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concepts</title> <meta name="description" content="Search results for: Vygotsky's concepts"> <meta name="keywords" content="Vygotsky's concepts"> <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 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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="Vygotsky's concepts"> <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> 1912</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Vygotsky's concepts</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1912</span> The Contribution of Vygotsky's Social and Cultural Theory to the Understanding of Cognitive Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Salah%20Eddine%20Ben%20Fadhel">Salah Eddine Ben Fadhel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Lev Vygotsky (1896–1934) was one of the most significant psychologists of the twentieth century despite his short life. His cultural-historical theory is still inspiring many researchers today. At the same time, we observe in many studies a lack of understanding of his thoughts. Vygotsky poses in this theory the contribution of society to individual development and learning. Thus, it suggests that human learning is largely a social and cultural process, further mentioning the influence of interactions between people and the culture in which they live. In this presentation, we highlight, on the one hand, the strong points of the theory by highlighting the major questions it raises and its contribution to developmental psychology in general. On the other hand, we will demonstrate what Vygotsky's theory brings today to the understanding of the cognitive development of children and adolescents. The major objective is to better understand the cognitive mechanisms involved in the learning process in children and adolescents and, therefore, demonstrate the complex nature of psychological development. The main contribution is to provide conceptual insight, which allows us to better understand the importance of the theory and its major pedagogical implications. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vygotsky" title="vygotsky">vygotsky</a>, <a href="https://publications.waset.org/abstracts/search?q=society" title=" society"> society</a>, <a href="https://publications.waset.org/abstracts/search?q=culture" title=" culture"> culture</a>, <a href="https://publications.waset.org/abstracts/search?q=history" title=" history"> history</a> </p> <a href="https://publications.waset.org/abstracts/178765/the-contribution-of-vygotskys-social-and-cultural-theory-to-the-understanding-of-cognitive-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/178765.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">64</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">1911</span> Heterogeneity of Thinking: Religious Beliefs and Logical Concepts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alisa%20Rekunova">Alisa Rekunova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> According to the theory of word meaning structure developed by Lev Vygotsky (and later modified by Aaro Toomela), there are several levels of thought: sensory-based concepts, situation concepts, logical concepts, and structural-systemic concepts. There are differences between people who have relatively easy access to logical thought compared to those who mostly tend to think in everyday concepts. Religious beliefs are connected with unprovable concepts (Christian Jesus’s ascension or Pagan energy) that cannot be non-controversially related to scientific concepts. However, many scientists in the research are believers of some kinds. Religious views can be different: there are believers, non-believers (atheists), and undecided (we can call them agnostics). Some of the respondents say that scientific or professional and religious spheres do not overlap. Therefore, we can assume they do not see any conflict. Some of them, on the contrary, hesitate to answer and we can conclude they see the conflicts, but they do not want (or do not believe they are able to) to solve it. Finally, the third category of respondents says that religious beliefs and scientific concepts cannot coexist in the human mind. It can be expected that the third category of respondents should have higher education (or even work in the scientific field) but many scientists in the research answer that religious and scientific spheres do not overlap. Therefore, there are other things besides the level of education that is connected with resolving conflicts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conflicts%20in%20thinking" title="conflicts in thinking">conflicts in thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural-historical%20psychology" title=" cultural-historical psychology"> cultural-historical psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=heterogeneity%20of%20thinking" title=" heterogeneity of thinking"> heterogeneity of thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=religious%20thinking" title=" religious thinking"> religious thinking</a> </p> <a href="https://publications.waset.org/abstracts/107622/heterogeneity-of-thinking-religious-beliefs-and-logical-concepts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107622.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">150</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">1910</span> An Eastern Philosophical Dimension of an English Language Teacher's Professionalism: A Narrative Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Siddhartha%20Dhungana">Siddhartha Dhungana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article primarily explores dimensions in English language teacher's professionalism so that a teacher could reflect and make a strategic professional devotion to implement effective educational programs for the present and the future. The paper substantially incorporates the eastern Hindu practices, especially life values from the Bhagavad Gita, as a basis of teacher’s professional enrichment. Basically, it applies three categorical practices, i.e., Karma Yoga, Jnana Yoga, and Bhakti Yoga, in teachers’ professionality to illustrate, ignite further ahead and sharpen academic journey, professional journey, and professional devotion reflecting common practices. In this journey, a teacher comes to a stage of professional essence as s/he surpasses Karma Yoga, Jnana Yoga, and Bhakti Yoga with their basic quality formation. To illustrate their essence-making process, the three narrative stories for each category mentioned above are analyzed. The data collected from a research participant who has a high level of professional success and who inspires all English Language teachers in Nepal to develop stories for narrative analysis. The narrative analysis is based on eastern themes that are supported by Vygotsky's concept of developmental psychology. Moreover, the structural analysis is based on Gary Barkhuizen's narrative analysis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Karma%20Yoga" title="Karma Yoga">Karma Yoga</a>, <a href="https://publications.waset.org/abstracts/search?q=Jnana%20Yoga" title=" Jnana Yoga"> Jnana Yoga</a>, <a href="https://publications.waset.org/abstracts/search?q=Bhakti%20Yoga" title=" Bhakti Yoga"> Bhakti Yoga</a>, <a href="https://publications.waset.org/abstracts/search?q=Vygotsky%27s%20concepts" title=" Vygotsky's concepts"> Vygotsky's concepts</a>, <a href="https://publications.waset.org/abstracts/search?q=narrative%20analysis" title=" narrative analysis"> narrative analysis</a> </p> <a href="https://publications.waset.org/abstracts/133383/an-eastern-philosophical-dimension-of-an-english-language-teachers-professionalism-a-narrative-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/133383.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">1909</span> A Case Study on Blended Pedagogical Approach by Leveraging on Digital Marketing Concepts towards Inculcating Concepts of Sustainability in Management Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Narendra%20Babu%20Bommenahalli%20Veerabhadrappa">Narendra Babu Bommenahalli Veerabhadrappa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching sustainability concepts along with profit maximizing philosophy of business in management education is a challenge. This paper explores and evaluates various learning models to inculcate sustainability concepts in management education. The paper explains about a new pedagogy that was tested in a business management school (Indus Business Academy, Bangalore, India) to teach sustainability. The pedagogy was designed by intertwining concepts related to sustainability with digital marketing concepts. As part of this experimental method, students (in groups) were assigned with various topics of sustainability and were asked to work with concepts of digital marketing and thus market the concepts of sustainability. The paper explains as a case study as to how sustainability was integrated with digital marketing tools and how learning towards sustainability was facilitated. It also explains the outcomes of this pedagogical method, in terms of inculcating sustainability concepts amongst management students as well as marketing and proliferation of sustainability concepts to bring about the behavioral changes amongst target audience towards sustainability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=management-education" title="management-education">management-education</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=behavior" title=" behavior"> behavior</a> </p> <a href="https://publications.waset.org/abstracts/80250/a-case-study-on-blended-pedagogical-approach-by-leveraging-on-digital-marketing-concepts-towards-inculcating-concepts-of-sustainability-in-management-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80250.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">246</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">1908</span> Foundations for Global Interactions: The Theoretical Underpinnings of Understanding Others</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Randall%20E.%20Osborne">Randall E. Osborne</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In a course on International Psychology, 8 theoretical perspectives (Critical Psychology, Liberation Psychology, Post-Modernism, Social Constructivism, Social Identity Theory, Social Reduction Theory, Symbolic Interactionism, and Vygotsky’s Sociocultural Theory) are used as a framework for getting students to understand the concept of and need for Globalization. One of critical psychology's main criticisms of conventional psychology is that it fails to consider or deliberately ignores the way power differences between social classes and groups can impact the mental and physical well-being of individuals or groups of people. Liberation psychology, also known as liberation social psychology or psicología social de la liberación, is an approach to psychological science that aims to understand the psychology of oppressed and impoverished communities by addressing the oppressive sociopolitical structure in which they exist. Postmodernism is largely a reaction to the assumed certainty of scientific, or objective, efforts to explain reality. It stems from a recognition that reality is not simply mirrored in human understanding of it, but rather, is constructed as the mind tries to understand its own particular and personal reality. Lev Vygotsky argued that all cognitive functions originate in, and must therefore be explained as products of social interactions and that learning was not simply the assimilation and accommodation of new knowledge by learners. Social Identity Theory discusses the implications of social identity for human interactions with and assumptions about other people. Social Identification Theory suggests people: (1) categorize—people find it helpful (humans might be perceived as having a need) to place people and objects into categories, (2) identify—people align themselves with groups and gain identity and self-esteem from it, and (3) compare—people compare self to others. Social reductionism argues that all behavior and experiences can be explained simply by the affect of groups on the individual. Symbolic interaction theory focuses attention on the way that people interact through symbols: words, gestures, rules, and roles. Meaning evolves from human their interactions in their environment and with people. Vygotsky’s sociocultural theory of human learning describes learning as a social process and the origination of human intelligence in society or culture. The major theme of Vygotsky’s theoretical framework is that social interaction plays a fundamental role in the development of cognition. This presentation will discuss how these theoretical perspectives are incorporated into a course on International Psychology, a course on the Politics of Hate, and a course on the Psychology of Prejudice, Discrimination and Hate to promote student thinking in a more ‘global’ manner. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=globalization" title="globalization">globalization</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20psychology" title=" international psychology"> international psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=society%20and%20culture" title=" society and culture"> society and culture</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20interculturally" title=" teaching interculturally"> teaching interculturally</a> </p> <a href="https://publications.waset.org/abstracts/53474/foundations-for-global-interactions-the-theoretical-underpinnings-of-understanding-others" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53474.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">252</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">1907</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">141</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">1906</span> Investigating Students' Understanding about Mathematical Concept through Concept Map</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rizky%20Oktaviana">Rizky Oktaviana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main purpose of studying lies in improving students’ understanding. Teachers usually use written test to measure students’ understanding about learning material especially mathematical learning material. This common method actually has a lack point, such that in mathematics content, written test only show procedural steps to solve mathematical problems. Therefore, teachers unable to see whether students actually understand about mathematical concepts and the relation between concepts or not. One of the best tools to observe students’ understanding about the mathematical concepts is concept map. The goal of this research is to describe junior high school students understanding about mathematical concepts through Concept Maps based on the difference of mathematical ability. There were three steps in this research; the first step was choosing the research subjects by giving mathematical ability test to students. The subjects of this research are three students with difference mathematical ability, high, intermediate and low mathematical ability. The second step was giving concept mapping training to the chosen subjects. The last step was giving concept mapping task about the function to the subjects. Nodes which are the representation of concepts of function were provided in concept mapping task. The subjects had to use the nodes in concept mapping. Based on data analysis, the result of this research shows that subject with high mathematical ability has formal understanding, due to that subject could see the connection between concepts of function and arranged the concepts become concept map with valid hierarchy. Subject with intermediate mathematical ability has relational understanding, because subject could arranged all the given concepts and gave appropriate label between concepts though it did not represent the connection specifically yet. Whereas subject with low mathematical ability has poor understanding about function, it can be seen from the concept map which is only used few of the given concepts because subject could not see the connection between concepts. All subjects have instrumental understanding for the relation between linear function concept, quadratic function concept and domain, co domain, range. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=concept%20map" title="concept map">concept map</a>, <a href="https://publications.waset.org/abstracts/search?q=concept%20mapping" title=" concept mapping"> concept mapping</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20concepts" title=" mathematical concepts"> mathematical concepts</a>, <a href="https://publications.waset.org/abstracts/search?q=understanding" title=" understanding"> understanding</a> </p> <a href="https://publications.waset.org/abstracts/56016/investigating-students-understanding-about-mathematical-concept-through-concept-map" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56016.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">1905</span> Engineering Academics’ Strategies of Modelling Mathematical Concepts into Their Teaching of an Antenna Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vojo%20George%20Fasinu">Vojo George Fasinu</a>, <a href="https://publications.waset.org/abstracts/search?q=Nadaraj%20Govender"> Nadaraj Govender</a>, <a href="https://publications.waset.org/abstracts/search?q=Predeep%20Kumar"> Predeep Kumar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An Antenna, which remains the hub of technological development in Africa had been found to be a course that is been taught and designed in an abstract manner in some universities. One of the reasons attached to this is that the appropriate approach of teaching antenna design is not yet understood by many engineering academics in some universities in South Africa. Also, another problem reported is the main difficulty encountered when interpreting and applying some of the mathematical concepts learned into their practical antenna design course. As a result of this, some engineering experts classified antenna as a mysterious technology that could not be described by anybody using mathematical concepts. In view of this, this paper takes it as its point of departure in explaining what an antenna is all about with a strong emphasis on its mathematical modelling. It also argues that the place of modelling mathematical concepts into the teaching of engineering design cannot be overemphasized. Therefore, it explains the mathematical concepts adopted during the teaching of an antenna design course, the Strategies of modelling those mathematics concepts, the behavior of antennas, and their mathematics usage were equally discussed. More so, the paper also sheds more light on mathematical modelling in South Africa context, and also comparative analysis of mathematics concepts taught in mathematics class and mathematics concepts taught in engineering courses. This paper focuses on engineering academics teaching selected topics in electronic engineering (Antenna design), with special attention on the mathematical concepts they teach and how they teach them when teaching the course. A qualitative approach was adopted as a means of collecting data in order to report the naturalistic views of the engineering academics teaching Antenna design. The findings of the study confirmed that some mathematical concepts are being modeled into the teaching of an antenna design with the adoption of some teaching approaches. Furthermore, the paper reports a didactical-realistic mathematical model as a conceptual framework used by the researchers in describing how academics teach mathematical concepts during their teaching of antenna design. Finally, the paper concludes with the importance of mathematical modelling to the engineering academics and recommendations for further researchers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=modelling" title="modelling">modelling</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20concepts" title=" mathematical concepts"> mathematical concepts</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering" title=" engineering"> engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=didactical" title=" didactical"> didactical</a>, <a href="https://publications.waset.org/abstracts/search?q=realistic%20model" title=" realistic model"> realistic model</a> </p> <a href="https://publications.waset.org/abstracts/114354/engineering-academics-strategies-of-modelling-mathematical-concepts-into-their-teaching-of-an-antenna-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114354.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">184</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">1904</span> Yoshi Oida and the Unliberated Mind of the Actor</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ece%20%C3%87elik%C3%A7apa%20%C3%96zinan">Ece Çelikçapa Özinan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is possible to see the effects of both approaches in the acting method of Yoshi Oida, who has experience in Eastern and Western theater understandings. Integrating the two understandings with cultural differences in theater was mostly preferred in order to eliminate the deadlocks of the Western understanding. Yoshi Oida wanted to make the acting concepts acquired in traditional Japanese theater available to Western actors as well. The usefulness of these concepts, which offer advice for the actor's mind control and focus, is debatable. The concepts that have been experienced for many years in the training of actors in traditional Japanese theater should perhaps go through an education process with the same discipline in order to be useful for a Western actor. Although the importance of intercultural exchange of these educational teachings is known, it should be considered that it can cause the concepts to be emptied. In this study, Yoshi Oida's concepts related to the control of the actor's mind, which he used in his acting method, will be explained, examples of his exercises will be presented and their competencies will be discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yoshi%20Oida" title="Yoshi Oida">Yoshi Oida</a>, <a href="https://publications.waset.org/abstracts/search?q=acting" title=" acting"> acting</a>, <a href="https://publications.waset.org/abstracts/search?q=mind" title=" mind"> mind</a>, <a href="https://publications.waset.org/abstracts/search?q=Eastern" title=" Eastern"> Eastern</a>, <a href="https://publications.waset.org/abstracts/search?q=Western" title=" Western"> Western</a> </p> <a href="https://publications.waset.org/abstracts/154636/yoshi-oida-and-the-unliberated-mind-of-the-actor" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154636.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">107</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">1903</span> Analysis of Secondary School Students' Perceptions about Information Technologies through a Word Association Test</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fetah%20Eren">Fetah Eren</a>, <a href="https://publications.waset.org/abstracts/search?q=Ismail%20Sahin"> Ismail Sahin</a>, <a href="https://publications.waset.org/abstracts/search?q=Ismail%20Celik"> Ismail Celik</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmet%20Oguz%20Akturk"> Ahmet Oguz Akturk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study is to discover secondary school students’ perceptions related to information technologies and the connections between concepts in their cognitive structures. A word association test consisting of six concepts related to information technologies is used to collect data from 244 secondary school students. Concept maps that present students’ cognitive structures are drawn with the help of frequency data. Data are analyzed and interpreted according to the connections obtained as a result of the concept maps. It is determined students associate most with these concepts—computer, Internet, and communication of the given concepts, and associate least with these concepts—computer-assisted education and information technologies. These results show the concepts, Internet, communication, and computer, are an important part of students’ cognitive structures. In addition, students mostly answer computer, phone, game, Internet and Facebook as the key concepts. These answers show students regard information technologies as a means for entertainment and free time activity, not as a means for education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=word%20association%20test" title="word association test">word association test</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20structure" title=" cognitive structure"> cognitive structure</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20technology" title=" information technology"> information technology</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20school" title=" secondary school"> secondary school</a> </p> <a href="https://publications.waset.org/abstracts/11758/analysis-of-secondary-school-students-perceptions-about-information-technologies-through-a-word-association-test" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11758.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">413</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">1902</span> Pre-Grade R Numerosity Levels and Gaps: A Case of South African Learners in the Eastern Cape</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nellie%20Nosisi%20Feza">Nellie Nosisi Feza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Developing young students' number sense is a priority if the aim is to build a rich mathematical foundation for successful schooling and future innovative careers. Capturing students’ interests is crucial while mediating counting concepts. This paper reports South African young children number concepts demonstrated before entering the reception class. It indicates the diverse knowledge attained in different settings before entering formal schooling. The findings indicate that their start is uneven with fully and partly attained number concepts. The findings suggest pre-schooling stimulation that provides rich mathematical experiences and purposeful play towards the attainment of core foundational concepts. Literature directs practice on important core concepts that are foundational in developing number sense. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=numeracy" title="numeracy">numeracy</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20trajectories" title=" learning trajectories"> learning trajectories</a>, <a href="https://publications.waset.org/abstracts/search?q=innate%20abilities" title=" innate abilities"> innate abilities</a>, <a href="https://publications.waset.org/abstracts/search?q=counting" title=" counting"> counting</a>, <a href="https://publications.waset.org/abstracts/search?q=Grade%20R%2Freception%20class" title=" Grade R/reception class"> Grade R/reception class</a> </p> <a href="https://publications.waset.org/abstracts/147512/pre-grade-r-numerosity-levels-and-gaps-a-case-of-south-african-learners-in-the-eastern-cape" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147512.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">112</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">1901</span> Parental Involvement and Motivation as Predictors of Learning Outcomes in Yoruba Language Value Concepts among Senior Secondary School Students in Ibadan, Nigeria </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adeyemi%20Adeyinka">Adeyemi Adeyinka</a>, <a href="https://publications.waset.org/abstracts/search?q=Yemisi%20Ilesanmi"> Yemisi Ilesanmi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated parental involvement and motivation as predictors of students’ learning outcomes in value concepts in Yoruba language in Ibadan, Nigeria. Value concepts in Yoruba language aimed at teaching moral lessons and transmitting Yoruba culture. However, feelers from schools and the society reported students’ poor achievement in examinations and negative attitude to the subject. Previous interventions focused on teaching strategies with little consideration for student-related factors. The study was anchored on psychosocial learning theory. The respondents were senior secondary II students with mean age of 15.50 ± 2.25 from 20 public schools in Ibadan, Oyo-State. In all, 1000 students were selected (486 males and 514 females) through proportionate to sample size technique. Instruments used were Students’ Motivation (r=0.79), Parental Involvement (r=0.87), and Attitude to Yoruba Value Concepts (r=0.94) scales and Yoruba Value Concepts Achievement Test (r=0.86). Data were analyzed using descriptive statistics, Pearson product moment correlation and Multiple regressions at 0.05 level of significance. Findings revealed a significant relationship between parental involvement (r=0.54) and students’ achievement in and attitude to (r=0.229) value concepts in Yoruba. The composite contribution of parental involvement and motivation to students’ achievement and attitude was significant, contributing 20.3% and 5.1% respectively. The relative contributions of parental involvement to students’ achievement (β = 0.073; t = 1.551) and attitude (β = 0.228; t = 7.313) to value concepts in Yoruba were significant. Parental involvement was the independent variable that strongly predicts students’ achievement in and attitude to Yoruba value concepts. Parents should inculcate indigenous knowledge in their children and support its learning at school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=parental%20involvement" title="parental involvement">parental involvement</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=predictors" title=" predictors"> predictors</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20outcomes" title=" learning outcomes"> learning outcomes</a>, <a href="https://publications.waset.org/abstracts/search?q=value%20concepts%20in%20Yoruba" title=" value concepts in Yoruba"> value concepts in Yoruba</a> </p> <a href="https://publications.waset.org/abstracts/93762/parental-involvement-and-motivation-as-predictors-of-learning-outcomes-in-yoruba-language-value-concepts-among-senior-secondary-school-students-in-ibadan-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93762.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">201</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">1900</span> Concepts of Creation and Destruction as Cognitive Instruments in World View Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Perizat%20Balkhimbekova">Perizat Balkhimbekova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Evolutionary changes in cognitive world view taking place in the last decades are followed by changes in perception of the key concepts which are related to the certain lingua-cultural sphere. Also, such concepts reflect the person’s attitude to essential processes in the sphere of concepts, e.g. the opposite operations like creation and destruction. These changes in people’s life and thinking are displayed in a language world view. In order to open the maintenance of mental structures and concepts we should use language means as observable results of people’s cognitive activity. Semantics of words, free phrases and idioms should be considered as an authoritative source of information concerning concepts. The regularized set of concepts in people consciousness forms the sphere of concepts. Cognitive linguistics widely discusses the sphere of concepts as its crucial category defining it as the field of knowledge which is made of concepts. It is considered that a sphere of concepts comprises the various types of association and forms conceptual fields. As a material for the given research, the data from Russian National Corpus and British National Corpus were used. In is necessary to point out that data provided by computational studies, are intrinsic and verifiable; so that we have used them in order to get the reliable results. The procedure of study was based on such techniques as extracting of the context containing concepts of creation|destruction from the Russian National Corpus (RNC), and British National Corpus (BNC); analyzing and interpreting of those context on the basis of cognitive approach; finding of correspondence between the given concepts in the Russian and English world view. The key problem of our study is to find the correspondence between the elements of world view represented by opposite concepts such as creation and destruction. Findings: The concept of "destruction" indicates a process which leads to full or partial destruction of an object. In other words, it is a loss of the object primary essence: structures, properties, distinctive signs and its initial integrity. The concept of "creation", on the contrary, comprises positive characteristics, represents the activity aimed at improvement of the certain object, at the creation of ideal models of the world. On the other hand, destruction is represented much more widely in RNC than creation (1254 cases of the first concept by comparison to 192 cases for the second one). Our hypothesis consists in the antinomy represented by the aforementioned concepts. Being opposite both in respect of semantics and pragmatics, and from the point of view of axiology, they are at the same time complementary and interrelated concepts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creation" title="creation">creation</a>, <a href="https://publications.waset.org/abstracts/search?q=destruction" title=" destruction"> destruction</a>, <a href="https://publications.waset.org/abstracts/search?q=concept" title=" concept"> concept</a>, <a href="https://publications.waset.org/abstracts/search?q=world%20view" title=" world view"> world view</a> </p> <a href="https://publications.waset.org/abstracts/28082/concepts-of-creation-and-destruction-as-cognitive-instruments-in-world-view-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28082.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">346</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">1899</span> The Neurofunctional Dissociation between Animal and Tool Concepts: A Network-Based Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Skiker%20Kaoutar">Skiker Kaoutar</a>, <a href="https://publications.waset.org/abstracts/search?q=Mounir%20Maouene"> Mounir Maouene</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Neuroimaging studies have shown that animal and tool concepts rely on distinct networks of brain areas. Animal concepts depend predominantly on temporal areas while tool concepts rely on fronto-temporo-parietal areas. However, the origin of this neurofunctional distinction for processing animal and tool concepts remains still unclear. Here, we address this question from a network perspective suggesting that the neural distinction between animals and tools might reflect the differences in their structural semantic networks. We build semantic networks for animal and tool concepts derived from McRae and colleagues’s behavioral study conducted on a large number of participants. These two networks are thus analyzed through a large number of graph theoretical measures for small-worldness: centrality, clustering coefficient, average shortest path length, as well as resistance to random and targeted attacks. The results indicate that both animal and tool networks have small-world properties. More importantly, the animal network is more vulnerable to targeted attacks compared to the tool network a result that correlates with brain lesions studies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=animals" title="animals">animals</a>, <a href="https://publications.waset.org/abstracts/search?q=tools" title=" tools"> tools</a>, <a href="https://publications.waset.org/abstracts/search?q=network" title=" network"> network</a>, <a href="https://publications.waset.org/abstracts/search?q=semantics" title=" semantics"> semantics</a>, <a href="https://publications.waset.org/abstracts/search?q=small-worls" title=" small-worls"> small-worls</a>, <a href="https://publications.waset.org/abstracts/search?q=resilience%20to%20damage" title=" resilience to damage "> resilience to damage </a> </p> <a href="https://publications.waset.org/abstracts/17571/the-neurofunctional-dissociation-between-animal-and-tool-concepts-a-network-based-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17571.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">543</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">1898</span> Rollet vs Rocket: A New in-Space Propulsion Concept</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arthur%20Baraov">Arthur Baraov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nearly all rocket and spacecraft propulsion concepts in existence today can be linked one way or the other to one of the two ancient warfare devices: the gun and the sling. Chemical, thermoelectric, ion, nuclear thermal and electromagnetic rocket engines – all fall into the first group which, for obvious reasons, can be categorized as “hot” space propulsion concepts. Space elevator, orbital tower, rolling satellite, orbital skyhook, tether propulsion and gravitational assist – are examples of the second category which lends itself for the title “cold” space propulsion concepts. The “hot” space propulsion concepts skyrocketed – literally and figuratively – from the naïve ideas of Jules Verne to the manned missions to the Moon. On the other hand, with the notable exception of gravitational assist, hardly any of the “cold” space propulsion concepts made any progress in terms of practical application. Why is that? This article aims to show that the right answer to this question has the potential comparable by its implications and practical consequences to that of transition from Jules Verne’s stillborn and impractical conceptions of space flight to cogent and highly fertile ideas of Konstantin Tsiolkovsky and Yuri Kondratyuk. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=propulsion" title="propulsion">propulsion</a>, <a href="https://publications.waset.org/abstracts/search?q=rocket" title=" rocket"> rocket</a>, <a href="https://publications.waset.org/abstracts/search?q=rollet" title=" rollet"> rollet</a>, <a href="https://publications.waset.org/abstracts/search?q=spacecraft" title=" spacecraft"> spacecraft</a> </p> <a href="https://publications.waset.org/abstracts/29858/rollet-vs-rocket-a-new-in-space-propulsion-concept" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29858.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">538</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">1897</span> Toward an Understanding of the Neurofunctional Dissociation between Animal and Tool Concepts: A Graph Theoretical Analysis </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Skiker%20Kaoutar">Skiker Kaoutar</a>, <a href="https://publications.waset.org/abstracts/search?q=Mounir%20Maouene"> Mounir Maouene</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Neuroimaging studies have shown that animal and tool concepts rely on distinct networks of brain areas. Animal concepts depend predominantly on temporal areas while tool concepts rely on fronto-temporo-parietal areas. However, the origin of this neurofunctional distinction for processing animal and tool concepts remains still unclear. Here, we address this question from a network perspective suggesting that the neural distinction between animals and tools might reflect the differences in their structural semantic networks. We build semantic networks for animal and tool concepts derived from Mc Rae and colleagues’s behavioral study conducted on a large number of participants. These two networks are thus analyzed through a large number of graph theoretical measures for small-worldness: centrality, clustering coefficient, average shortest path length, as well as resistance to random and targeted attacks. The results indicate that both animal and tool networks have small-world properties. More importantly, the animal network is more vulnerable to targeted attacks compared to the tool network a result that correlates with brain lesions studies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=animals" title="animals">animals</a>, <a href="https://publications.waset.org/abstracts/search?q=tools" title=" tools"> tools</a>, <a href="https://publications.waset.org/abstracts/search?q=network" title=" network"> network</a>, <a href="https://publications.waset.org/abstracts/search?q=semantics" title=" semantics"> semantics</a>, <a href="https://publications.waset.org/abstracts/search?q=small-world" title=" small-world"> small-world</a>, <a href="https://publications.waset.org/abstracts/search?q=resilience%20to%20damage" title=" resilience to damage "> resilience to damage </a> </p> <a href="https://publications.waset.org/abstracts/17524/toward-an-understanding-of-the-neurofunctional-dissociation-between-animal-and-tool-concepts-a-graph-theoretical-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17524.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">547</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">1896</span> Importance of Mathematical Modeling in Teaching Mathematics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Selahattin%20Gultekin">Selahattin Gultekin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Today, in engineering departments, mathematics courses such as calculus, linear algebra and differential equations are generally taught by mathematicians. Therefore, during mathematicians’ classroom teaching there are few or no applications of the concepts to real world problems at all. Most of the times, students do not know whether the concepts or rules taught in these courses will be used extensively in their majors or not. This situation holds true of for all engineering and science disciplines. The general trend toward these mathematic courses is not good. The real-life application of mathematics will be appreciated by students when mathematical modeling of real-world problems are tackled. So, students do not like abstract mathematics, rather they prefer a solid application of the concepts to our daily life problems. The author highly recommends that mathematical modeling is to be taught starting in high schools all over the world In this paper, some mathematical concepts such as limit, derivative, integral, Taylor Series, differential equations and mean-value-theorem are chosen and their applications with graphical representations to real problems are emphasized. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=applied%20mathematics" title="applied mathematics">applied mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering%20mathematics" title=" engineering mathematics"> engineering mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20concepts" title=" mathematical concepts"> mathematical concepts</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20modeling" title=" mathematical modeling"> mathematical modeling</a> </p> <a href="https://publications.waset.org/abstracts/70199/importance-of-mathematical-modeling-in-teaching-mathematics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70199.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">319</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">1895</span> The Effect of Unconscious Exposure to Religious Concepts on Mutual Stereotypes of Jews and Muslims in Israel</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lipaz%20Shamoa-Nir">Lipaz Shamoa-Nir</a>, <a href="https://publications.waset.org/abstracts/search?q=Irene%20Razpurker-Apfeld"> Irene Razpurker-Apfeld</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research examined the impact of subliminal exposure to religious content on the mutual attitudes of majority group members (Jews) and minority group members (Muslims). Participants were subliminally exposed to religious concepts (e.g., Mezuzah, yarmulke or veil) and then they filled questionnaires assessing their stereotypes towards the out-group members. Each participant was primed with either in-group religious concepts, out-group concepts or neutral ones. The findings show that the Muslim participants were not influenced by the religious content to which they were exposed while the Jewish participants perceived the Muslims as less 'hostile' when subliminally exposed to religious concepts, regardless of concept type (out-group/in-group). This research highlights the influence of evoked religious content on out-group attitudes even when the perceiver is unaware of prime content. The power that exposure to content in a non-native language has in activating attitudes towards the out-group is also discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intergroup%20attitudes" title="intergroup attitudes">intergroup attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=stereotypes" title=" stereotypes"> stereotypes</a>, <a href="https://publications.waset.org/abstracts/search?q=majority-minority" title=" majority-minority"> majority-minority</a>, <a href="https://publications.waset.org/abstracts/search?q=religious%20out-group" title=" religious out-group"> religious out-group</a>, <a href="https://publications.waset.org/abstracts/search?q=implicit%20content" title=" implicit content"> implicit content</a>, <a href="https://publications.waset.org/abstracts/search?q=native%20language" title=" native language"> native language</a> </p> <a href="https://publications.waset.org/abstracts/80061/the-effect-of-unconscious-exposure-to-religious-concepts-on-mutual-stereotypes-of-jews-and-muslims-in-israel" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80061.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">246</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">1894</span> Purpose-Driven Collaborative Strategic Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mingyan%20Hong">Mingyan Hong</a>, <a href="https://publications.waset.org/abstracts/search?q=Shuozhao%20Hou"> Shuozhao Hou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Collaborative Strategic Learning (CSL) teaches students to use learning strategies while working cooperatively. Student strategies include the following steps: defining the learning task and purpose; conducting ongoing negotiation of the learning materials by deciding "click" (I get it and I can teach it – green card, I get it –yellow card) or "clunk" (I don't get it – red card) at the end of each learning unit; "getting the gist" of the most important parts of the learning materials; and "wrapping up" key ideas. Find out how to help students of mixed achievement levels apply learning strategies while learning content area in materials in small groups. The design of CSL is based on social-constructivism and Vygotsky’s best-known concept of the Zone of Proximal Development (ZPD). The definition of ZPD is the distance between the actual acquisition level as decided by individual problem solution case and the level of potential acquisition level, similar to Krashen (1980)’s i+1, as decided through the problem-solution case under the facilitator’s guidance, or in group work with other more capable members (Vygotsky, 1978). Vygotsky claimed that learners’ ideal learning environment is in the ZPD. An ideal teacher or more-knowledgable-other (MKO) should be able to recognize a learner’s ZPD and facilitates them to develop beyond it. Then the MKO is able to leave the support step by step until the learner can perform the task without aid. Steven Krashen (1980) proposed Input hypothesis including i+1 hypothesis. The input hypothesis models are the application of ZPD in second language acquisition and have been widely recognized until today. Krashen (2019)’s optimal language learning environment (2019) further developed the application of ZPD and added the component of strategic group learning. The strategic group learning is composed of desirable learning materials learners are motivated to learn and desirable group members who are more capable and are therefore able to offer meaningful input to the learners. Purpose-driven Collaborative Strategic Learning Model is a strategic integration of ZPD, i+1 hypothesis model, and Optimal Language Learning Environment Model. It is purpose driven to ensure group members are motivated. It is collaborative so that an optimal learning environment where meaningful input from meaningful conversation can be generated. It is strategic because facilitators in the model strategically assign each member a meaningful and collaborative role, e.g., team leader, technician, problem solver, appraiser, offer group learning instrument so that the learning process is structured, and integrate group learning and team building making sure holistic development of each participant. Using data collected from college year one and year two students’ English courses, this presentation will demonstrate how purpose-driven collaborative strategic learning model is implemented in the second/foreign language classroom, using the qualitative data from questionnaire and interview. Particular, this presentation will show how second/foreign language learners grow from functioning with facilitator or more capable peer’s aid to performing without aid. The implication of this research is that purpose-driven collaborative strategic learning model can be used not only in language learning, but also in any subject area. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative" title="collaborative">collaborative</a>, <a href="https://publications.waset.org/abstracts/search?q=strategic" title=" strategic"> strategic</a>, <a href="https://publications.waset.org/abstracts/search?q=optimal%20input" title=" optimal input"> optimal input</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title=" second language acquisition"> second language acquisition</a> </p> <a href="https://publications.waset.org/abstracts/152478/purpose-driven-collaborative-strategic-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152478.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">127</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">1893</span> Quality and Quality Assurance in Education: Examining the Possible Relationship</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rodoula%20Stavroula%20Gkarnara">Rodoula Stavroula Gkarnara</a>, <a href="https://publications.waset.org/abstracts/search?q=Nikolaos%20Andreadakis"> Nikolaos Andreadakis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to examine the relationship between quality and quality assurance in education. It constitutes a critical review of the bibliography regarding quality and its delimitation in the field of education, as well as the quality assurance in education and the approaches identified for its extensive study. The two prevailing and opposite views on the correlation of the two concepts are that on the one hand there is an inherent distance between these concepts as they are two separate terms and on the other hand they are interrelated and interdependent concepts that contribute to the improvement of quality in education. Finally, the last part of the paper, adopting the second view, refers to the contribution of quality assurance to quality, where it is pointed out that the first concept leads to the improvement of the latter by quality assurance being the means of feedback for the quality achieved. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=quality" title=" quality"> quality</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20assurance" title=" quality assurance"> quality assurance</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20improvement" title=" quality improvement"> quality improvement</a> </p> <a href="https://publications.waset.org/abstracts/107623/quality-and-quality-assurance-in-education-examining-the-possible-relationship" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107623.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">217</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">1892</span> Heroes in Hollywood Cinema: An Examination of 'Da Yin Xi Sheng, Da Xiang Wu Xing' Concepts in Daoism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jun%20Cui">Jun Cui</a>, <a href="https://publications.waset.org/abstracts/search?q=Mark%20Qin"> Mark Qin</a>, <a href="https://publications.waset.org/abstracts/search?q=Wei%20Chang"> Wei Chang</a>, <a href="https://publications.waset.org/abstracts/search?q=Celtic%20Wang"> Celtic Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In popular culture, there are Western heroes and Eastern heroes. The differentiation between them is not identified on color, ethnicity, physique, or appearance, nor does it pertain to the pejorative discourses of ‘Western hegemonic culture’ and ‘Orientalism.’ Regardless of nations, heroes frequently exemplify Daoist concepts such as ‘powerful sound is silent, powerful form is formless’. In this paper, the author argues that the characters in the Hollywood film Avatar: The Way of Water embody the archetype of a Xia, carrying out the duties and behaviors typical of this archetype, which aligns with the 'Da Yin Xi Sheng, Da Xiang Wu Xing' concepts of Daoism. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Daoism" title="Daoism">Daoism</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20culture" title=" Chinese culture"> Chinese culture</a>, <a href="https://publications.waset.org/abstracts/search?q=heroism" title=" heroism"> heroism</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhuangzi" title=" Zhuangzi"> Zhuangzi</a>, <a href="https://publications.waset.org/abstracts/search?q=film%20study" title=" film study"> film study</a> </p> <a href="https://publications.waset.org/abstracts/194595/heroes-in-hollywood-cinema-an-examination-of-da-yin-xi-sheng-da-xiang-wu-xing-concepts-in-daoism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/194595.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">11</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">1891</span> Building a Lean Construction Body of Knowledge</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jyoti%20Singh">Jyoti Singh</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Stifi"> Ahmed Stifi</a>, <a href="https://publications.waset.org/abstracts/search?q=Sascha%20Gentes"> Sascha Gentes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The process of construction significantly contributes to high level of risks, complexity and uncertainties leading to cost and time overrun, customer dissatisfaction etc. lean construction is important as it is a comprehensive system of tools and concepts focusing on moving closer to customer satisfaction by understanding the process, identifying the waste and eliminating it. The proposed work includes identification of knowledge areas from lean perspective, lean tools/concepts used in lean construction and establishing a relationship matrix between knowledge areas and lean tools/concepts, thus developing and building up a lean construction body of knowledge (LCBOK), i.e. a guide to lean construction, aiming to provide guidelines to manage individual projects and also helping construction industry to minimise waste and maximize value to the customer. In this study, we identified 8 knowledge areas and 62 lean tools/concepts from lean perspective and also one tool can help to manage two or more knowledge areas. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge%20areas" title="knowledge areas">knowledge areas</a>, <a href="https://publications.waset.org/abstracts/search?q=lean%20body%20matrix" title=" lean body matrix"> lean body matrix</a>, <a href="https://publications.waset.org/abstracts/search?q=lean%20construction" title=" lean construction"> lean construction</a>, <a href="https://publications.waset.org/abstracts/search?q=lean%20tools" title=" lean tools"> lean tools</a> </p> <a href="https://publications.waset.org/abstracts/35947/building-a-lean-construction-body-of-knowledge" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35947.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">436</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">1890</span> Behavioral Finance in Hundred Keywords</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ramon%20Hern%C3%A1n">Ramon Hernán</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Teresa%20Corzo"> Maria Teresa Corzo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines the impact and contribution of the main journals in the discipline of behavioral finance to determine the state of the art of the discipline and the growth lines and concepts studied to date. This is a unique and novel study given that a review of the discipline has not been carried out through the keywords of the articles that allows visualizing through this component of the research, which are the main topics of discussion and the relationships that arise between the concepts discussed. To carry out this study, 3,876 articles have been taken as a reference, which includes 15,859 keywords from the main journals responsible for the growth of the discipline.; Journal of Behavioral Finance, Review of Behavioral Finance, Journal of Behavioral and Experimental Economics, Journal of Behavioral and Experimental Economics and Review of Behavioral Finance. The results indicate which are the topics most covered in the discipline throughout the period from 2000 to 2020, how these concepts have been dealt with on a recurring basis along with others throughout the aforementioned period and how the different concepts have been grouped based on the keywords established by the authors for the classification of their articles with a network diagram to complete the analysis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=behavioral%20finance" title="behavioral finance">behavioral finance</a>, <a href="https://publications.waset.org/abstracts/search?q=keywords" title=" keywords"> keywords</a>, <a href="https://publications.waset.org/abstracts/search?q=co-words" title=" co-words"> co-words</a>, <a href="https://publications.waset.org/abstracts/search?q=top%20journals" title=" top journals"> top journals</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20visualization" title=" data visualization"> data visualization</a> </p> <a href="https://publications.waset.org/abstracts/142994/behavioral-finance-in-hundred-keywords" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142994.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">191</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">1889</span> Investigation of the Physical Computing in Computational Thinking Practices, Computer Programming Concepts and Self-Efficacy for Crosscutting Ideas in STEM Content Environments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sarantos%20Psycharis">Sarantos Psycharis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Physical Computing, as an instructional model, is applied in the framework of the Engineering Pedagogy to teach “transversal/cross-cutting ideas” in a STEM content approach. Labview and Arduino were used in order to connect the physical world with real data in the framework of the so called Computational Experiment. Tertiary prospective engineering educators were engaged during their course and Computational Thinking (CT) concepts were registered before and after the intervention across didactic activities using validated questionnaires for the relationship between self-efficacy, computer programming, and CT concepts when STEM content epistemology is implemented in alignment with the Computational Pedagogy model. Results show a significant change in students’ responses for self-efficacy for CT before and after the instruction. Results also indicate a significant relation between the responses in the different CT concepts/practices. According to the findings, STEM content epistemology combined with Physical Computing should be a good candidate as a learning and teaching approach in university settings that enhances students’ engagement in CT concepts/practices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=arduino" title="arduino">arduino</a>, <a href="https://publications.waset.org/abstracts/search?q=computational%20thinking" title=" computational thinking"> computational thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20programming" title=" computer programming"> computer programming</a>, <a href="https://publications.waset.org/abstracts/search?q=Labview" title=" Labview"> Labview</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM" title=" STEM"> STEM</a> </p> <a href="https://publications.waset.org/abstracts/115828/investigation-of-the-physical-computing-in-computational-thinking-practices-computer-programming-concepts-and-self-efficacy-for-crosscutting-ideas-in-stem-content-environments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/115828.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">113</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">1888</span> Implementing Online Blogging in Specific Context Using Process-Genre Writing Approach in Saudi EFL Writing Class to Improve Writing Learning and Teaching Quality</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sultan%20Samah%20A.%20Alenezi">Sultan Samah A. Alenezi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many EFL teachers are eager to look into the best way to suit the needs of their students in EFL writing courses. Numerous studies suggest that online blogging may present a social interaction opportunity for EFL writing students. Additionally, it can foster peer collaboration and social support in the form of scaffolding, which, when viewed from the perspective of socio-cultural theory, can boost social support and foster the development of students' writing abilities. This idea is based on Vygotsky's theories, which emphasize how collaboration and social interaction facilitate effective learning. In Saudi Arabia, students are taught to write using conventional methods that are totally under the teacher's control. Without any peer contact or cooperation, students are spoon-fed in a passive environment. This study included the cognitive processes of the genre-process approach into the EFL writing classroom to facilitate the use of internet blogging in EFL writing education. Thirty second-year undergraduate students from the Department of Languages and Translation at a Saudi college participated in this study. This study employed an action research project that blended qualitative and quantitative methodologies to comprehend Saudi students' perceptions and experiences with internet blogging in an EFL process-genre writing classroom. It also looked at the advantages and challenges people faced when blogging. They included a poll, interviews, and blog postings made by students. The intervention's outcomes showed that merging genre-process procedures with blogging was a successful tactic, and the Saudi students' perceptions of this method of online blogging for EFL writing were quite positive. The socio-cultural theory constructs that Vygotsky advocates, such as scaffolding, collaboration, and social interaction, were also improved by blogging. These elements demonstrated the improvement in the students' written, reading, social, and collaborative thinking skills, as well as their positive attitudes toward English-language writing. But the students encountered a variety of problems that made blogging difficult for them. These problems ranged from technological ones, such sluggish internet connections, to learner inadequacies, like a lack of computer know-how and ineffective time management. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blogging" title="blogging">blogging</a>, <a href="https://publications.waset.org/abstracts/search?q=process-gnere%20approach" title=" process-gnere approach"> process-gnere approach</a>, <a href="https://publications.waset.org/abstracts/search?q=saudi%20learenrs" title=" saudi learenrs"> saudi learenrs</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20quality" title=" writing quality"> writing quality</a> </p> <a href="https://publications.waset.org/abstracts/157041/implementing-online-blogging-in-specific-context-using-process-genre-writing-approach-in-saudi-efl-writing-class-to-improve-writing-learning-and-teaching-quality" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157041.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">121</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">1887</span> On the Relationship between the Concepts of "[New] Social Democracy" and "Democratic Socialism"</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gintaras%20Mitrulevi%C4%8Dius">Gintaras Mitrulevičius</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This text, which is based on the conference report, seeks to briefly examine the relationship between the concepts of social democracy and democratic socialism, drawing attention to the essential aspects of its development and, in particular, discussing the contradictions in the relationship between these concepts in the modern period. In the preparation of this text, such research methods as historical, historical-comparative methods were used, as well as methods of analyzing, synthesizing, and generalizing texts. The history of the use of terms in social democracy and democratic socialism shows that these terms were used alternately and almost synonymously. At the end of the 20th century, traditional social democracy was transformed into the so-called "new social democracy." Many of the new social democrats do not consider themselves democratic socialists and avoid the historically characteristic identification of social democracy with democratic socialism. It has become quite popular to believe that social democracy is a separate ideology from democratic socialism. Or that it has become a variant of the ideology of liberalism. This is a testimony to the crisis of ideological self-awareness of social democracy. Since the beginning of the 21st century, social democracy has also experienced a growing crisis of electoral support. This, among other things, led to her slight shift to the left. In this context, some social democrats are once again talking about democratic socialism. The rise of the ideas of democratic socialism in the United States was catalyzed by Bernie Sanders. But the proponents of democratic socialism in the United States have different concepts of democratic socialism. In modern Europe, democratic socialism is also spoken of by leftists of non-social democratic origin, whose understanding is different from that of democratic socialism inherent in classical social democracy. Some political scientists also single out the concepts in question. Analysis of the problem shows that there are currently several concepts of democratic socialism on the spectrum of the political left, both social-democratic and non-social-democratic. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=democratic%20socializm" title="democratic socializm">democratic socializm</a>, <a href="https://publications.waset.org/abstracts/search?q=socializm" title=" socializm"> socializm</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20democracy" title=" social democracy"> social democracy</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20social%20democracy" title=" new social democracy"> new social democracy</a>, <a href="https://publications.waset.org/abstracts/search?q=political%20ideologies" title=" political ideologies"> political ideologies</a> </p> <a href="https://publications.waset.org/abstracts/158331/on-the-relationship-between-the-concepts-of-new-social-democracy-and-democratic-socialism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158331.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">113</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">1886</span> Low Power Consuming Electromagnetic Actuators for Pulsed Pilot Stages</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Honarpardaz">M. Honarpardaz</a>, <a href="https://publications.waset.org/abstracts/search?q=Z.%20Zhang"> Z. Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Derkx"> J. Derkx</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Trang%C3%A4rd"> A. Trangärd</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Larsson"> J. Larsson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Pilot stages are one of the most common positioners and regulators in industry. In this paper, we present two novel concepts for pilot stages with low power consumption to regulate a pneumatic device. Pilot 1, first concept, is designed based on a conventional frame core electro-magnetic actuator and a leaf spring to control the air flow and pilot 2 has an axisymmetric actuator and spring made of non-oriented electrical steel. Concepts are simulated in a system modeling tool to study their dynamic behavior. Both concepts are prototyped and tested. Experimental results are comprehensively analyzed and compared. The most promising concept that consumes less than 8 mW is highlighted and presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=electro-magnetic%20actuator" title="electro-magnetic actuator">electro-magnetic actuator</a>, <a href="https://publications.waset.org/abstracts/search?q=multidisciplinary%20system" title=" multidisciplinary system"> multidisciplinary system</a>, <a href="https://publications.waset.org/abstracts/search?q=low%20power%20consumption" title=" low power consumption"> low power consumption</a>, <a href="https://publications.waset.org/abstracts/search?q=pilot%20stage" title=" pilot stage"> pilot stage</a> </p> <a href="https://publications.waset.org/abstracts/67808/low-power-consuming-electromagnetic-actuators-for-pulsed-pilot-stages" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67808.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">258</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">1885</span> The Concepts of Ibn Taymiyyah in Halal and Haram and Their Relevance to Contemporary Issues</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Fakhrul%20Arrazi">Muhammad Fakhrul Arrazi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Ibn Taymiyyah is a great figure in Islam. His works have become the reference for many Muslims in implementing the fiqh of Ibadah and Muamalat. This article reviews the concepts that Ibn Taymiyyah has initiated in Halal and Haram, long before the books on Halal and Haram are written by contemporary scholars. There are at least four concepts of Halal and Haram ever spawned by Ibn Taymiyyah. First, the belief of a jurist (Faqih) in a matter that is Haram does not necessarily make the matter Haram. Haram arises from the Quran, Sunnah, Ijma’ and Qiyas as the tarjih. Due to the different opinions among the ulama, we should revisit this concept. Second, if a Muslim involves in a transaction (Muamalat), believes it permissible and gets money from such transaction, then it is legal for other Muslims to transact with the property of this Muslim brother, even if he does not believe that the transactions made by his Muslims brother are permissible. Third, Haram is divided into two; first is Haram because of the nature of an object, such as carrion, blood, and pork. If it is mixed with water or food and alters their taste, color, and smell, the food and water become Haram. Second is Haram because of the way it is obtained such as a stolen item and a broken aqad. If it is mixed with the halal property, the property does not automatically become Haram. Fourth, a treasure whose owners cannot be traced back then it is used for the benefit of the ummah. This study used the secondary data from the classics books by Ibn Taymiyyah, particularly those entailing his views on Halal and Haram. The data were then analyzed by using thematic and comparative approach. It is found that most of the concepts proposed by Ibn Taymiyyah in Halal and Haram correspond the majority’s views in the schools. However, some of his concepts are also in contrary to other scholars. His concepts will benefit the ummah, should it be applied to the contemporary issues. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fiqh%20Muamalat" title="fiqh Muamalat">fiqh Muamalat</a>, <a href="https://publications.waset.org/abstracts/search?q=halal" title=" halal"> halal</a>, <a href="https://publications.waset.org/abstracts/search?q=haram" title=" haram"> haram</a>, <a href="https://publications.waset.org/abstracts/search?q=Ibn%20Taymiyyah" title=" Ibn Taymiyyah"> Ibn Taymiyyah</a> </p> <a href="https://publications.waset.org/abstracts/88560/the-concepts-of-ibn-taymiyyah-in-halal-and-haram-and-their-relevance-to-contemporary-issues" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88560.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">183</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">1884</span> Prospective Mathematics Teachers' Content Knowledge on the Definition of Limit and Derivative</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Reyhan%20Tekin%20Sitrava">Reyhan Tekin Sitrava</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teachers should have robust and comprehensive content knowledge for effective mathematics teaching. It was explained that content knowledge includes knowing the facts, truths, and concepts; explaining the reasons behind these facts, truths and concepts, and making relationship between the concepts and other disciplines. By virtue of its importance, it will be significant to explore teachers and prospective teachers’ content knowledge related to variety of topics in mathematics. From this point of view, the purpose of this study was to investigate prospective mathematics teachers’ content knowledge. Particularly, it was aimed to reveal the prospective teachers’ knowledge regarding the definition of limit and derivate. To achieve the purpose and to get in-depth understanding, a qualitative case study method was used. The data was collected from 34 prospective mathematics teachers through a questionnaire containing 2 questions. The first question required the prospective teachers to define the limit and the second one required to define the derivative. The data was analyzed using content analysis method. Based on the analysis of the data, although half of the prospective teachers (50%) could write the definition of the limit, nine prospective teachers (26.5%) could not define limit. However, eight prospective teachers’ definition was regarded as partially correct. On the other hand, twenty-seven prospective teachers (79.5%) could define derivative, but seven of them (20.5%) defined it partially. According to the findings, most of the prospective teachers have robust content knowledge on limit and derivative. This result is important because definitions have a virtual role in learning and teaching of mathematics. More specifically, definition is starting point to understand the meaning of a concept. From this point of view, prospective teachers should know the definitions of the concepts to be able to teach them correctly to the students. In addition, they should have knowledge about the relationship between limit and derivative so that they can explain these concepts conceptually. Otherwise, students may memorize the rules of calculating the derivative and the limit. In conclusion, the present study showed that most of the prospective mathematics teachers had enough knowledge about the definition of derivative and limit. However, the rest of them should learn their definition conceptually. The examples of correct, partially correct, and incorrect definition of both concepts will be presented and discussed based on participants’ statements. This study has some implications for instructors. Instructors should be careful about whether students learn the definition of these concepts or not. In order to this, the instructors may give prospective teachers opportunities to discuss the definition of these concepts and the relationship between the concepts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=content%20knowledge" title="content knowledge">content knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=derivative" title=" derivative"> derivative</a>, <a href="https://publications.waset.org/abstracts/search?q=limit" title=" limit"> limit</a>, <a href="https://publications.waset.org/abstracts/search?q=prospective%20mathematics%20teachers" title=" prospective mathematics teachers"> prospective mathematics teachers</a> </p> <a href="https://publications.waset.org/abstracts/89307/prospective-mathematics-teachers-content-knowledge-on-the-definition-of-limit-and-derivative" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89307.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">221</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">1883</span> How to Modernise the ECN</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dorota%20Galeza">Dorota Galeza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper argues that networks, such as the ECN and the American network, are affected by certain small events which are inherent to path dependence and preclude the full evolution towards efficiency. It is advocated that the American network is superior to the ECN in many respects due to its greater flexibility and longer history. This stems in particular from the creation of the American network, which was based on a small number of cases. Such structure encourages further changes and modifications which are not necessarily radical. The ECN, by contrast, was established by legislative action, which explains its rigid structure and resistance to change. It might be the case that the ECN is subject not so much to path dependence but to past dependence. It might have to be replaced, as happened to its predecessor. This paper is an attempt to transpose the superiority of the American network on to the ECN. It looks at concepts such as judicial cooperation, harmonization of procedure, peer review and regulatory impact assessments (RIAs), and dispute resolution procedures. The aim is to adopt these concepts into the EU setting without recourse to legal transplantation. The major difficulty is that many of these concepts have been tested only in the US and it is difficult to tell whether they could be modified to meet EU standards. Concepts such as judicial cooperation might be difficult due to different language traditions in EU member states. It is hoped that greater flexibility, as in the American network, would boost legitimacy and transparency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ECN" title="ECN">ECN</a>, <a href="https://publications.waset.org/abstracts/search?q=networks" title=" networks"> networks</a>, <a href="https://publications.waset.org/abstracts/search?q=regulation" title=" regulation"> regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=competition" title=" competition"> competition</a> </p> <a href="https://publications.waset.org/abstracts/3056/how-to-modernise-the-ecn" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3056.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> <ul class="pagination"> <li class="page-item 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