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environmental</title> <meta name="description" content="Search results for: physical environmental"> <meta name="keywords" content="physical environmental"> <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 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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="physical environmental"> <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> 2724</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: physical environmental</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2724</span> Whole School Environmental Mapping Framework in Preventing Childhood Obesity in Selangor </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20A.%20M.%20Hayati%20Adilin">M. A. M. Hayati Adilin</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Ajau"> D. Ajau</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20S.%20Siti%20Khuzaimah"> A. S. Siti Khuzaimah</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Mastura"> K. Mastura</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Nik%20Muhammad%20Syafiq"> R. Nik Muhammad Syafiq</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20N.%20Noor%20Fatin%20Nadiah"> M. N. Noor Fatin Nadiah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The school environment is one of many factors related to the increment of overweight and obesity among children. There is an evidence to suggest that the school environmental factor has an independent effect towards health-related behaviour of children and school culture. It may have a significant impact towards the emergence of childhood obesity through their influence on eating pattern and physical activity level. The objective of this study is to identify the school environmental factors (i.e. physical, economic, political and socio-cultural) towards healthy eating and physical activity of urban and rural primary school children in preventing childhood obesity. This can be identified by examining the compliance of rural and urban school environment with whole-school environmental mapping framework. The study design was a cross-sectional study. A total of 60 schools were randomly selected (30 urban and 30 rural) in Selangor, Western Peninsular Malaysia in 2013 and 60 teachers (responsible for student affairs and the school curriculum) have been interviewed face to face by using a whole school mapping questionnaire followed by observation of the school environment . This study has demonstrated that schools in both areas (rural and urban) comply mostly with the physical environmental mapping (83.3%), followed by socio-cultural environmental mapping, 65%. Meanwhile, the political environmental mappings in both urban and rural schools show a low compliance percentage, which is 56.7%. For economic environmental mapping, only 10% of both schools are complied. As a conclusion, this study has demonstrated that schools in both areas do not fully comply with the whole school environmental mapping framework, especially economic and political. However, holistic approach is needed and many improvements can be proposed to promote healthy eating and physical activities among school children. Government, families and schools as well as communities and the media should be included together with any strategies for preventing childhood obesity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=childhood%20obesity" title="childhood obesity">childhood obesity</a>, <a href="https://publications.waset.org/abstracts/search?q=healthy%20eating" title=" healthy eating"> healthy eating</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20activity" title=" physical activity"> physical activity</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20environment" title=" school environment "> school environment </a> </p> <a href="https://publications.waset.org/abstracts/17248/whole-school-environmental-mapping-framework-in-preventing-childhood-obesity-in-selangor" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17248.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">511</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">2723</span> Evaluation of the Ardabil City Environmental Potential for Urban Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seiied%20Taghi%20Seiied%20Safavian">Seiied Taghi Seiied Safavian</a>, <a href="https://publications.waset.org/abstracts/search?q=Ebrahim%20Fataei"> Ebrahim Fataei</a>, <a href="https://publications.waset.org/abstracts/search?q=Taghi%20Ebadi"> Taghi Ebadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Urbanized population increasing has been a major driving force for physical development and expansion. In this regard, selecting optimal management strategies for sustainable development of cities as the most important population centers has gotten more attention by the city managers. One of the most important issues in planning a sustainable development is environmental sustainability. In this research, identifying the optimal physical development strategies of Ardabil city in the future condition have been investigated based on land-use planning principles and regularities. Determination of suitable lands of urban development was conducted through natural variables comprised of slope, topography, geology, distance from fault, underground water's depth, land-use strategies and earth shape using hierarchical process method (AHP) in Geographical information system (GIS). Region's potential capabilities and talents were estimated by environmental elements extraction and its measurement based on environmental criteria. Consequently, specified suitable areas for Ardabil city development were introduced. Results of this research showed that the northern part of the Ardabil city is the most suitable sites for physical development of this city regarding the environmental sustainability criteria. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=urban%20development" title="urban development">urban development</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20sustainability" title=" environmental sustainability"> environmental sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=Ardabil%20city" title=" Ardabil city"> Ardabil city</a>, <a href="https://publications.waset.org/abstracts/search?q=AHP" title=" AHP"> AHP</a>, <a href="https://publications.waset.org/abstracts/search?q=GIS" title=" GIS "> GIS </a> </p> <a href="https://publications.waset.org/abstracts/34325/evaluation-of-the-ardabil-city-environmental-potential-for-urban-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34325.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">430</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">2722</span> The Effect of Physical and Functional Structure on Citizens` Social Behavior: Case Study of Valiasr Crossroads, Tehran, Iran</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seyedeh%20Samaneh%20Hosseini%20Yousefi">Seyedeh Samaneh Hosseini Yousefi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Space does not play role just in mentioning the place or locations. It also takes part in people attendance and social structures. Urban space is of substantial aspects of city which is a public sphere for free and unlimited appearance of citizens. Along with such appearances and regarding physical, environmental and functional conditions, different personal and social behaviors can be seen and analyzed toward people. The main principle of an urban space is including social relations and communications. In this survey, urban space has been referred to one in which physical, environmental and functional attractions cause pause and staying of people. Surveys have shown that urban designers have discussed about place more than architects or planners. With attention to mutual relations between urban space, society and civilization, proper policy making and planning are essential due to achieving an ideal urban space. The survey has been decided to analyze the effect of functional and physical structure of urban spaces on citizens' social behaviors. Hence, Valiasr crossroads, Tehran identified public space, has been selected in which analytic-descriptive method utilized. To test the accuracy of assumptions, statistical test has been accomplished by SPSS. Findings have shown that functional structure affects social behaviors, relations, integration and participation more than physical structure does. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=citizens%27%20social%20behavior" title="citizens' social behavior">citizens' social behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=functional%20structure" title=" functional structure"> functional structure</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20structure" title=" physical structure"> physical structure</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20space" title=" urban space "> urban space </a> </p> <a href="https://publications.waset.org/abstracts/16235/the-effect-of-physical-and-functional-structure-on-citizens-social-behavior-case-study-of-valiasr-crossroads-tehran-iran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16235.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">499</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">2721</span> Level of Physical Activity and Physical Fitness, and Attitudes towards Physical Activity among Senior Medical Students of Sultan Qaboos University, Sultanate of Oman</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hajar%20Al%20Rajaibi">Hajar Al Rajaibi</a>, <a href="https://publications.waset.org/abstracts/search?q=Kawla%20Al%20Toubi"> Kawla Al Toubi</a>, <a href="https://publications.waset.org/abstracts/search?q=Saeed%20Al%20Jaadi"> Saeed Al Jaadi</a>, <a href="https://publications.waset.org/abstracts/search?q=Deepali%20Jaju"> Deepali Jaju</a>, <a href="https://publications.waset.org/abstracts/search?q=Sanjay%20Jaju"> Sanjay Jaju</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: The available evidence in Oman on lack of physical activity call for immediate intervention. Physical activity counseling by doctors to their patients is influenced by their attitudes and personal physical fitness. To our best knowledge, the physical activity status of Omani medical students has not been addressed before. These future doctors will have a critical role in improving physical activity in patients and thus their overall health. Objective: The aim of the study is to assess the physical activity level, physical fitness level, and attitudes towards physical activity among Sultan Qaboos University senior medical students. Methods: In this cross-sectional study (N=110; males 55), physical activity level was assessed using International Physical Activity Questionnaire (IPAQ ) short form and attitudes towards physical activity using a fifty-four-items Kenyon questionnaire. The physical fitness level was assessed by estimating maximal oxygen uptake (VO₂max) using Chester step test. Results: Female students reported more sitting time more than 7hr/day (85.5%) compared to male students (40%; p < 0.05). The IPAQ revealed moderate level of physical activity in 58% of students. Students showed a high positive attitude towards physical activity for health and fitness and low attitude for physical activity as tension and risk. Both female and male students had a similar level and attitude towards physical activity. Physical fitness level was excellent (VO₂max > 55ml O₂/kg/min) in 11% of students, good (VO₂max>44-54ml O₂/kg/min) in 49% and average to below-average in 40%. Objectively measured physical fitness level, subjectively reported physical activity level or attitudes towards physical activity were not correlated. Conclusion: Omani medical students have a positive attitude towards physical activity but moderate physical activity level. Longer sitting time in females need further evaluation. Efforts are required to understand reasons for present physical activity level and to promote good physical activity among medical students by creating more awareness and facilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chester%20step%20test" title="Chester step test">Chester step test</a>, <a href="https://publications.waset.org/abstracts/search?q=Kenyon%20scale" title=" Kenyon scale"> Kenyon scale</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20students" title=" medical students"> medical students</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20activity" title=" physical activity"> physical activity</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20fitness" title=" physical fitness"> physical fitness</a> </p> <a href="https://publications.waset.org/abstracts/110676/level-of-physical-activity-and-physical-fitness-and-attitudes-towards-physical-activity-among-senior-medical-students-of-sultan-qaboos-university-sultanate-of-oman" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110676.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">153</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">2720</span> Physical Fitness Activities for Elementary School Pupils of Matacon Elementary School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ariel%20B.%20Domagsang">Ariel B. Domagsang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study dealt with the physical fitness activities for elementary school pupils of Matacon Elementary School, Polangui South District, Albay Division are presented in this chapter. Specifically, it looked into the pre-post test performance based on the Physical Fitness Test which were subjected to statistical significant test of difference including health- and skill-related improvement. Finally, it came up with physical fitness activities to improve the physical fitness performance of the pupils. The descriptive method through survey using questionnaire-checklist, unstructured interview and document(ary) analysis were utilized in this research. There were 171 grades five and six pupil participants in this undertaking. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Matakon" title="Matakon">Matakon</a>, <a href="https://publications.waset.org/abstracts/search?q=fitness%20acitivities" title=" fitness acitivities"> fitness acitivities</a>, <a href="https://publications.waset.org/abstracts/search?q=elementary%20schools" title=" elementary schools"> elementary schools</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20fitness%20of%20pupils" title=" physical fitness of pupils"> physical fitness of pupils</a> </p> <a href="https://publications.waset.org/abstracts/20550/physical-fitness-activities-for-elementary-school-pupils-of-matacon-elementary-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20550.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">534</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">2719</span> Physical Activity, Exercise and Physical Fitness in Different Generation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carl%20J.%20Caspersen">Carl J. Caspersen</a>, <a href="https://publications.waset.org/abstracts/search?q=Kenneth%20E.%20Powell"> Kenneth E. Powell</a>, <a href="https://publications.waset.org/abstracts/search?q=Gregory%20M.%20Christenson"> Gregory M. Christenson</a>, <a href="https://publications.waset.org/abstracts/search?q=Kirupa%20V.%20Patel"> Kirupa V. Patel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> ‘Physical activity’, ‘exercise’, and ‘physical fitness’ are terms that describe different concepts. However, they are often confused with one another, and the terms are sometimes used interchangeably. This paper proposes definitions to distinguish them. Physical activity is defined as any bodily movement produced by skeletal muscles that result in energy expenditure. The energy expenditure can be measured in kilocalories. Physical activity in daily life can be categorized into occupational, sports, Conditioning, household, or other activities. Exercise is a subset of physical activity that is planned, structured, and repetitive and has as a final or an intermediate objective the improvement or maintenance of physical fitness. Physical fitness is a set of attributes that are either health- or skill-related. The degree to which people have these attributes can be measured with specific tests. These definitions are offered as an interpretational framework for comparing studies that relate physical activity, exercise, and physical fitness to health. Physical activity is defined as any bodily movement produced by skeletal muscles that require energy expenditure. Physical inactivity has been identified as the fourth leading risk factor for global mortality causing an estimated 3.2 million deaths globally. Regular moderate intensity physical activity – such as walking, cycling, or participating in sports – has significant benefits for health. For instance, it can reduce the risk of cardiovascular diseases, diabetes, colon and breast cancer, and depression. Moreover, adequate levels of physical activity will decrease the risk of a hip or vertebral fracture and help control weight. Any bodily movement produced by the contraction of skeletal muscle that increases energy expenditure above a basal level. In these guidelines, physical activity generally refers to the subset of physical activity that enhances health. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=physical%20activity" title="physical activity">physical activity</a>, <a href="https://publications.waset.org/abstracts/search?q=exercise" title=" exercise"> exercise</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20fitness" title=" physical fitness"> physical fitness</a>, <a href="https://publications.waset.org/abstracts/search?q=sports" title=" sports"> sports</a> </p> <a href="https://publications.waset.org/abstracts/58966/physical-activity-exercise-and-physical-fitness-in-different-generation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58966.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">361</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">2718</span> Physical Fitness Evaluation of Physical Education Teachers in Maktab Rendah Sains MARA (MRSM)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohamad%20Nizam%20Asmuni">Mohamad Nizam Asmuni</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Naszeri%20Salleh"> Ahmad Naszeri Salleh</a>, <a href="https://publications.waset.org/abstracts/search?q=Yunus%20Adam"> Yunus Adam</a>, <a href="https://publications.waset.org/abstracts/search?q=Azhar%20Yaacob"> Azhar Yaacob</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Hafiz%20Rosli"> Mohd Hafiz Rosli</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhamad%20Nazrul%20Hakim%20Abdullah"> Muhamad Nazrul Hakim Abdullah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Physical Education teacher at the school should have good physical fitness to educate and guide students in the school. Currently, there are no standards for the level of physical fitness for teachers who teaches physical education at the school. Therefore, this research is to determine the level of physical fitness of teacher of Physical Education at Maktab Rendah Sains MARA (MRSM). A total of 28 samples (18 men and 10 women, age 33 ± 4.91), teachers of physical education at MRSM, were randomly selected to participate in this study. Height, weight, body fat percentage, body mass index (BMI) and other physical testing are measured and recorded. The results showed that the average of body mass index (BMI) for teachers of Physical Education is 25.9 ± 4:57. Body mass index (BMI) of teachers can be categorized as pre-obese based on World Health Organization (WHO) guidelines. Body fat percentage for male (age; 34.3 ± 5.13) and female (age; 30.9 ± 3.81) teachers is 24.7% ± 6.54 and 30.6% ± 6.28, respectively. Male teachers were categorized as overfat, however, female teachers were categorized as healthy based on body fat ranges for standard adults at NY Obesity Research Center. Bleep test results show that the average Bleep test is level 4 and shuttle 2; average VO2max was 27.5 ± 5.94 L/min. Physical fitness and performance of physical education teachers at MRSM is much lower compared to the rugby junior athlete in University Putra Malaysia (UPM). Therefore, physical fitness of teachers must be improved to ensure the physical education classes at MRSM could be done better. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=physical%20fitness" title="physical fitness">physical fitness</a>, <a href="https://publications.waset.org/abstracts/search?q=BMI" title=" BMI"> BMI</a>, <a href="https://publications.waset.org/abstracts/search?q=bleep%20test" title=" bleep test"> bleep test</a>, <a href="https://publications.waset.org/abstracts/search?q=obesity" title=" obesity"> obesity</a> </p> <a href="https://publications.waset.org/abstracts/2059/physical-fitness-evaluation-of-physical-education-teachers-in-maktab-rendah-sains-mara-mrsm" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2059.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">371</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">2717</span> Competition as an Appropriate Instructional Practice in the Physical Education Environment: Reflective Experiences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=David%20Barney">David Barney</a>, <a href="https://publications.waset.org/abstracts/search?q=Francis%20Pleban"> Francis Pleban</a>, <a href="https://publications.waset.org/abstracts/search?q=Muna%20Muday"> Muna Muday</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to explore gender differences of former physical education students related to reflective experiences of competition in physical education learning environment. In the school environment, students are positioned in competitive situations, including in the physical education context. Therefore it is important to prepare future physical educators to address the role of competition in physical education. Participants for this study were 304 college-aged students and young adults (M = 1.53, SD = .500), from a private university and local community located in the western United States. When comparing gender, significant differences (p < .05) were reported for four (questions 5, 7, 12, and 14) of the nine scaling questions. Follow-up quantitative findings reported that males (41%) more than females (27%) witnessed fights in physical education environment during competitive games. Qualitative findings reported fighting were along the lines of verbal confrontation. Female participants tended to experience being excluded from games, when compared to male participants. Both male and female participants (total population; 95%, males; 98%; and females 92%) were in favor of including competition in physical education for students. Findings suggest that physical education teachers and physical education teacher education programs have a responsibility to develop gender neutral learning experiences that help students better appreciate the role competition plays, both in and out of the physical education classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competition" title="competition">competition</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20education" title=" physical education"> physical education</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20education%20teacher%20education" title=" physical education teacher education"> physical education teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a> </p> <a href="https://publications.waset.org/abstracts/67404/competition-as-an-appropriate-instructional-practice-in-the-physical-education-environment-reflective-experiences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67404.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">497</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">2716</span> Environmental Modeling of Storm Water Channels</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=L.%20Grinis">L. Grinis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Turbulent flow in complex geometries receives considerable attention due to its importance in many engineering applications. It has been the subject of interest for many researchers. Some of these interests include the design of storm water channels. The design of these channels requires testing through physical models. The main practical limitation of physical models is the so called “scale effect”, that is, the fact that in many cases only primary physical mechanisms can be correctly represented, while secondary mechanisms are often distorted. These observations form the basis of our study, which centered on problems associated with the design of storm water channels near the Dead Sea, in Israel. To help reach a final design decision we used different physical models. Our research showed good coincidence with the results of laboratory tests and theoretical calculations, and allowed us to study different effects of fluid flow in an open channel. We determined that problems of this nature cannot be solved only by means of theoretical calculation and computer simulation. This study demonstrates the use of physical models to help resolve very complicated problems of fluid flow through baffles and similar structures. The study applies these models and observations to different construction and multiphase water flows, among them, those that include sand and stone particles, a significant attempt to bring to the testing laboratory a closer association with reality. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=open%20channel" title="open channel">open channel</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20modeling" title=" physical modeling"> physical modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=baffles" title=" baffles"> baffles</a>, <a href="https://publications.waset.org/abstracts/search?q=turbulent%20flow" title=" turbulent flow"> turbulent flow</a> </p> <a href="https://publications.waset.org/abstracts/8029/environmental-modeling-of-storm-water-channels" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8029.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">284</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">2715</span> Physical Activity Interventions and Maternal Health Outcomes in Nigeria: A Meta-Analysis of Randomized Controlled Trials</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jamilu%20Lawal%20Ajiya">Jamilu Lawal Ajiya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Physical activity is essential for improving maternal health outcomes, particularly in low- and middle-income countries like Nigeria. Objective: The aim is to evaluate the effectiveness of physical activity interventions on maternal health outcomes among Nigerian pregnant women. Methods: Systematic review and meta-analysis of randomized controlled trials (RCTs) conducted in Nigeria, published in English, and focusing on physical activity and maternal health outcomes. Results: Ten RCTs (N=1,200) were included. Physical activity interventions significantly reduced the risk of gestational diabetes, hypertension and preterm birth. Also, the study found that brisk walking and aerobic exercise were more effective than yoga. Conclusion: Physical activity interventions improve maternal health outcomes among Nigerian pregnant women. Policy changes and public health programs should prioritize physical activity promotion during pregnancy. This study informs healthcare providers, policymakers, and researchers on the effectiveness of physical activity interventions in improving maternal health outcomes in Nigeria. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=physical%20activity" title="physical activity">physical activity</a>, <a href="https://publications.waset.org/abstracts/search?q=maternal%20health" title=" maternal health"> maternal health</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a>, <a href="https://publications.waset.org/abstracts/search?q=randomized%20controlled%20trials" title=" randomized controlled trials"> randomized controlled trials</a> </p> <a href="https://publications.waset.org/abstracts/192243/physical-activity-interventions-and-maternal-health-outcomes-in-nigeria-a-meta-analysis-of-randomized-controlled-trials" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192243.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">23</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">2714</span> Physical Activity Participation Levels as Correlates of Cardiorespiratory Fitness of Senior High School Teachers in the Dormaa East District</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Isaac%20Yeboah">Isaac Yeboah</a>, <a href="https://publications.waset.org/abstracts/search?q=Emmanuel%20Osei%20Sarpong"> Emmanuel Osei Sarpong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Physical activity (PA) is considered the best preventative tool for maintaining physical health and extending lifespan because it offers a range of benefits. However, for people to benefit from physical activity, it must be done at a level that can enhance fitness, health, and overall well-being. Therefore, this study aimed to determine the link between physical activity participation levels and cardiorespiratory fitness (CRF). The study employed the descriptive correlational design. The census sampling technique included all 190-teaching staff from the two senior high schools in the Dormaa East District. An adapted International Physical Activity Questionnaire (IPAQ) and standardized physical fitness tests were used for data collection. Descriptive statistics of frequency counts and percentages were used to answer the research questions while inferential statistics of Pearson Product Moment Correlation and the independent sample t-test were used to test hypotheses one and two respectively. A moderately negative (r = -.156) relationship existed between physical activity participation levels and CRF. Female teachers demonstrated a statistically significant value (p = .045) than males. The study concluded that the reported physical activity levels of the teachers did not reflect their CRF. The implication is that either the participants overestimated their physical activity participation levels, or the intensity of the activities was not high enough to affect physiological changes. For the teachers' CRF to improve, it was suggested, among other things, that regular physical activity sessions of the appropriate mixes of FITT be organized. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=physical%20activity" title="physical activity">physical activity</a>, <a href="https://publications.waset.org/abstracts/search?q=participation%20levels" title=" participation levels"> participation levels</a>, <a href="https://publications.waset.org/abstracts/search?q=cardiorespiratory%20fitness" title=" cardiorespiratory fitness"> cardiorespiratory fitness</a>, <a href="https://publications.waset.org/abstracts/search?q=sedentary%20lifestyle" title=" sedentary lifestyle"> sedentary lifestyle</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a> </p> <a href="https://publications.waset.org/abstracts/179393/physical-activity-participation-levels-as-correlates-of-cardiorespiratory-fitness-of-senior-high-school-teachers-in-the-dormaa-east-district" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179393.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">69</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">2713</span> Role of Physical Appearance in Associating People with a Group Identity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gurleen%20Kaur">Gurleen Kaur</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Being tall-short, fat-thin, black-white, etc. is an inevitable part of how people perceive you. This association of people with your external appearance carves out an identity for you. This paper will look at the reasons why people relate a person to a particular categorization on the basis of his/her physical appearance. The paper delves into reasons for this categorization into groups: Subconscious grouping, personal gain, ease of relating to the group, and social acceptance. Development of certain unique physical features also leads to a person relating himself to a collective identity. Thus, this paper will support the fact that physical appearance plays a crucial role in categorization of people into groups and hence forming a group identity for them. This paper is divided into three parts. The first part will discuss what physical appearance is and how is it linked to our daily lives. The second part will talk about why it works i.e. why this factor of external appearance is important in formation of identity. The last part will talk about the factors which lead to categorization of identity because of physical appearance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=group%20identity" title="group identity">group identity</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20appearance" title=" physical appearance"> physical appearance</a>, <a href="https://publications.waset.org/abstracts/search?q=subconscious%20grouping" title=" subconscious grouping"> subconscious grouping</a>, <a href="https://publications.waset.org/abstracts/search?q=collective%20identity" title=" collective identity "> collective identity </a> </p> <a href="https://publications.waset.org/abstracts/31643/role-of-physical-appearance-in-associating-people-with-a-group-identity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31643.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">419</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">2712</span> Interdisciplinary Integrated Physical Education Program Using a Philosophical Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ellie%20Abdi">Ellie Abdi</a>, <a href="https://publications.waset.org/abstracts/search?q=Susana%20Juniu"> Susana Juniu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this presentation is to describe an interdisciplinary teaching program that integrates physical education concepts using a philosophical approach. The presentation includes a review of: a) the philosophy of American education, b) the philosophy of sports and physical education, c) the interdisciplinary physical education program, d) professional development programs, (e) the Success of this physical education program, f) future of physical education. This unique interdisciplinary program has been implemented in an urban school physical education discipline in East Orange, New Jersey for over 10 years. During the program the students realize that the bodies go through different experiences. The body becomes a place where a child can recognize in an enjoyable way to express and perceive particular feelings or mental states. Children may distinguish themselves to have high abilities in the social or other domains but low abilities in the field of athletics. The goal of this program for the individuals is to discover new skills, develop and demonstrate age appropriate mastery level at different tasks, therefore the program consists of 9 to 12 sports, including many game. Each successful experience increases the awareness ability. Engaging in sports and physical activities are social movements involving groups of children in situations such as teams, friends, and recreational settings, which serve as a primary socializing agent for teaching interpersonal skills. As a result of this presentation the audience will reflect and explore how to structure a physical education program to integrate interdisciplinary subjects with philosophical concepts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interdisciplinary%20disciplines" title="interdisciplinary disciplines">interdisciplinary disciplines</a>, <a href="https://publications.waset.org/abstracts/search?q=philosophical%20concepts" title=" philosophical concepts"> philosophical concepts</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20education" title=" physical education"> physical education</a>, <a href="https://publications.waset.org/abstracts/search?q=interdisciplinary%20teaching%20program" title=" interdisciplinary teaching program"> interdisciplinary teaching program</a> </p> <a href="https://publications.waset.org/abstracts/4162/interdisciplinary-integrated-physical-education-program-using-a-philosophical-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4162.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">494</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">2711</span> To Assess Variables Related to Self-Efficacy for Increasing Physical Activity in Advanced-Stage Cancer Patients</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Nikpour">S. Nikpour</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Vahidi"> S. Vahidi</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20Haghani"> H. Haghani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Exercise has mental and physical health benefits for patients with advanced stage cancer who actively receive chemotherapy, yet little is known about patients’ levels of interest in becoming more active or their confidence in increasing their activity level. Methods and materials: A convenience sample of 200 patients with advanced-stage cancer who were receiving chemotherapy completed self-report measures assessing physical activity level, mood, and quality-of-life variables. Qualitative data on patient-perceived benefits of, and barriers to, physical activity also were collected, coded by independent raters, and organized by predominant themes. Results: Current physical activity level, physical activity outcome expectations, and positive mood were significantly associated with self-efficacy. Fatigue was the most frequently listed barrier to physical activity; improved physical strength and health were the most commonly listed benefits. Participants identified benefits related to both general health and cancer-symptom management that were related to exercise. 59.5% of participants reported that they were seriously planning to increase or maintain their physical activity level, and over 40% reported having interest in receiving an intervention to become more active. Conclusion: These results suggested that many advanced-stage cancer patients who receive chemotherapy are interested in maintaining or increasing their physical activity level and in receiving professional support for exercise. In addition, these individuals identified general health and cancer-specific benefits of, and barriers to, physical activity. Future research will investigate how these findings may be incorporated into physical activity interventions for advanced-stage oncology patients receiving medical treatment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=physical%20activity" title="physical activity">physical activity</a>, <a href="https://publications.waset.org/abstracts/search?q=cancer" title=" cancer"> cancer</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a> </p> <a href="https://publications.waset.org/abstracts/6916/to-assess-variables-related-to-self-efficacy-for-increasing-physical-activity-in-advanced-stage-cancer-patients" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6916.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">533</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">2710</span> Assesment of Quality of Life among Iranian Male Amateur Athletes via WHOQOL-Brief</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shirko%20Ahmadi">Shirko Ahmadi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Fallahi"> Ahmad Fallahi</a>, <a href="https://publications.waset.org/abstracts/search?q=Marco%20C.%20Uchida"> Marco C. Uchida</a>, <a href="https://publications.waset.org/abstracts/search?q=Gustavo%20L.%20Gutierrez"> Gustavo L. Gutierrez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aims of the present study are to assess and compare the health habits and quality of life (QoL) of Iranian amateur athletes in different sports. A total of 120 male amateur athletes between 17 and 31 years, engaged in 16 kinds of sports which include team (n=44), individual (n=40) and combat sports (n=36) from sports clubs in the west cities of Iran; and also those not involved in any competition in the past. Additionally, this is a cross-sectional, descriptive observational study, which the subjects completed the WHOQOL-brief questionnaire to evaluate QoL. The questionnaire is composed of 26 questions in four domains (physical health, psychological, social and environmental domains), that was applied in the Persian language. Information on the frequency and duration of training sessions were also collected. The Shapiro-Wilk test was used to verify normal distribution, followed by the chi-squared test for proportions and simple analysis of variance for comparisons between groups of sports. Pearson’s correlation was used to assess the relationships between the variables analyzed. According to the findings, those from individual sports obtained highest points in the all domains of QoL; physical domains (87.1 ± 8.1 point), psychological domains (87.6 ± 9.6 point), social domains (89.7 ± 9.2 point), environmental domains (75.5± 10.7 point) and overall QoL score (84.9 ± 9.4 point). Generally, social domains were the highest QoL index (84.3 ± 7.2 points), and environmental domains were the lowest QoL index (68.1 ± 10.8 points), in all of the sports. No correlations were found between QoL domains and time engaged in the sport (r = 0.01; p = 0.93), number of weekly training sessions (r = 0.09; p = 0.37) and session duration (r = -0.06; p= 0.58). Comparison of QoL results with those of the general population revealed higher levels in the physical and psychological components of amateur athletes. In the present study, engaging in sports was associated with higher QoL levels in amateur athletes, particularly in the physical and psychological domains. Moreover, correlations were found between the overall score and domains of QoL. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=amateur" title="amateur">amateur</a>, <a href="https://publications.waset.org/abstracts/search?q=domains" title=" domains"> domains</a>, <a href="https://publications.waset.org/abstracts/search?q=Iranian" title=" Iranian"> Iranian</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20life" title=" quality of life "> quality of life </a> </p> <a href="https://publications.waset.org/abstracts/84114/assesment-of-quality-of-life-among-iranian-male-amateur-athletes-via-whoqol-brief" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84114.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">152</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">2709</span> Integrated Environmental Management System and Environmental Impact Assessment in Evaluation of Environmental Protective Action </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Moustafa%20Osman">Moustafa Osman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper describes and analyses different good practice examples of protective levels, and initiatives actions (“framework conditions”) and encourages the uptake of environmental management systems (EMSs) to small and medium-sized enterprises (SMEs). Most of industries tend to take EMS as tools leading towards sustainability planning. The application of these tools has numerous environmental obligations that neither suggests decision nor recommends what a company should achieve ultimately. These set up clearly defined criteria to evaluate environmental protective action (EEPA) into sustainability indicators. The physical integration will evaluate how to incorporate traditional knowledge into baseline information, preparing impact prediction, and planning mitigation measures in monitoring conditions. Thereby efforts between the government, industry and community led protective action to concern with present needs for future generations, meeting the goal of sustainable development. The paper discusses how to set out distinct aspects of sustainable indicators and reflects inputs, outputs, and modes of impact on the environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=environmental%20management" title="environmental management">environmental management</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=indicators" title=" indicators"> indicators</a>, <a href="https://publications.waset.org/abstracts/search?q=protective%20action" title=" protective action"> protective action</a> </p> <a href="https://publications.waset.org/abstracts/5520/integrated-environmental-management-system-and-environmental-impact-assessment-in-evaluation-of-environmental-protective-action" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5520.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">443</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">2708</span> Nurses' Knowledge and Attitudes toward the Use of Physical Restraints</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fatema%20Salman">Fatema Salman</a>, <a href="https://publications.waset.org/abstracts/search?q=Ridha%20Hammam"> Ridha Hammam</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatima%20Khairallah"> Fatima Khairallah</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatima%20Aradi"> Fatima Aradi</a>, <a href="https://publications.waset.org/abstracts/search?q=Nafeesa%20Abdulla"> Nafeesa Abdulla</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20Alsafar"> Mohammed Alsafar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: This study aims at measuring the extent of nurses’ knowledge and attitudes toward the use of physical restraints in different hospital wards at Salmaniya Medical Complex (SMC). Background: The habitual use of physical restraint is a widespread practice among nurses working in the clinical settings. Restraints inflict many deleterious consequences on patients physically and psychologically which in turn increases their morbidity and mortality risk and jeopardizes care quality. Nurses’ knowledge and attitudes toward physical restraints are crucial determinants of the persistence of this practice. Literature review: the evidence of lack of knowledge among nurses regarding the use of physical restraints is overwhelming in various clinical settings, especially in two main areas which are the negative consequences and the available alternatives to physical restraints. Studies explored nurses’ attitudes toward physical restraints yielded inconsistent findings. Equally comparable, some studies found that nurses hold positive attitudes toward the use of physical restraints while some others reported just the opposite. Methods: Self-administered knowledge and attitudes scales to 106 nurses working in the SMC. Findings: nurses hold the moderate level of knowledge about restraints (M=58%) with weak negative attitudes (M = -20%) toward using it. Significant moderately-strong negative correlation (r= -0.57, r2= 0.32, p= 0.000) was uncovered between nurses knowledge and their attitudes which provided an empirical explanation of this phenomenon (use of physical restraints). Recommendations: Induction of awareness program that especially focuses on the negative consequences and encourages the use of alternatives is an evident need. This effort necessarily should be adjoined with policy and procedure adjustments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitudes" title="attitudes">attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge" title=" knowledge"> knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=nurses" title=" nurses"> nurses</a>, <a href="https://publications.waset.org/abstracts/search?q=restraints" title=" restraints"> restraints</a> </p> <a href="https://publications.waset.org/abstracts/57820/nurses-knowledge-and-attitudes-toward-the-use-of-physical-restraints" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57820.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">316</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">2707</span> Measurement and Evaluation Patterns Practiced by Physical Education Teachers in North Badia in Jordan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aman%20Kasawneh">Aman Kasawneh</a>, <a href="https://publications.waset.org/abstracts/search?q=Wasfi%20Khazalah"> Wasfi Khazalah</a>, <a href="https://publications.waset.org/abstracts/search?q=Abedalbasit%20Abedalhafiz"> Abedalbasit Abedalhafiz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to identify the patterns of measurement and evaluation practiced by physical education in the schools of North Badia in Jordan, as well as identifying the statistical differences according to gender, educational qualification, and the experience. The sample consisted of 118 physical education teachers 58 males and 60 females chosen randomly from the schools of North Badia in Jordan. The completed a questionnaire developed by the researchers after verifying its validity and reliability. The results indicated a clear weakness in the practice of measurement and evaluation patterns by physical education teachers. Also no significant differences were found between male and female teachers, however, significant differences were found between bachelor degree holders and their counter parts and between teachers with less than eight years of experience. The researchers recommended the necessity of preparing the P.E teachers regarding the patterns of measurement and evaluation within the sport field as one of the essentials for improving and developing physical education at schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=evaluation" title="evaluation">evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=measurement" title=" measurement"> measurement</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20education%20teacher" title=" physical education teacher"> physical education teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=Jordanian" title=" Jordanian"> Jordanian</a> </p> <a href="https://publications.waset.org/abstracts/26124/measurement-and-evaluation-patterns-practiced-by-physical-education-teachers-in-north-badia-in-jordan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26124.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">460</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">2706</span> Measurements of Environmental Pollution in Chemical Fertilizer Industrial Area Using Magnetic Susceptibility Method</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ramadhani%20Yasyfi%20Cysela">Ramadhani Yasyfi Cysela</a>, <a href="https://publications.waset.org/abstracts/search?q=Adinda%20Syifa%20Azhari"> Adinda Syifa Azhari</a>, <a href="https://publications.waset.org/abstracts/search?q=Eleonora%20Agustine"> Eleonora Agustine</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The World Health Organization (WHO) estimates that about a quarter of the diseases facing mankind today occur due to environmental pollution. The soil is a part of environment that have a widespread problem. The contaminated soil should no longer be used to grow food because the chemicals can leech into the food and harm people who eat it. The chemical fertilizer industry gives specific effect due to soil pollution. To determine ammonia and urea emissions from fertilizer industry, we can use physical characteristic of soil, which is magnetic susceptibility. Rock magnetism is used as a proxy indicator to determine changes in physical properties. Magnetic susceptibilities of samples in low and high frequency have been measured by Bartington MS2B magnetic susceptibility measurement device. The sample was taken from different area which located closer by pollution source and far from the pollution source. The susceptibility values of polluted samples in topsoil were quite low, with range from 187.1- 494.8 [x 10-8 m3 kg-1] when free polluted area’s sample has high values (1188.7- 2237.8 [x 10-8 m3 kg-1 ]). From this studies shows that susceptibility values in areas of the fertilizer industry are lower than the free polluted area. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=environmental" title="environmental">environmental</a>, <a href="https://publications.waset.org/abstracts/search?q=magnetic%20susceptibility" title=" magnetic susceptibility"> magnetic susceptibility</a>, <a href="https://publications.waset.org/abstracts/search?q=rock%20magnetism" title=" rock magnetism"> rock magnetism</a>, <a href="https://publications.waset.org/abstracts/search?q=soil%20pollution" title=" soil pollution"> soil pollution</a> </p> <a href="https://publications.waset.org/abstracts/65586/measurements-of-environmental-pollution-in-chemical-fertilizer-industrial-area-using-magnetic-susceptibility-method" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65586.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">357</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">2705</span> The Relation between Sports Practice and the Academic Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Albert%20Perez-Bellmunt">Albert Perez-Bellmunt</a>, <a href="https://publications.waset.org/abstracts/search?q=Eila%20Rivera"> Eila Rivera</a>, <a href="https://publications.waset.org/abstracts/search?q=Aida%20Valls"> Aida Valls</a>, <a href="https://publications.waset.org/abstracts/search?q=Berta%20Estragues"> Berta Estragues</a>, <a href="https://publications.waset.org/abstracts/search?q=Sara%20Ortiz"> Sara Ortiz</a>, <a href="https://publications.waset.org/abstracts/search?q=Roberto%20Seijas"> Roberto Seijas</a>, <a href="https://publications.waset.org/abstracts/search?q=Pedro%20Alvarez"> Pedro Alvarez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> INTRODUCTION: Physical and sports activity on a regular basis present numerous health benefits such as the prevention of cardiovascular and metabolic diseases. Also, there is a relation between sport and the psychological or the cognitive process of children and young people. The objective of the present study is to know if the sports practice has any positive influence on the university academic performance. MATERIALS AND METHODS: The level of the physical activity of 220 students of different degrees in health science was evaluated and compared with the academic results (grades). To assess the level of physical and sports activity, the Global Physical Activity Questionnaire (to calculate the sporting level in a general way) and the International Physical Activity Questionnaire (to estimate the physical activity carried out during the days leading up to the academic exams) were used. RESULTS: The students that realized an average level of sports activity the days before the exam obtained better grades than the rest of their classmate and the result was statistically significant. Controversially, if the sports level was analyzed in a general way, no relationship was observed between academic performance and the level of sport realized. CONCLUSION: A moderate physical activity, on the days leading up to an assessment, can be a positive factor for the university academic performance. Despite the fact that a regular sports activity improves many cognitive and physiological processes, the present study did not observe a direct relationship between sport/physical activity and academic performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title="academic performance">academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20results" title=" academic results"> academic results</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20physical%20activity%20questionnaire" title=" global physical activity questionnaire"> global physical activity questionnaire</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20activity%20questionnaire" title=" physical activity questionnaire"> physical activity questionnaire</a>, <a href="https://publications.waset.org/abstracts/search?q=sport" title=" sport"> sport</a>, <a href="https://publications.waset.org/abstracts/search?q=sport%20practice" title=" sport practice"> sport practice</a> </p> <a href="https://publications.waset.org/abstracts/98072/the-relation-between-sports-practice-and-the-academic-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98072.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">189</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">2704</span> A Physical Theory of Information vs. a Mathematical Theory of Communication</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Manouchehr%20Amiri">Manouchehr Amiri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article introduces a general notion of physical bit information that is compatible with the basics of quantum mechanics and incorporates the Shannon entropy as a special case. This notion of physical information leads to the Binary data matrix model (BDM), which predicts the basic results of quantum mechanics, general relativity, and black hole thermodynamics. The compatibility of the model with holographic, information conservation, and Landauer’s principles are investigated. After deriving the “Bit Information principle” as a consequence of BDM, the fundamental equations of Planck, De Broglie, Beckenstein, and mass-energy equivalence are derived. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=physical%20theory%20of%20information" title="physical theory of information">physical theory of information</a>, <a href="https://publications.waset.org/abstracts/search?q=binary%20data%20matrix%20model" title=" binary data matrix model"> binary data matrix model</a>, <a href="https://publications.waset.org/abstracts/search?q=Shannon%20information%20theory" title=" Shannon information theory"> Shannon information theory</a>, <a href="https://publications.waset.org/abstracts/search?q=bit%20information%20principle" title=" bit information principle"> bit information principle</a> </p> <a href="https://publications.waset.org/abstracts/166010/a-physical-theory-of-information-vs-a-mathematical-theory-of-communication" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166010.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">171</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">2703</span> Omani PE Candidate Self-Reports of Learning Strategies Used to Learn Sport Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nasser%20Al-Rawahi">Nasser Al-Rawahi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study aims at determining self-regulated learning strategies used by Omani physical education candidates to learn sport skills. The data were collected by a self-regulated learning theory questionnaire. The sample of the study comprised of 145 undergraduate physical education students enrolled in the department of physical education at the College of Education, Sultan Qaboos University. The findings of the study revealed that the most commonly used strategies for learning sport skills by Omani physical education candidate are ‘the effort learning strategies, planning learning strategies and evaluation learning strategies’. However, the reflection learning strategies, self-monitoring and self-efficacy learning strategies were revealed as the least used strategies by the PE candidates in learning and acquiring sport skills. Based on these findings, suggestions and recommendations for future research were provided. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20strategies" title="learning strategies">learning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20education%20candidates" title=" physical education candidates"> physical education candidates</a>, <a href="https://publications.waset.org/abstracts/search?q=self-regulated%20learning%20theory" title=" self-regulated learning theory"> self-regulated learning theory</a>, <a href="https://publications.waset.org/abstracts/search?q=Oman" title=" Oman"> Oman</a> </p> <a href="https://publications.waset.org/abstracts/10271/omani-pe-candidate-self-reports-of-learning-strategies-used-to-learn-sport-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10271.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">614</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">2702</span> Swot Analysis for Employment of Graduates of Physical Education and Sport Sciences in Iran</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Reza%20Boroumand%20Devlagh">Mohammad Reza Boroumand Devlagh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Employment problem, especially university graduates is the most important challenges in the decade ahead. The purpose of this study is the SWOT analysis for employment of graduates of Physical Education and Sport Sciences in Iran. The sample of this research consist of 115 (35.5 + 8.0 years) of physical education and sport sciences faculty members of higher education institutions, major sport managers and graduates of physical education and sport sciences. Library method, interview and questioners were used to collect data. The questionnaires were made in four parts: Strengths, Weaknesses, Opportunities and Threats with Cronbach's alpha coefficient of 0.94. After data collection, means, standard deviation (SD) and percentage were calculated by using SPSS software. Fridman was used for the statical analysis at P < 0.05. The results showed that Employment of graduates of Physical Education and Sport Sciences in Iran Located In the worst position possible (T-W area) in Strategic Position and Action Evaluation Matrix) SPACEM), and there are more weaknesses than strengths (2.02 < 2.5) in internal evaluation and there are more threats than opportunities(2.36 < 2.5) in external evaluation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employment" title="employment">employment</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate" title=" graduate"> graduate</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20education%20and%20sport%20sciences" title=" physical education and sport sciences"> physical education and sport sciences</a>, <a href="https://publications.waset.org/abstracts/search?q=SWOT%20analysis" title=" SWOT analysis"> SWOT analysis</a> </p> <a href="https://publications.waset.org/abstracts/22232/swot-analysis-for-employment-of-graduates-of-physical-education-and-sport-sciences-in-iran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22232.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">539</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">2701</span> The Effect of Exposure to High Noise Level on the Performance and Rate of Error in Manual Activities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zahra%20Zamanian">Zahra Zamanian</a>, <a href="https://publications.waset.org/abstracts/search?q=Alireza%20Zamanian"> Alireza Zamanian</a>, <a href="https://publications.waset.org/abstracts/search?q=Jafar%20Hasanzadeh"> Jafar Hasanzadeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Unwanted sound, as one of the most important physical factors in the majority of production units, imposes a great number of problems on the industrial workers. Sound is one of the environmental factors which can cause physical as well as psychological damages and also affects the individuals’ performance and productivity. Therefore, the present study aimed to determine the effect of noise exposure on human performance. Methods: The present study assessed the effect of noise on the performance of 50 students of Shiraz University of Medical Sciences (25 males and 25 females) at the sound pressures of 70, 90, and 110 dB by using two factors of physical features and the creation of different conditions of sound pressure source as well as applying Two-Arm coordination Test. Results: The results of the present study revealed no significant difference between male and female subjects as well as different conditions of creating sound pressure regarding the length of performance (p> 0.05). In addition, as the sound pressure increased, the length of performance increased, as well. According to the results, no significant difference was found between the performance at 70 and 90 dB. On the other hand, the performance at 110 dB was significantly different from the performance at 70 and 90 dB (p<0.05 and p<0.001). Conclusion: In general, as the sound pressure increases, the performance decreases which results in a considerable increase in the individuals’ rate of error. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=physical%20factors" title="physical factors">physical factors</a>, <a href="https://publications.waset.org/abstracts/search?q=two-arm%20coordination%20test" title=" two-arm coordination test"> two-arm coordination test</a>, <a href="https://publications.waset.org/abstracts/search?q=Shiraz%20University%20of%20Medical%20Sciences" title=" Shiraz University of Medical Sciences"> Shiraz University of Medical Sciences</a>, <a href="https://publications.waset.org/abstracts/search?q=noise" title=" noise "> noise </a> </p> <a href="https://publications.waset.org/abstracts/13475/the-effect-of-exposure-to-high-noise-level-on-the-performance-and-rate-of-error-in-manual-activities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13475.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">305</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">2700</span> Structuring After-School Physical Education Programs That are Engaging, Diverse, and Inclusive</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Micah%20J.%20Dobson">Micah J. Dobson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> After-school programs of physical education provide children with opportunities to engage in physical activities while developing healthy habits. To ensure that these programs are inclusive, diverse, and engaging, however, schools must consider various factors when designing and implementing them. This study sought to bring out efficient strategies for structuring after-school programs of physical education. The literature review was conducted using various databases and search engines. Some databases that index the journals include ERIC, Google Scholar, Scopus, Web of Science, and EBSCOhost. The search terms were combinations of keywords such as “after-school,” “physical education,” “inclusion,” “diversity,” “engagement,” “program design,” “program implementation,” “program effectiveness,” and “best practices.” The findings of this study suggest that schools that desire inclusivity must consider four key factors when designing and implementing after-school physical education programs. First, the programs must be designed with variety and fun by incorporating activities such as dance, sports, and games that appeal to all students. Second, instructors must be trained to create supportive and positive environments that foster student engagement while promoting physical literacy. Third, schools must collaborate with community stakeholders and organizations to ensure that programs are culturally inclusive and responsive. Fourth, schools can incorporate technology into their programs to enhance engagement and provide additional growth and learning opportunities.In conclusion, this study provides valuable insights into efficient strategies for structuring after-school programs of physical education that are inclusive, diverse, and engaging for all students. By considering these factors when designing and implementing their programs, schools can promote physical activity while supporting students’ overall well-being and health. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=after-school%20programs%20of%20physical%20education" title="after-school programs of physical education">after-school programs of physical education</a>, <a href="https://publications.waset.org/abstracts/search?q=community%20partnership" title=" community partnership"> community partnership</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusivity" title=" inclusivity"> inclusivity</a>, <a href="https://publications.waset.org/abstracts/search?q=instructor%20training" title=" instructor training"> instructor training</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/169579/structuring-after-school-physical-education-programs-that-are-engaging-diverse-and-inclusive" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169579.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">77</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">2699</span> An Exploration of the Association Between the Physical Activity and Academic Performance in Internship Medical Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20Ashraf">Ali Ashraf</a>, <a href="https://publications.waset.org/abstracts/search?q=Ghazaleh%20Aghaee"> Ghazaleh Aghaee</a>, <a href="https://publications.waset.org/abstracts/search?q=Sedigheh%20Samimian"> Sedigheh Samimian</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohaya%20Farzin"> Mohaya Farzin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objectives: Previous studies have indicated the positive effect of physical activity and sports on different aspects of health, such as muscle endurance and sleep cycle. However, in university students, particularly medical students, who have limited time and a stressful lifestyle, there have been limited studies exploring this matter with proven statistical results. In this regard, this study aims to find out how regular physical activity can influence the academic performance of medical students during their internship period. Methods: This was a descriptive-analytical study. Overall, 160 medical students (including 80 women and 88 men) voluntarily participated in the study. The Baecke Physical Activity Questionnaire was applied to determine the student’s physical activity levels. The student's academic performance was determined based on their total average academic scores. The data were analyzed in SPSS version 16 software using the independent t-test, Pearson correlation, and linear regression. Results: The average age of the students was 26.0±1.5 years. Eighty-eight students (52.4%) were male, and 142 (84.5%) were single. The student's mean total average academic score was 16.2±1.2, and their average physical activity score was 8.3±1.1. The student's average academic score was not associated with their gender (P=0.427), marital status (P=0.645), and age (P=0.320). However, married students had a significantly lower physical activity level compared to single students (P=0.020). The results indicated a significant positive correlation between student's physical activity levels and average academic scores (r=+0.410 and P<0.001). This correlation was independent of the student’s age, gender, and marital status based on the regression analysis. Conclusion: The results of the current study suggested that the physical activity level in medical students was low to moderate in most cases, and there was a significant direct relationship between student’s physical activity level and academic performance, independent of age, gender, and marital status. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=exercise" title="exercise">exercise</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20activity" title=" physical activity"> physical activity</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title=" academic performance"> academic performance</a> </p> <a href="https://publications.waset.org/abstracts/185959/an-exploration-of-the-association-between-the-physical-activity-and-academic-performance-in-internship-medical-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185959.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">46</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">2698</span> Factors Predicting Food Insecurity in Older Thai Women</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Noppawan%20Piaseu">Noppawan Piaseu</a>, <a href="https://publications.waset.org/abstracts/search?q=Surat%20Komindr"> Surat Komindr</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to determine factors predicting food insecurity in older Thai women living in crowded urban communities. Through purposive sampling, 315 participants were recruited from community dwelling older women in Bangkok, Thailand. Data collection included interview from questionnaires and anthropometric measurement. Results showed that approximately half of the sample were 60-69 years old (51.1%), married (50.6%), obtained primary education (52.3%), had low family income (51.7%), lived in poor physical environment (49.9%) with normal body mass index (51.0%). Logistic regression analysis revealed that older women who were widowed/divorced/separated (OR = 1.804, 95% CI = 1.052-3.092, p = .032), who reported low family income (OR =.654, 95% CI = .523-.817, p < .001), and who had poor physical environment surrounding home (OR = 2.338, 95% CI = 1.057-5.171, p = .036) were more likely to have food insecurity. Results support that social and environmental factors are major factors predicting food insecurity in older women living in the urban community. Health professionals need to identify and monitor psychosocial, economic and environmental dimensions of food insecurity among them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=food%20insecurity" title="food insecurity">food insecurity</a>, <a href="https://publications.waset.org/abstracts/search?q=older%20women" title=" older women"> older women</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20communities" title=" urban communities"> urban communities</a>, <a href="https://publications.waset.org/abstracts/search?q=Thailand" title=" Thailand"> Thailand</a> </p> <a href="https://publications.waset.org/abstracts/5334/factors-predicting-food-insecurity-in-older-thai-women" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5334.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">406</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">2697</span> The Sustainable Development for Coastal Tourist Building</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=D.%20Avila">D. Avila</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The tourism industry is a phenomenon that has become a growing presence in international socio-economic dynamics, which in most cases exceeds the control parameters in the various environmental regulations and sustainability of existing resources. Because of this, the effects on the natural environment at the regional and national levels represent a challenge, for which a number of strategies are necessary to minimize the environmental impact generated by the occupation of the territory. The hotel tourist building and sustainable development in the coastal zone, have an important impact on the environment and on the physical and psychological health of the inhabitants. Environmental quality associated with the comfort of humans to the sustainable development of natural resources; applied to the hotel architecture this concept involves the incorporation of new demands on all of the constructive process of a building, changing customs of developers and users. The methodology developed provides an initial analysis to determine and rank the different tourist buildings, with the above it will be feasible to establish methods of study and environmental impact assessment. Finally, it is necessary to establish an overview regarding the best way to implement tourism development on the coast, containing guidelines to improve and protect the natural environment. This paper analyzes the parameters and strategies to reduce environmental impacts derived from deployments tourism on the coast, through a series of recommendations towards sustainability, in the context of the Bahia de Banderas, Puerto Vallarta, Jalisco. The environmental impact caused by the implementation of tourism development, perceived in a coastal environment, forcing a series of processes, ranging from the identification of impacts, prediction and evaluation of them. For this purpose are described below, different techniques and valuation procedures: Identification of impacts. Methods for the identification of damage caused to the environment pursue general purpose to obtain a group of negative indicators that are subsequently used in the study of environmental impact. There are several systematic methods to identify the impacts caused by human activities. In the present work, develops a procedure based and adapted from the Ministry of works public urban reference in studies of environmental impacts, the representative methods are: list of contrast, arrays, and networks, method of transparencies and superposition of maps. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=environmental%20impact" title="environmental impact">environmental impact</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20health" title=" physical health"> physical health</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=tourist%20building" title=" tourist building"> tourist building</a> </p> <a href="https://publications.waset.org/abstracts/34202/the-sustainable-development-for-coastal-tourist-building" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34202.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">329</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">2696</span> Re-Imagining Physical Education Teacher Education in a South African Higher Education Institution</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=C.%20F.%20Jones%20Couto">C. F. Jones Couto</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20C.%20Motlhaolwa"> L. C. Motlhaolwa</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Williams"> K. Williams</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article explores the re-imagining of physical education teacher education in South African higher education. Utilising student reflections from a physical education practical module, valuable insights into student experiences were obtained about the current physical education pedagogical approaches and potential areas for improvement. The traditional teaching model of physical education is based on the idea of teaching students a variety of sports and physical activities. However, this model has been shown to be ineffective in promoting lifelong physical activity. The modern world demands a more holistic approach to health and wellness. Data was collected using the arts-based collage method in combination with written group reflections from 139 second-year undergraduate physical education students. This study employed thematic analysis methods to gain a comprehensive understanding of the data and extract a broader perspective on the students' experiences. The study aimed to empower student teachers to learn, think, and act creatively within the many educational models that impact their experience, contributing to the ongoing efforts of re-imagining physical education teacher education in South African higher education. This research is significant as the students' valuable insights reflected that they can think and work across disciplines. Sustainable development goals and graduate attributes are important concepts that can contribute to student preparation. Using a multi-model educational approach based on the cultural-historical theory, higher education institutions can help develop graduate attributes that will prepare students for success in the workplace and life. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=holistic%20education" title="holistic education">holistic education</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate%20attributes" title=" graduate attributes"> graduate attributes</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20education" title=" physical education"> physical education</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20experiences" title=" student experiences"> student experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development%20goals" title=" sustainable development goals"> sustainable development goals</a> </p> <a href="https://publications.waset.org/abstracts/171176/re-imagining-physical-education-teacher-education-in-a-south-african-higher-education-institution" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171176.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">74</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">2695</span> Physical Fitness Evaluation of MARA Junior Science Collage Rugby Player</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohamad%20Nizam%20Asmuni">Mohamad Nizam Asmuni</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Naszeri%20Salleh"> Ahmad Naszeri Salleh</a>, <a href="https://publications.waset.org/abstracts/search?q=Yunus%20Adam"> Yunus Adam</a>, <a href="https://publications.waset.org/abstracts/search?q=Azhar%20Yaacob"> Azhar Yaacob</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Hafiz%20Rosli"> Mohd Hafiz Rosli</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhamad%20Nazrul%20Hakim%20Abdullah"> Muhamad Nazrul Hakim Abdullah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Athletes at the school should have good physical fitness to participate in tournament. Currently, there are no standards for the level of physical fitness for MARA Junior Science Collage (MJSC). Therefore, this research is to determine the level of physical fitness of rugby player at MJSC. A total of 62 samples (age 16.4 ± 0.75) among rugby players at MJSC were randomly selected to participate in this study. Height, weight, body fat percentage, body mass index (BMI) and other physical testing are measured and recorded. The results showed that the average of body mass index (BMI) for rugby players is 23.4 ± 4:51. Body mass index (BMI) of rugby players can be categorized as pre-obese based on World Health Organization (WHO) guidelines. BMI for rugby players was categorized as healthy based on body fat ranges for standard adults at NY Obesity Research Center. Bleep test results show that the average Bleep test is level 7 and shuttle 5; average VO2max was 37.94 L/min. Physical fitness and performance of rugby players at MJSC is lower compared to the rugby junior athletes in University Putra Malaysia (UPM). Therefore, physical fitness of rugby players must be improved to ensure the rugby players at MJSC could be performs better in the tournament. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=physical%20fitness" title="physical fitness">physical fitness</a>, <a href="https://publications.waset.org/abstracts/search?q=MARA%20junior%20science%20collage%20%28MJSC%29" title=" MARA junior science collage (MJSC)"> MARA junior science collage (MJSC)</a>, <a href="https://publications.waset.org/abstracts/search?q=body%20mass%20index%20%28BMI%29" title=" body mass index (BMI)"> body mass index (BMI)</a>, <a href="https://publications.waset.org/abstracts/search?q=bleep%20test" title=" bleep test"> bleep test</a> </p> <a href="https://publications.waset.org/abstracts/2086/physical-fitness-evaluation-of-mara-junior-science-collage-rugby-player" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2086.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">482</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=physical%20environmental&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=physical%20environmental&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=physical%20environmental&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=physical%20environmental&page=5">5</a></li> <li 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