and Reflections on Planning in China</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xi%20Zuo">Xi Zuo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Against the background of the aging population and changing family structure in China, community canteens have become an important vehicle for community-based home care services and a new space for social interaction. In this paper, we review past studies and the actual construction situation in China, firstly sort out the social interaction of the elderly and the types of places, and on this basis, we find that there is an obvious disconnection between the current construction and the academic research, and the contradiction between social benefit and cost-effectiveness, and therefore we put forward the relevant construction planning and thinking, in order to provide a disciplinary basis and academic support for the construction of community canteens and the construction of elderly-friendly cities. In order to provide disciplinary basis and academic support for the construction of community canteens and the construction of senior-friendly cities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=urban%20and%20rural%20planning" title="urban and rural planning">urban and rural planning</a>, <a href="https://publications.waset.org/abstracts/search?q=community%20canteens" title=" community canteens"> community canteens</a>, <a href="https://publications.waset.org/abstracts/search?q=elderly%20people" title=" elderly people"> elderly people</a>, <a href="https://publications.waset.org/abstracts/search?q=senior-friendly" title=" senior-friendly"> senior-friendly</a> </p> <a href="https://publications.waset.org/abstracts/185268/progress-of-research-on-community-canteens-and-reflections-on-planning-in-china" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185268.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">62</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6452</span> Training Engineering Students in Sustainable Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hoong%20C.%20Chin">Hoong C. Chin</a>, <a href="https://publications.waset.org/abstracts/search?q=Soon%20H.%20Chew"> Soon H. Chew</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhaoxia%20Wang"> Zhaoxia Wang </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Work on sustainable developments and the call for action in education for sustainable development have been ongoing for a number of years. Training engineering students with the relevant competencies, particularly in sustainable development literacy, has been identified as an urgent task in universities. This requires not only a holistic, multi-disciplinary approach to education but also a suitable training environment to develop the needed skills and to inculcate the appropriate attitudes in students towards sustainable development. To demonstrate how this can be done, a module involving an overseas field trip was introduced in 2013 at the National University of Singapore. This paper provides details of the module and describes its training philosophy and methods. Measured against the student learning outcomes, stipulated by the Engineering Accreditation Board, the module scored well on all of them, particularly those related to complex problem solving, environmental and sustainability awareness, multi-disciplinary team work and varied-level communications. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=civil%20engineering%20education" title="civil engineering education">civil engineering education</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-economically%20sustainable%20infrastructure" title=" socio-economically sustainable infrastructure"> socio-economically sustainable infrastructure</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20learning%20outcome" title=" student learning outcome"> student learning outcome</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development" title=" sustainable development"> sustainable development</a> </p> <a href="https://publications.waset.org/abstracts/67676/training-engineering-students-in-sustainable-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67676.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">349</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6451</span> An Approach to Solving Some Inverse Problems for Parabolic Equations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bolatbek%20Rysbaiuly">Bolatbek Rysbaiuly</a>, <a href="https://publications.waset.org/abstracts/search?q=Aliya%20S.%20Azhibekova"> Aliya S. Azhibekova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Problems concerning the interpretation of the well testing results belong to the class of inverse problems of subsurface hydromechanics. The distinctive feature of such problems is that additional information is depending on the capabilities of oilfield experiments. Another factor that should not be overlooked is the existence of errors in the test data. To determine reservoir properties, some inverse problems for parabolic equations were investigated. An approach to solving the inverse problems based on the method of regularization is proposed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=iterative%20approach" title="iterative approach">iterative approach</a>, <a href="https://publications.waset.org/abstracts/search?q=inverse%20problem" title=" inverse problem"> inverse problem</a>, <a href="https://publications.waset.org/abstracts/search?q=parabolic%20equation" title=" parabolic equation"> parabolic equation</a>, <a href="https://publications.waset.org/abstracts/search?q=reservoir%20properties" title=" reservoir properties"> reservoir properties</a> </p> <a href="https://publications.waset.org/abstracts/35084/an-approach-to-solving-some-inverse-problems-for-parabolic-equations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35084.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">428</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6450</span> School as a Space of Power: A Foucauldian Critique</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yildirim%20Ortaoglan">Yildirim Ortaoglan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The attempt to make thought school-like by fitting it into various frameworks with the institutionalization of it is almost simultaneous with philosophy itself. What once sprouted in the “academia” of old has institutionalized under the enlightenment's light, becoming the fundamental space reflecting the spirit of its age. However, the shift from the thinking temple where truth's knowledge was sought to functional spaces where power/power relations are constructed indicates a significant rupture in the meaning of school. Therefore, a genealogical inquiry into the meaning of the school can provide us with a path toward understanding how it should be approached in contemporary times. From this perspective, it is essential to highlight how power/power relations operate in the school in terms of disciplinary practices, temporal management, and spatial organization to construct a distinct subjectivation. Recognizing that the changing and evolving nature of education is related to the structure of space can be understood by revealing how disciplinary power and bio-power, two fundamental aspects of genealogical research, operate. In disciplinary power, the relationship of the subject with discipline, temporal management, and space is about improvement and normalization, while in biopower, it manifests in maximizing utility, increasing free time, and constructing spaces that seem more vital. These indicators not only facilitate the formation of students as a subjectivation but also enable the condition of the possibility of power/power relations. Because power is not applied to subjects but used by them for passage, and behind this lies the idea that the individual is already one of the components of power. As one of the components of power, in terms of subjectivation type, the student is one of the primary targets of power relations. Therefore, conducting a genealogical inquiry of the student as a type of subjectivation and the school as its living area from the philosophical foundations of education may offer a new opportunity for thinking about the contemporary crisis of thought. Within the framework of this possibility, our investigation will consider which aspects of the school and the student, brought together for educational purposes, can be thought of within and beyond power/power relations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=power" title="power">power</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=space" title=" space"> space</a>, <a href="https://publications.waset.org/abstracts/search?q=school" title=" school"> school</a>, <a href="https://publications.waset.org/abstracts/search?q=student" title=" student"> student</a>, <a href="https://publications.waset.org/abstracts/search?q=discipline" title=" discipline"> discipline</a> </p> <a href="https://publications.waset.org/abstracts/183490/school-as-a-space-of-power-a-foucauldian-critique" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183490.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">58</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6449</span> Multi-Disciplinary Optimisation Methodology for Aircraft Load Prediction </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sudhir%20Kumar%20Tiwari">Sudhir Kumar Tiwari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper demonstrates a methodology that can be used at an early design stage of any conventional aircraft. This research activity assesses the feasibility derivation of methodology for aircraft loads estimation during the various phases of design for a transport category aircraft by utilizing potential of using commercial finite element analysis software, which may drive significant time saving. Early Design phase have limited data and quick changing configuration results in handling of large number of load cases. It is useful to idealize the aircraft as a connection of beams, which can be very accurately modelled using finite element analysis (beam elements). This research explores the correct approach towards idealizing an aircraft using beam elements. FEM Techniques like inertia relief were studied for implementation during course of work. The correct boundary condition technique envisaged for generation of shear force, bending moment and torque diagrams for the aircraft. The possible applications of this approach are the aircraft design process, which have been investigated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multi-disciplinary%20optimization" title="multi-disciplinary optimization">multi-disciplinary optimization</a>, <a href="https://publications.waset.org/abstracts/search?q=aircraft%20load" title=" aircraft load"> aircraft load</a>, <a href="https://publications.waset.org/abstracts/search?q=finite%20element%20analysis" title=" finite element analysis"> finite element analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=stick%20model" title=" stick model"> stick model</a> </p> <a href="https://publications.waset.org/abstracts/70989/multi-disciplinary-optimisation-methodology-for-aircraft-load-prediction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70989.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">352</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6448</span> Solving Definition and Relation Problems in English Navigation Terminology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ay%C5%9Fe%20Yurdakul">Ayşe Yurdakul</a>, <a href="https://publications.waset.org/abstracts/search?q=Eckehard%20Schnieder"> Eckehard Schnieder</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Because of the growing multidisciplinarity and multilinguality, communication problems in different technical fields grows more and more. Therefore, each technical field has its own specific language, terminology which is characterised by the different definition of terms. In addition to definition problems, there are also relation problems between terms. Among these problems of relation, there are the synonymy, antonymy, hypernymy/hyponymy, ambiguity, risk of confusion, and translation problems etc. Thus, the terminology management system iglos of the Institute for Traffic Safety and Automation Engineering of the Technische Universität Braunschweig has the target to solve these problems by a methodological standardisation of term definitions with the aid of the iglos sign model and iglos relation types. The focus of this paper should be on solving definition and relation problems between terms in English navigation terminology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=iglos" title="iglos">iglos</a>, <a href="https://publications.waset.org/abstracts/search?q=iglos%20sign%20model" title=" iglos sign model"> iglos sign model</a>, <a href="https://publications.waset.org/abstracts/search?q=methodological%20resolutions" title=" methodological resolutions"> methodological resolutions</a>, <a href="https://publications.waset.org/abstracts/search?q=navigation%20terminology" title=" navigation terminology"> navigation terminology</a>, <a href="https://publications.waset.org/abstracts/search?q=common%20language" title=" common language"> common language</a>, <a href="https://publications.waset.org/abstracts/search?q=technical%20language" title=" technical language"> technical language</a>, <a href="https://publications.waset.org/abstracts/search?q=positioning" title=" positioning"> positioning</a>, <a href="https://publications.waset.org/abstracts/search?q=definition%20problems" title=" definition problems"> definition problems</a>, <a href="https://publications.waset.org/abstracts/search?q=relation%20problems" title=" relation problems"> relation problems</a> </p> <a href="https://publications.waset.org/abstracts/3199/solving-definition-and-relation-problems-in-english-navigation-terminology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3199.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">333</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6447</span> The Construction of Healthy Bodies in U.S. and China: A Comparative Analysis of Women's Health and Trends Health</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yang%20L.%20Frances">Yang L. Frances</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Women's health and wellness has been becoming an increasingly important issue in mass media in the age of globalization. In this context, the current research focuses on comparing the construction of healthy bodies in women's health magazines of China and U.S. Trends Health in China and Women's Health in U.S are chosen. Textual analysis and in depth interviews are combined to examine how the healthy bodies are constructed in two magazines through discursive strategies. The interviews with the Deputy Editorial Director, Creative Director and Senior Visual Design of two magazines are undertaken to make the further comparisons. In both Trends Health and Women's Health, women's subjectivity is realized in the construction of ideal healthy body; nevertheless in the process of constructing healthy body, the disciplinary practices imposed on women's bodies are different in two magazines. This paper argues that women's health magazines in both China and America provide an alternative discourse to speak their voices on the one hand, but on the other hand, Women's Health and Trends Health construct the healthy body through disparate disciplinary practices because of the different socio-cultural contexts in two societies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=healthy%20body" title="healthy body">healthy body</a>, <a href="https://publications.waset.org/abstracts/search?q=women%27s%20health%20magazines" title=" women's health magazines"> women's health magazines</a>, <a href="https://publications.waset.org/abstracts/search?q=Foucault" title=" Foucault"> Foucault</a>, <a href="https://publications.waset.org/abstracts/search?q=textual%20analysis" title=" textual analysis "> textual analysis </a> </p> <a href="https://publications.waset.org/abstracts/6265/the-construction-of-healthy-bodies-in-us-and-china-a-comparative-analysis-of-womens-health-and-trends-health" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6265.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">350</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6446</span> Financial Problems Met in the Tourism Sector in Turkey: A Survey on the Tourism Businesses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Raif%20Parlakkaya">Raif Parlakkaya</a>, <a href="https://publications.waset.org/abstracts/search?q=Huseyin%20Cetin"> Huseyin Cetin</a>, <a href="https://publications.waset.org/abstracts/search?q=Halil%20Akmese"> Halil Akmese</a>, <a href="https://publications.waset.org/abstracts/search?q=Mesut%20Murat%20Adabali"> Mesut Murat Adabali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As the economies of other countries in the Mediterranean Basin, the tourism sector in our country has a high denominator in economics. Tourism businesses, which are building blocks of tourism, sector faces with a variety of problems during their activities. These problems faced make business efficiency and competition conditions of the businesses difficult. Most of the problems faced by the tourism businesses and the information of consumers about consumers’ rights were used in this study, which is conducted to determine the problems of tourism businesses in the Central Anatolia Region. It is aimed to contribute the awareness of staff and executives working at tourism sector and to attract attention of businesses active concurrently with tourism sector and legislators. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=financial%20problems" title="financial problems">financial problems</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20problems%20of%20tourism%20businesses" title=" the problems of tourism businesses"> the problems of tourism businesses</a>, <a href="https://publications.waset.org/abstracts/search?q=tourism%20businesses" title=" tourism businesses"> tourism businesses</a>, <a href="https://publications.waset.org/abstracts/search?q=tourism%20sector%20in%20Turkey" title=" tourism sector in Turkey"> tourism sector in Turkey</a> </p> <a href="https://publications.waset.org/abstracts/26823/financial-problems-met-in-the-tourism-sector-in-turkey-a-survey-on-the-tourism-businesses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26823.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">488</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6445</span> Embedding the Dimensions of Sustainability into City Information Modelling</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20M.%20Al-Shaery">Ali M. Al-Shaery</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to address the functions of sustainability dimensions in city information modelling and to present the required sustainability criteria that support establishing a sustainable planning framework for enhancing existing cities and developing future smart cities. The paper is divided into two sections. The first section is based on the examination of a wide and extensive array of cross-disciplinary literature in the last decade and a half to conceptualize the terms ‘sustainable’ and ‘smart city,' and map their associated criteria to city information modelling. The second section is based on analyzing two approaches relating to city information modelling, namely statistical and dynamic approaches, and their suitability in the development of cities’ action plans. The paper argues that the use of statistical approaches to embedding sustainability dimensions in city information modelling have limited value. Despite the popularity of such approaches in addressing other dimensions like utility and service management in development and action plans of the world cities, these approaches are unable to address the dynamics across various city sectors with regards to economic, environmental and social criteria. The paper suggests an integrative dynamic and cross-disciplinary planning approach to embedding sustainability dimensions in city information modelling frameworks. Such an approach will pave the way towards optimal planning and implementation of priority actions of projects and investments. The approach can be used to achieve three main goals: (1) better development and action plans for world cities (2) serve the development of an integrative dynamic and cross-disciplinary framework that incorporates economic, environmental and social sustainability criteria and (3) address areas that require further attention in the development of future sustainable and smart cities. The paper presents an innovative approach for city information modelling and a well-argued, balanced hierarchy of sustainability criteria that can contribute to an area of research which is still in its infancy in terms of development and management. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information%20modelling" title="information modelling">information modelling</a>, <a href="https://publications.waset.org/abstracts/search?q=smart%20city" title=" smart city"> smart city</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20city" title=" sustainable city"> sustainable city</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability%20dimensions" title=" sustainability dimensions"> sustainability dimensions</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability%20criteria" title=" sustainability criteria"> sustainability criteria</a>, <a href="https://publications.waset.org/abstracts/search?q=city%20development%20planning" title=" city development planning"> city development planning</a> </p> <a href="https://publications.waset.org/abstracts/69037/embedding-the-dimensions-of-sustainability-into-city-information-modelling" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69037.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">327</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6444</span> Social Communication Problems, Social Anxiety, and Mood Problems among Students with Autism Spectrum Disorder from Teachers' Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Naila%20Tallas%20Mahajna">Naila Tallas Mahajna</a>, <a href="https://publications.waset.org/abstracts/search?q=Jamal%20Al%20Khateeb"> Jamal Al Khateeb</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined the level of social communication problems, social anxiety, and mood problems among children with ASD (age 6-13 years) enrolled in special classes (n=46) and regular classes (n=36) from teachers' perspective in the schools of a part of Palestine. Teachers responded to three questionnaires - social communication problems, social anxiety and mood problems- that were used to answer the research questions. Results: social communication problems, social anxiety and mood problems were of medium rates for students with ASD enrolled in reguler and special classes. No significant differences in the level of social communication problems could be attributed to class type (Regular, Special) or the grade level-(1st – 3rd, 4th - 6th). There were significant differences in social anxiety levels that could be attributed to grade level in favor of the 4th - 6th grades but there were no significant differences according to class type (Regular, Special). There were statistically significant differences in mood problems levels that could be attributed to the class type in favor of special classes, but no differences were found according to grade level. There was a direct significant relationship between communication problems, social anxiety, and mood problems. Conclusion: social communication problems may be an important risk factor for the development of social anxiety and mood problems among students with ASD. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20communication%20problems" title="social communication problems">social communication problems</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20anxiety" title=" social anxiety"> social anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=mood%20problems" title=" mood problems"> mood problems</a>, <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorders" title=" autism spectrum disorders"> autism spectrum disorders</a> </p> <a href="https://publications.waset.org/abstracts/144385/social-communication-problems-social-anxiety-and-mood-problems-among-students-with-autism-spectrum-disorder-from-teachers-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144385.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">175</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6443</span> Parkinson's Disease and Musculoskeletal Problems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ozge%20Yilmaz%20Kusbeci">Ozge Yilmaz Kusbeci</a>, <a href="https://publications.waset.org/abstracts/search?q=Ipek%20Inci"> Ipek Inci</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Aim: Musculoskeletal problems are very common in Parkinson’s disease (PD). They affect quality of life and cause disabilities. However they are under-evaluated, and under-treated. The aim of this study is to evaluate the prevalence and clinical features of musculoskeletal problems in patients with Parkinson disease (PD) compared to controls. Methods: 50 PD patients and 50 age and sex matched controls were interviewed by physicians about their musculoskeletal problems. Results: The prevalence of musculoskeletal problems was significantly higher in the PD group than in the control group (p < 0.05). Commonly involved body sites were the shoulder, low back, and knee. The shoulder and low back was more frequently involved in the PD group than in the control group. However, the knee was similarly involved in both groups. Among the past diagnoses associated with musculoskeletal problems, frozen shoulder, low back pain and osteoporosis more common in the PD group than in the control group (p < 0.05). Furthermore, musculoskeletal problems in the PD group tended to receive less treatment than that of the control group. Conclusion: Musculoskeletal problems were more common in the PD group than in the controls. Therefore assessment and treatment of musculoskeletal problems could improve quality of life in PD patients. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=parkinson%20disease" title="parkinson disease">parkinson disease</a>, <a href="https://publications.waset.org/abstracts/search?q=musculoskeletal%20problems" title=" musculoskeletal problems"> musculoskeletal problems</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20life" title=" quality of life"> quality of life</a>, <a href="https://publications.waset.org/abstracts/search?q=PD%20disease" title=" PD disease"> PD disease</a> </p> <a href="https://publications.waset.org/abstracts/27299/parkinsons-disease-and-musculoskeletal-problems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27299.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">394</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6442</span> Rule Based Architecture for Collaborative Multidisciplinary Aircraft Design Optimisation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nickolay%20Jelev">Nickolay Jelev</a>, <a href="https://publications.waset.org/abstracts/search?q=Andy%20Keane"> Andy Keane</a>, <a href="https://publications.waset.org/abstracts/search?q=Carren%20Holden"> Carren Holden</a>, <a href="https://publications.waset.org/abstracts/search?q=Andr%C3%A1s%20S%C3%B3bester"> András Sóbester</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In aircraft design, the jump from the conceptual to preliminary design stage introduces a level of complexity which cannot be realistically handled by a single optimiser, be that a human (chief engineer) or an algorithm. The design process is often partitioned along disciplinary lines, with each discipline given a level of autonomy. This introduces a number of challenges including, but not limited to: coupling of design variables; coordinating disciplinary teams; handling of large amounts of analysis data; reaching an acceptable design within time constraints. A number of classical Multidisciplinary Design Optimisation (MDO) architectures exist in academia specifically designed to address these challenges. Their limited use in the industrial aircraft design process has inspired the authors of this paper to develop an alternative strategy based on well established ideas from Decision Support Systems. The proposed rule based architecture sacrifices possibly elusive guarantees of convergence for an attractive return in simplicity. The method is demonstrated on analytical and aircraft design test cases and its performance is compared to a number of classical distributed MDO architectures. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Multidisciplinary%20Design%20Optimisation" title="Multidisciplinary Design Optimisation">Multidisciplinary Design Optimisation</a>, <a href="https://publications.waset.org/abstracts/search?q=Rule%20Based%20Architecture" title=" Rule Based Architecture"> Rule Based Architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=Aircraft%20Design" title=" Aircraft Design"> Aircraft Design</a>, <a href="https://publications.waset.org/abstracts/search?q=Decision%20Support%20System" title=" Decision Support System"> Decision Support System</a> </p> <a href="https://publications.waset.org/abstracts/58390/rule-based-architecture-for-collaborative-multidisciplinary-aircraft-design-optimisation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58390.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">354</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6441</span> Methods for Solving Identification Problems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fadi%20Awawdeh">Fadi Awawdeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this work, we highlight the key concepts in using semigroup theory as a methodology used to construct efficient formulas for solving inverse problems. The proposed method depends on some results concerning integral equations. The experimental results show the potential and limitations of the method and imply directions for future work. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=identification%20problems" title="identification problems">identification problems</a>, <a href="https://publications.waset.org/abstracts/search?q=semigroup%20theory" title=" semigroup theory"> semigroup theory</a>, <a href="https://publications.waset.org/abstracts/search?q=methods%20for%20inverse%20problems" title=" methods for inverse problems"> methods for inverse problems</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20computing" title=" scientific computing"> scientific computing</a> </p> <a href="https://publications.waset.org/abstracts/10351/methods-for-solving-identification-problems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10351.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">481</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6440</span> The Impact of Client Leadership, Building Information Modelling (BIM) and Integrated Project Delivery (IPD) on Construction Project: A Case Study in UAE</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=C.%20W.%20F.%20Che%20Wan%20Putra">C. W. F. Che Wan Putra</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Alshawi"> M. Alshawi</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20S.%20Al%20Ahbabi"> M. S. Al Ahbabi</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Jabakhanji"> M. Jabakhanji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The construction industry is a multi-disciplinary and multi-national industry, which has an important role to play within the overall economy of any country. There are major challenges to an improved performance within the industry. Particularly lacking is, the ability to capture the large amounts of information generated during the life-cycle of projects and to make these available, in the right format, so that professionals can then evaluate alternative solutions based on life-cycle analysis. The fragmented nature of the industry is the main reason behind the unavailability and ill utilisation of project information. The lack of adequately engaging clients and managing their requirements contributes adversely to construction budget and schedule overruns. This is a difficult task to achieve, particularly if clients are not continuously and formally involved in the design and construction process, which means that the design intent is left to designers that may not always satisfy clients’ requirements. Client lead is strongly recognised in bringing change through better collaboration between project stakeholders. However, one of the major challenges is that collaboration is operated under conventional procurement methods, which hugely limit the stakeholders’ roles and responsibilities to bring about the required level of collaboration. A research has been conducted with a typical project in the UAE. A qualitative research work was conducted including semi-structured interviews with project partners to discover the real reasons behind this delay. The case study also investigated the real causes of the problems and if they can be adequately addressed by BIM and IPD. Special focus was also placed on the Client leadership and the role the Client can play to eliminate/minimize these problems. It was found that part of the ‘key elements’ from which the problems exist can be attributed to the client leadership and the collaborative environment and BIM. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=client%20leadership" title="client leadership">client leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=building%20information%20modelling%20%28BIM%29" title=" building information modelling (BIM)"> building information modelling (BIM)</a>, <a href="https://publications.waset.org/abstracts/search?q=integrated%20project%20delivery%20%28IPD%29" title=" integrated project delivery (IPD)"> integrated project delivery (IPD)</a>, <a href="https://publications.waset.org/abstracts/search?q=case%20study" title=" case study"> case study</a> </p> <a href="https://publications.waset.org/abstracts/36540/the-impact-of-client-leadership-building-information-modelling-bim-and-integrated-project-delivery-ipd-on-construction-project-a-case-study-in-uae" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36540.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">323</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=disciplinary%20problems&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=disciplinary%20problems&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=disciplinary%20problems&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=disciplinary%20problems&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=disciplinary%20problems&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=disciplinary%20problems&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=disciplinary%20problems&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=disciplinary%20problems&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=disciplinary%20problems&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=disciplinary%20problems&page=215">215</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=disciplinary%20problems&page=216">216</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=disciplinary%20problems&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>