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school partnerships</title> <meta name="description" content="Search results for: home and school partnerships"> <meta name="keywords" content="home and school partnerships"> <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 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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="home and school partnerships"> <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> 4727</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: home and school partnerships</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4727</span> An In-Depth Inquiry into the Impact of Poor Teacher-Student Relationships on Chronic Absenteeism in Secondary Schools of West Java Province, Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yenni%20Anggrayni">Yenni Anggrayni</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The lack of awareness of the significant prevalence of school absenteeism in Indonesia, which ultimately results in high rates of school dropouts, is an unresolved issue. Therefore, this study aims to investigate the root causes of chronic absenteeism qualitatively and quantitatively using the bioecological systems paradigm in secondary schools for any reason. This study used an open-ended questionnaire to collect data from 1,148 students in six West Java Province districts/cities. Univariate and stepwise multiple logistic regression analyses produced a prediction model for the components. Analysis results show that poor teacher-student relationships, bullying by peers or teachers, negative perception of education, and lack of parental involvement in learning activities are the leading causes of chronic absenteeism. Another finding is to promote home-school partnerships to improve school climate and parental involvement in learning to address chronic absenteeism. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bullying" title="bullying">bullying</a>, <a href="https://publications.waset.org/abstracts/search?q=chronic%20absenteeism" title=" chronic absenteeism"> chronic absenteeism</a>, <a href="https://publications.waset.org/abstracts/search?q=dropout%20of%20school" title=" dropout of school"> dropout of school</a>, <a href="https://publications.waset.org/abstracts/search?q=home-school%20partnerships" title=" home-school partnerships"> home-school partnerships</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20involvement" title=" parental involvement"> parental involvement</a> </p> <a href="https://publications.waset.org/abstracts/179808/an-in-depth-inquiry-into-the-impact-of-poor-teacher-student-relationships-on-chronic-absenteeism-in-secondary-schools-of-west-java-province-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179808.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">70</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">4726</span> Improving Home and School Collaboration: Analysis of Parent and Teacher Involvement Practices in Public Elementary Schools in Benguet, Philippines</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sherry%20Junette%20Tagle">Sherry Junette Tagle</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Extensive research continues to prove the positive effects of home and school collaborations in education. Although parent involvement programs in Benguet, Philippines are in place, the impact has yet to affect the current aggregate performance of elementary pupils. This study describes the involvement of public elementary teachers and parents along Epstein’s types of involvement using the sequential explanatory design. Survey and interview results show that teachers place greater value on activities that cater to communicating, volunteering, learning at home and decision making. On the other hand, parents are actively involved in all six types and value the importance of their involvement in school to their child’s schooling. Parents of grades 1-4 pupils significantly give importance to communicating activities to offset difficulties encountered by young pupils while parents of grades 5-6 pupils, have declining interest in volunteering and learning at home activities citing older children as being more independent to do teacher-assigned tasks. Teachers, compared to the other respondent groups, significantly place higher value on the importance of parent leaders as their partners in implementing school activities. In general, involvement of parents and teachers in home-school activities is intensive in the lower grade levels and decreases as their child progresses through school. A recommended program for future collaborations of the Philippine’s Department of Education has been formulated to diversify existing activities and elicit greater participation among the school’s stakeholders to achieve holistic development of the pupils and ultimately improve pupils’ school aggregate performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Epstein%27s%20types%20of%20involvement" title="Epstein's types of involvement">Epstein's types of involvement</a>, <a href="https://publications.waset.org/abstracts/search?q=community%20collaborations" title=" community collaborations"> community collaborations</a>, <a href="https://publications.waset.org/abstracts/search?q=home%20and%20school%20partnerships" title=" home and school partnerships"> home and school partnerships</a>, <a href="https://publications.waset.org/abstracts/search?q=parent%20involvement" title=" parent involvement"> parent involvement</a> </p> <a href="https://publications.waset.org/abstracts/61538/improving-home-and-school-collaboration-analysis-of-parent-and-teacher-involvement-practices-in-public-elementary-schools-in-benguet-philippines" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61538.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">248</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">4725</span> Community and School Partnerships: Raising Student Outcomes through Shared Goals and Values Using Integrated Learning as a Change Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sheila%20Santharamohana">Sheila Santharamohana</a>, <a href="https://publications.waset.org/abstracts/search?q=Susan%20Bennett"> Susan Bennett</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Historically, the attrition rates in secondary schools of Indigenous people or Orang Asli of Malaysia have been a cause for nationwide concern. Efforts to increase student engagement focusing on curriculum re-design and aid have not had the targeted impact. The scope of the research explored a change model incorporating project-based learning and wrap-around support through school-community partnerships to increase Orang Asli engagement, student outcomes and improve cultural connectedness. The evaluation methodology was mixed-method comprising a student questionnaire, interviews, and document analysis. Data and evidence were gathered from school staff, community, the Orang Asli governmental authority (JAKOA) and external agencies. Findings from the year-long research suggests shared values and goals in school-community partnerships foster responsive leadership and is key to safeguarding vulnerable Orang Asli, resulting in improved student outcomes. The research highlighted the barriers to the recognition and distinct needs and unique values of the Orang Asli that impact their educational equity and outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Indigenous%20Education" title="Indigenous Education">Indigenous Education</a>, <a href="https://publications.waset.org/abstracts/search?q=Cultural%20Connectedness" title=" Cultural Connectedness"> Cultural Connectedness</a>, <a href="https://publications.waset.org/abstracts/search?q=School-Community%20Partnership" title=" School-Community Partnership"> School-Community Partnership</a>, <a href="https://publications.waset.org/abstracts/search?q=Student%20Outcomes" title=" Student Outcomes"> Student Outcomes</a> </p> <a href="https://publications.waset.org/abstracts/122449/community-and-school-partnerships-raising-student-outcomes-through-shared-goals-and-values-using-integrated-learning-as-a-change-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122449.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">138</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">4724</span> A Comparative Study of School Choice: China and the United States</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Huizi%20Zeng">Huizi Zeng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper delineates the historical retrospective and current status of school choice in China. Focusing on analyzing the similarities and differences in origin, evolution, public dispute, policy dynamics between China and the United States, the article depicts a panorama and explores possible causes. Both China and the United States continue to learn from historical legacy and invent new programs to perfect school choice policy but the outcomes are so different. On the one hand, the percentage of public schools in China remains high all along, while there is a considerably significant reduction in the United States. On the other hand, there is more governmental intervention in the United States with continuous and constant policy updates and adjustment. Finally, this article adopts public-private partnerships (PPP) to seek to provide insights into differences between the two countries and argue that school choice is not only the production of education marketization and corporation but also driven by political mechanism. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=China" title="China">China</a>, <a href="https://publications.waset.org/abstracts/search?q=United%20States" title=" United States"> United States</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20choice" title=" school choice"> school choice</a>, <a href="https://publications.waset.org/abstracts/search?q=comparative%20analysis" title=" comparative analysis"> comparative analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=policy" title=" policy"> policy</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20private%20partnerships" title=" public private partnerships"> public private partnerships</a> </p> <a href="https://publications.waset.org/abstracts/137632/a-comparative-study-of-school-choice-china-and-the-united-states" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137632.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">4723</span> An Investigation into the Effect of Broken Homes on Students Academic Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hafsat%20Mustapha%20Hanga">Hafsat Mustapha Hanga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the this study was to investigate the effect of broken home on students' academic performance. Therefore, it focused on academic performance and Parental care of the student from and intact home from a cognitive motivational perceptive. The broken and intact home and also to find out if they differ in parental care this is done by using 376 subjects out of the population of 21,378. The sample was obtained using stratified random sampling techniques as the population contained sub-groups the study design was ex-post facto. The data was collected using 3 kind of instruments. To test the first and second hypotheses. Junior secondary school placement examination result was obtained to test the academic performance of the boys fron broken home and boys from and boys from intact home and then girl from broken home and girls from intact home.T-Test was used in the analysis of first and second hypotheses. For the third hypotheses two different kind of questionnaires were developed, the first was used to identify student that are from broken home while the second was for testing parental care between the subject. Chi-square was used to analyze the third hypotheses. Alkh the three 3 hypotheses were tested and rejected and were all in favor of student from intact home. The study found that there was a significant difference in the academic performance of the boys from brokeb and boys from intact home. When boys from intact home better then those boys from broken home. It also reveals that a student from a intact from intact home receives good parental care, love and concern than those from broken home.on the strength of these findings the need to establish an institution which will help those parent who have parenting problems was stressed and also the need to foster. Home school partnership was also stressed and advocate. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=broken%20homes" title="broken homes">broken homes</a>, <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=parental%20%20care" title=" parental care"> parental care</a>, <a href="https://publications.waset.org/abstracts/search?q=foster" title=" foster "> foster </a> </p> <a href="https://publications.waset.org/abstracts/23216/an-investigation-into-the-effect-of-broken-homes-on-students-academic-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23216.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">463</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">4722</span> A Professional Learning Model for Schools Based on School-University Research Partnering That Is Underpinned and Structured by a Micro-Credentialing Regime</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=David%20Lynch">David Lynch</a>, <a href="https://publications.waset.org/abstracts/search?q=Jake%20Madden"> Jake Madden</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There exists a body of literature that reports on the many benefits of partnerships between universities and schools, especially in terms of teaching improvement and school reform. This is because such partnerships can build significant teaching capital, by deepening and expanding the skillsets and mindsets needed to create the connections that support ongoing and embedded teacher professional development and career goals. At the same time, this literature is critical of such initiatives when the partnership outcomes are short- term or one-sided, misaligned to fundamental problems, and not expressly focused on building the desired teaching capabilities. In response to this situation, research conducted by Professor David Lynch and his TeachLab research team, has begun to shed light on the strengths and limitations of school/university partnerships, via the identification of key conceptual elements that appear to act as critical partnership success factors. These elements are theorised as an inter-play between professional knowledge acquisition, readiness, talent management and organisational structure. However, knowledge of how these elements are established, and how they manifest within the school and its teaching workforce as an overall system, remains incomplete. Therefore, research designed to more clearly delineate these elements in relation to their impact on school/university partnerships is thus required. It is within this context that this paper reports on the development and testing of a Professional Learning (PL) model for schools and their teachers that incorporates school-university research partnering within a systematic, whole-of-school PL strategy that is underpinned and structured by a micro-credentialing (MC) regime. MC involves learning a narrow-focused certificate (a micro-credential) in a specific topic area (e.g., 'How to Differentiate Instruction for English as a second language Students') and embedded in the teacher’s day-to-day teaching work. The use of MC is viewed as important to the efficacy and sustainability of teacher PL because it (1) provides an evidence-based framework for teacher learning, (2) has the ability to promote teacher social capital and (3) engender lifelong learning in keeping professional skills current in an embedded and seamless to work manner. The associated research is centred on a primary school in Australia (P-6) that acted as an arena to co-develop, test/investigate and report on outcomes for teacher PL that uses MC to support a whole-of-school partnership with a university. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teaching%20improvement" title="teaching improvement">teaching improvement</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20professional%20learning" title=" teacher professional learning"> teacher professional learning</a>, <a href="https://publications.waset.org/abstracts/search?q=talent%20management" title=" talent management"> talent management</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20partnerships" title=" education partnerships"> education partnerships</a>, <a href="https://publications.waset.org/abstracts/search?q=school-university%20research" title=" school-university research"> school-university research</a> </p> <a href="https://publications.waset.org/abstracts/163706/a-professional-learning-model-for-schools-based-on-school-university-research-partnering-that-is-underpinned-and-structured-by-a-micro-credentialing-regime" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163706.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">81</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">4721</span> ICT Education: Digital History Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lee%20Bih%20Ni">Lee Bih Ni</a>, <a href="https://publications.waset.org/abstracts/search?q=Elvis%20Fung"> Elvis Fung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article is to review and understand the new generation of students to understand their expectations and attitudes. There are a group of students on school projects, creative work, educational software and digital signal source, the use of social networking tools to communicate with friends and a part in the competition. Today's students have been described as the new millennium students. They use information and communication technology in a more creative and innovative at home than at school, because the information and communication technologies for different purposes, in the home, usually occur in school. They collaborate and communicate more effectively when they are at home. Most children enter school, they will bring about how to use information and communication technologies, some basic skills and some tips on how to use information and communication technology will provide a more advanced than most of the school's expectations. Many teachers can help students, however, still a lot of work, "tradition", without a computer, and did not see the "new social computing networks describe young people to learn and new ways of working life in the future", in the education system of the benefits of using a computer. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ICT%20education" title="ICT education">ICT education</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20history" title=" digital history"> digital history</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20generation%20of%20students" title=" new generation of students"> new generation of students</a>, <a href="https://publications.waset.org/abstracts/search?q=benefits%20of%20using%20a%20computer" title=" benefits of using a computer"> benefits of using a computer</a> </p> <a href="https://publications.waset.org/abstracts/12133/ict-education-digital-history-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12133.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">405</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">4720</span> Home Education in the Australian Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abeer%20Karaali">Abeer Karaali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper will seek to clarify important key terms such as home schooling and home education as well as the legalities attached to such terms. It will reflect on the recent proposed changes to terminology in NSW, Australia. The various pedagogical approaches to home education will be explored including their prominence in the Australian context. There is a strong focus on literature from Australia. The historical background of home education in Australia will be explained as well as the difference between distance education and home education. The statistics related to home education in Australia will be explored in the scope and compared to the US. The future of home education in Australia will be discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=alternative%20education" title="alternative education">alternative education</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=home%20education" title=" home education"> home education</a>, <a href="https://publications.waset.org/abstracts/search?q=home%20schooling" title=" home schooling"> home schooling</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20resources" title=" online resources"> online resources</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/34419/home-education-in-the-australian-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34419.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">405</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">4719</span> The Implementation of Educational Partnerships for Undergraduate Students at Yogyakarta State University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Broto%20Seno">Broto Seno</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to describe and examine more in the implementation of educational partnerships for undergraduate students at Yogyakarta State University (YSU), which is more focused on educational partnerships abroad. This study used descriptive qualitative approach. The study subjects consisted of a vice-rector, two staff education partnerships, four vice-dean, nine undergraduate students and three foreign students. Techniques of data collection using interviews and document review. Validity test of the data source using triangulation. Data analysis using flow models Miles and Huberman, namely data reduction, data display, and conclusion. Results of this study showed that the implementation of educational partnerships abroad for undergraduate students at YSU meets six of the nine indicators of the success of strategic partnerships. Six indicators are long-term, strategic, mutual trust, sustainable competitive advantages, mutual benefit for all the partners, and the separate and positive impact. The indicator has not been achieved is cooperative development, successful, and world class / best practice. These results were obtained based on the discussion of the four formulation of the problem, namely: 1) Implementation and development of educational partnerships abroad has been running good enough, but not maximized. 2) Benefits of the implementation of educational partnerships abroad is providing learning experiences for students, institutions of experience in comparison to each faculty, and improving the network of educational partnerships for YSU toward World Class University. 3) The sustainability of educational partnerships abroad is pursuing a strategy of development through improved management of the partnership. 4) Supporting factors of educational partnerships abroad is the support of YSU, YSU’s partner and society. Inhibiting factors of educational partnerships abroad is not running optimally management. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=partnership" title="partnership">partnership</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=YSU" title=" YSU"> YSU</a>, <a href="https://publications.waset.org/abstracts/search?q=institutions%20and%20faculties" title=" institutions and faculties"> institutions and faculties</a> </p> <a href="https://publications.waset.org/abstracts/3101/the-implementation-of-educational-partnerships-for-undergraduate-students-at-yogyakarta-state-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3101.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">333</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4718</span> Validating the Home Experiences of Children that Negatively Impact Their Right to Education in South Africa: The Case of HIV/AIDS Orphans and Vulnerable Children (OVCs) Living in the Amatole District</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tatenda%20Manomano">Tatenda Manomano</a>, <a href="https://publications.waset.org/abstracts/search?q=Moreblessing%20Memory%20Ndonga"> Moreblessing Memory Ndonga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In South Africa and the world over, despite an array of commendable policies to protect the rights of children, the situation on the ground indicates that HIV/AIDS continues to pose increasing challenges on the children’s’ right to education due to the death of their parents. This study sought to validate the home experiences of children that negatively impact on their right to education in South Africa with a case of HIV/AIDS orphans and vulnerable children (OVCs) in Amatole District. The study utilized a qualitative research method in collecting the feelings, views and attitudes of these children to establish the children’s home experiences. An interview guide with semi-structured questions was used to steer the one-on-one in-depth interviews with children from Parkside Primary School, Langa-Liphumile High School and one anonymous school in East London, Eastern Cape Province. 5 learners were purposively selected from each school and subjected to a one-on-one interview with the researcher. The researcher purposively selected one teacher per school, 2 members each from 3 community based organizations (CBOs) who were also subjected to a one-on-one in-depth interview. The findings indicated these negative experiences of the OVCs in their homes such as; attendance to a school was poor; academic performance was low; enrollment in schools was very low and abuse of these children was high. These researchers recommend for psychosocial support for these children to be placed in the schools; integration of HIV/AIDS programmes to target especially the OVCs; social workers should ensure that they regularly do home visits to these OVCs to establish whether the home circumstances these children are still conducive for them. It is hoped that the findings from this paper will be an asset that other researchers, policy makers, the government and NGOs/CBOs will take into consideration for the benefit of OVCs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=orphaned%20and%20vulnerable%20children%20%28OVCs%29" title="orphaned and vulnerable children (OVCs)">orphaned and vulnerable children (OVCs)</a>, <a href="https://publications.waset.org/abstracts/search?q=HIV" title=" HIV"> HIV</a>, <a href="https://publications.waset.org/abstracts/search?q=AIDS" title=" AIDS"> AIDS</a>, <a href="https://publications.waset.org/abstracts/search?q=home%20experiences" title=" home experiences"> home experiences</a> </p> <a href="https://publications.waset.org/abstracts/10707/validating-the-home-experiences-of-children-that-negatively-impact-their-right-to-education-in-south-africa-the-case-of-hivaids-orphans-and-vulnerable-children-ovcs-living-in-the-amatole-district" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10707.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">366</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">4717</span> Juvenile Delinquency of Senior High School Students in Surabaya, Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Herdina%20Indrijati">Herdina Indrijati </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims to describe teenager delinquency behavior (Juvenile Delinquency) of senior high school students in Surabaya, Indonesia. Juvenile Delinquency is a broad range of behaviors start from socially unacceptable behavior (overreact in school), violation (escape from home) to crimes (like stealing). This research uses quantitative descriptive method using 498 students who come from 8 different schools in Surabaya as subjects. Juvenile Delinquency behavior form questionnaire has been completed by subjects and was used to measure and describe the behavior. The result of this research is presented in statistic descriptive forms. Result shows that 169 subjects skip school, 55 subjects get out of home without parent’s permission, 110 subjects engage in smoking behavior, 74 subjects damage other people properties, 32 subjects steal, 16 subjects exploit others and 7 subjects engage in drug abuse. Frequency of the top five mentioned behavior are 1-10 times. It is also found that subject’s peers are most likely to be the victim of Juvenile Delinquency. The reasons teenagers engage in Juvenile Delinquency include (1) feeling tired, bored or lazy – that contributes to their skip school behavior (2) Having a lot of problem with parents - contrives them to run away from home, (3) accidentally damage other people’s properties, (4) financial problems – force them to steal and exploit, (5) feeling like having a lot of life problems – that makes them do drugs (6) trying smoking for experience. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=juvenile%20delinquency" title="juvenile delinquency">juvenile delinquency</a>, <a href="https://publications.waset.org/abstracts/search?q=senior%20high%20school" title=" senior high school"> senior high school</a>, <a href="https://publications.waset.org/abstracts/search?q=student" title=" student"> student</a> </p> <a href="https://publications.waset.org/abstracts/62187/juvenile-delinquency-of-senior-high-school-students-in-surabaya-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62187.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">224</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">4716</span> Strategic Partnerships for Sustainable Tourism Development in Papua New Guinea</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zainab%20Olabisi%20Tairu">Zainab Olabisi Tairu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Strategic partnerships are a core requirement in delivering sustainable tourism for development in developing nations like Papua New Guinea. This paper unveils the strategic partnerships for sustainable tourism development in Papua New Guinea. Much emphasis is made among tourism stakeholders, on the importance of strategic partnership and positioning in developing sustainable tourism development. This paper engages stakeholders’ ecotourism differentiation and power relations in the discussion of the paper through interviews and observations with tourism stakeholders in Papua New Guinea. Collaborative approaches in terms of sustaining the tourism industry, having a milestone of achieved plans, are needed for tourism growth and development. This paper adds a new insight to the body of knowledge on stakeholders’ identification, formation, power relations and an integrated approach to successful tourism development. In order to achieve responsible tourism planning and management outcomes, partnerships must be holistic in perspective and based on sustainable development principles. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=stakeholders" title="stakeholders">stakeholders</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20tourism" title=" sustainable tourism"> sustainable tourism</a>, <a href="https://publications.waset.org/abstracts/search?q=Papua%20New%20Guinea" title=" Papua New Guinea"> Papua New Guinea</a>, <a href="https://publications.waset.org/abstracts/search?q=partnerships" title=" partnerships"> partnerships</a> </p> <a href="https://publications.waset.org/abstracts/80265/strategic-partnerships-for-sustainable-tourism-development-in-papua-new-guinea" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80265.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">662</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">4715</span> Student Researchers and Industry Partnerships Improve Health Management with Data Driven Decisions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carole%20A.%20South-Winter">Carole A. South-Winter</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research-based learning gives students the opportunity to experience problems that require critical thinking and idea development. The skills they gain in working through these problems 'hands-on,' develop into attributes that benefit their careers in the professional field. The partnerships developed between students and industries give advantages to both sides. The students gain knowledge and skills that will increase their likelihood of success in the future and the industries are given research on new advancements that will give them a competitive advantage in their given field of work. The future of these partnerships is dependent on the success of current programs, enabling the enhancement and improvement of the research efforts. Once more students can complete research, there will be an increase in reliability of the results for each industry. The overall goal is to continue the support for research-based learning and the partnerships formed between students and industries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=global%20healthcare" title="global healthcare">global healthcare</a>, <a href="https://publications.waset.org/abstracts/search?q=industry%20partnerships" title=" industry partnerships"> industry partnerships</a>, <a href="https://publications.waset.org/abstracts/search?q=research-driven%20decisions" title=" research-driven decisions"> research-driven decisions</a>, <a href="https://publications.waset.org/abstracts/search?q=short-term%20study%20abroad" title=" short-term study abroad"> short-term study abroad</a> </p> <a href="https://publications.waset.org/abstracts/100547/student-researchers-and-industry-partnerships-improve-health-management-with-data-driven-decisions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100547.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">126</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">4714</span> Impact of Four Reading and Library Factors on the Grade Average of Ugandan Secondary School Students: A Quantitative Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Valeda%20Dent">Valeda Dent</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores reading and library factors related to secondary school student academic outcomes in rural areas in Uganda. This mixed methods study utilized quantitative data collected as part of a more extensive project to explore six student factors in relation to students’ school, library, and home environments. The Kitengesa Community Library in Uganda (www.kitengesalibrary.org) served as the site for this study. The factors explored for this study include reading frequency, library use frequency, library access, overall grade average (OGA), and presence and type of reading materials in the home. Results indicated that both reading frequency and certain types of reading materials read for recreational purposes are correlated with higher OGA. Reading frequency was positively correlated with student OGA for all students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=rural%20village%20libraries" title="rural village libraries">rural village libraries</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20school%20students" title=" secondary school students"> secondary school students</a>, <a href="https://publications.waset.org/abstracts/search?q=reading" title=" reading"> reading</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title=" academic achievement"> academic achievement</a> </p> <a href="https://publications.waset.org/abstracts/41644/impact-of-four-reading-and-library-factors-on-the-grade-average-of-ugandan-secondary-school-students-a-quantitative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41644.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">230</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">4713</span> Innovative Schools as Birthplaces for Promoting Educational Innovations: A Case Study of Two Hungarian Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khin%20Khin%20Thant%20Sin">Khin Khin Thant Sin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is a case study which investigates successful and ongoing bottom-up innovations for school improvement initiatives in Hungary. Two innovative schools are selected in this study due to their outstanding achievement during the past ten years in Hungary. In one school, data from the personal experiences of a school principal who initiated the bottom-up innovation are included. For the second school, three interviews were carried out with two schoolteachers and one secondary school student. In addition, desk research, including the principal’s published articles, the schoolteachers’ master thesis, the school websites, and other published articles, are analysed to explore the schools’ innovative processes. This study investigates how bottom-up innovation led to major achievements in student learning, teacher professional development, networking and collaboration with other schools, and the establishment of successful partnerships with universities. The highlight of this study is how innovative schools can be the major sources promoting educational innovations as well as improving teacher education, especially in initial teacher education and continuous professional development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20innovation" title="school innovation">school innovation</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=hungary" title=" hungary"> hungary</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20innovation" title=" educational innovation"> educational innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20improvement" title=" school improvement"> school improvement</a> </p> <a href="https://publications.waset.org/abstracts/156967/innovative-schools-as-birthplaces-for-promoting-educational-innovations-a-case-study-of-two-hungarian-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156967.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">109</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">4712</span> Investigating the Relationship of Social Capital with Student's Aggressive Behavior: Case Study of Male Students of Middle School in Isfahan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammadreza%20Kolaei">Mohammadreza Kolaei</a>, <a href="https://publications.waset.org/abstracts/search?q=Vahid%20Ghasemi"> Vahid Ghasemi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ebrahim%20Ansari"> Ebrahim Ansari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research was carried out with the aim of investigating the relationship between social capital and aggressive behavior of students (Case study: male students of middle school in Isfahan). In terms of methodology, this research is an applied research which is done by descriptive-analytical method and survey method. The instrument for collecting the data was a questionnaire consisting of: questionnaire for measuring aggressive behavior and social capital questionnaire, which was used after the validity and reliability of this questionnaire. On the other hand, the statistical population of the study consisted of all students in the guidance school of Isfahan in the academic year of 2016. For determining the sample size, the Kerjesy and Morgan tables were used and the sampling method of this multi-stage random sampling was used. After collecting the data, they were analyzed by SPSS software. The findings of the research showed that at 95% confidence level, the student's social capital increases, reducing his aggressiveness. Also, the amount of student aggression is estimated at 4% according to its social capital. Also, with increasing social capital of the school, the student's student aggression is reduced, with the student's student aggression's exposure to her social capital being estimated at 3%. On the other hand, increasing the amount of mother's presence in the home decreases the amount of student aggression. Also, the amount of student aggression is estimated at 1% according to the amount of mother's presence in her home. Ultimately, the amount of student aggression decreases with increasing presence of father at home. Also, the amount of student aggression is estimated at 2% according to the variable of father's presence in his home. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=investigating" title="investigating">investigating</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20capital" title=" social capital"> social capital</a>, <a href="https://publications.waset.org/abstracts/search?q=aggressive%20behavior" title=" aggressive behavior"> aggressive behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=middle%20school" title=" middle school"> middle school</a>, <a href="https://publications.waset.org/abstracts/search?q=Isfahan" title=" Isfahan"> Isfahan</a> </p> <a href="https://publications.waset.org/abstracts/81185/investigating-the-relationship-of-social-capital-with-students-aggressive-behavior-case-study-of-male-students-of-middle-school-in-isfahan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81185.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">285</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">4711</span> The Collaborative Advocacy Work of Language Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sora%20Suh">Sora Suh</a>, <a href="https://publications.waset.org/abstracts/search?q=Catherine%20Michener"> Catherine Michener</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines the collaborative forms of advocacy that a group of four public school teachers took for their emergent bilingual students in one public school district. While teacher advocacy takes many forms in and out of the classroom, much advocacy work is done by individuals and less by collective action. As a result, individual teachers risk isolation or marginalization in their school contexts when they advocate for immigrant youth. This paper is intended to contribute to the documentation and understanding of teachers’ advocacy work as a collaborative act in teacher education research. The increase of ELs in US classrooms and a corresponding lack of teacher preparation to meet the needs of ELs has motivated the training of educators in linguistically responsive education (e.g., ESL, sheltered English instruction [SEI], bilingual education). Drawing from educational theories of linguistically responsive teaching for preparing educators, we trace the linguistically responsive advocacy work of the teachers. The paper is a multiple case study that tracks how teachers’ discussions on advocacy during a teacher preparation program leading to collaborative actions in their daily teaching lives in and out of school. Data collected includes online discussion forums on the topic of advocacy, course assignments on the topic of advocacy, video-audio recordings of classroom teaching observations, and video-audio recordings of individual and focus group interviews. The findings demonstrate that the teachers’ understanding of advocacy developed through collaborative partnerships formed in the teacher preparation program and grew into active forms of collaborative advocacy in their teaching practice in and out of school. The teachers formed multi-level and collaborative partnerships with teachers, families, community members, policymakers from the local government, and educational researchers to advocate for their emergent bilingual students by planning advocacy events such as new family orientations for emergent bilinguals, professional development for general education teachers on the topic of linguistically responsive instruction, and family nights hosted by the district. The paper’s findings present types of advocacy work in which teachers engage (pedagogical, curricular, out-of-school work) and provide evidence of collaborative advocacy work by a group of engaged educators. The paper highlights the increased agency and effective advocacy of teachers through teacher education and collaborative partnerships and suggests a need for more research on collaborative forms of teacher advocacy for emergent bilinguals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20education" title="language education">language education</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20advocacy" title=" teacher advocacy"> teacher advocacy</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20instruction" title=" language instruction"> language instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a> </p> <a href="https://publications.waset.org/abstracts/152156/the-collaborative-advocacy-work-of-language-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152156.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">116</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">4710</span> Parental Involvement and Students' Outcomes: A Study in a Special Education School in Singapore</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=E.%20Er">E. Er</a>, <a href="https://publications.waset.org/abstracts/search?q=Y.%20S.%20Cheng"> Y. S. Cheng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The role of parents and caregivers in their children’s education is pivotal. Parental involvement (PI) is often associated with a range of student outcomes. This includes academic achievements, socioemotional development, adaptive skills, physical fitness and school attendance. This study is the first in Singapore to (1) explore the relationship between parental involvement and student outcomes; (2) determine the effects of family structure and socioeconomic status (SES) on parental involvement and (3) investigate factors that inform involvement in parents of children with specific developmental disabilities. Approval for the study was obtained from Nanyang Technological University’s Institutional Review Board in Singapore. The revised version of a comprehensive theoretical model on parental involvement was used as the theoretical framework in this study. Parents were recruited from a SPED school in Singapore which caters to school-aged children (7 to 21 years old). Pearson’s product moment correlation, analysis of variance and multiple regression analyses were used as statistical techniques in this study. Results indicate that there are significant associations between parental involvement and educational outcomes in students with developmental disabilities. Next, SES has a significant impact on levels of parental involvement. In addition, parents in the current study reported being more involved at home, in school activities and the community, when teachers specifically requested their involvement. Home-based involvement was also predicted by parents’ perceptions of their time and energy, efficacy and beliefs in supporting their child’s education, as well as their children’s invitations to be more involved. An interesting and counterintuitive inverse relationship was found between general school invitations and parental involvement at home. Research findings are further discussed, and suggestions are put forth to increase involvement for this specific group of parents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20disabilities" title=" developmental disabilities"> developmental disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20disabilities" title=" intellectual disabilities"> intellectual disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20involvement" title=" parental involvement"> parental involvement</a>, <a href="https://publications.waset.org/abstracts/search?q=Singapore" title=" Singapore"> Singapore</a> </p> <a href="https://publications.waset.org/abstracts/85469/parental-involvement-and-students-outcomes-a-study-in-a-special-education-school-in-singapore" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85469.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">201</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4709</span> Quality of School Life and Linguistic Intelligence of College Freshmen in a State University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Louis%20Placido%20F.%20Lachica">Louis Placido F. Lachica</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Freshman year in college, being a transition from high school to college, requires students to adjust by equipping themselves with competencies that will make them survive in college. This study conducted at in a state university in the Philippines aimed to determine the quality of school life and linguistic intelligence of 214 randomly selected college freshmen. Frequency counts and percentages were used to analyze quality of school life and linguistic intelligence. The chi-square test was utilized to determine significant relationship between quality of school life and linguistic intelligence and selected demographic variables. Results on quality of school life revealed that availability of religious books and paperbacks at home were significantly related to relationship with teachers. None of the selected demographic characteristics were significantly related to sense of achievement. Parents’ highest educational attainment was significantly related with opportunity at school. The availability of general references and song hits were significantly and highly significantly related to sense of identity which means that these promoted their sense of identity since their peers also preferred its availability. Type of high school graduated from was significantly related with students’ self-esteem. Graduates of public high schools have higher boosted self-esteem than those from private high schools. Both type of high school graduated from and reading materials available at home (religious books) had a highly significant relationship with linguistic intelligence. In addition, there was a significant relationship between time spent in reading per day and linguistic intelligence. There was a highly significant relationship between quality of school life in terms of relationship with teachers and sense of achievement with linguistic intelligence. Further, sense of identity and linguistic intelligence were significantly related. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20school%20life" title="quality of school life">quality of school life</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20intelligence" title=" linguistic intelligence"> linguistic intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20freshmen" title=" college freshmen"> college freshmen</a>, <a href="https://publications.waset.org/abstracts/search?q=state%20university" title=" state university"> state university</a> </p> <a href="https://publications.waset.org/abstracts/41292/quality-of-school-life-and-linguistic-intelligence-of-college-freshmen-in-a-state-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41292.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">354</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4708</span> The Causes and Effects of Delinquent Behaviour among Students in Juvenile Home: A Case Study of Osun State</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Baleeqs">Baleeqs</a>, <a href="https://publications.waset.org/abstracts/search?q=O.%20Adegoke"> O. Adegoke</a>, <a href="https://publications.waset.org/abstracts/search?q=Adeola"> Adeola</a>, <a href="https://publications.waset.org/abstracts/search?q=O.%20Aburime"> O. Aburime</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Juvenile delinquency is fast becoming one of the largest problems facing many societies due to many different factors ranging from parental factors to bullying at schools all which had led to different theoretical notions by different scholars. Delinquency is an illegal or immoral behaviour, especially by the young person who behaves in a way that is illegal or that society does not approve of. The purpose of the study was to investigate causes and effects of delinquent behaviours among adolescent in juvenile home in Osun State. A descriptive survey research type was employed. The random sampling technique was used to select 100 adolescents in Juvenile home in Osun State. Questionnaires were developed and given to them. The data collected from this study were analyzed using frequency counts and percentage for the demographic data in section A, while the two research hypotheses postulated for this study were tested using t-test statistics at the significance level of 0.05. Findings revealed that the greatest school effects of delinquent behaviours among adolescent in juvenile home in Osun by respondents were their aggressive behaviours. Findings revealed that there was a significant difference in the causes and effects of delinquent behaviours among adolescent in juvenile home in Osun State. It was also revealed that there was no significant difference in the causes and effects of delinquent behaviours among secondary school students in Osun based on gender. These recommendations were made in order to address the findings of this study: More number of teachers should be appointed in the observation home so that it will be possible to provide teaching to the different age group of delinquents. Developing the infrastructure facilities of short stay homes and observation home is a top priority. Proper counseling session’s interval is highly essential for these juveniles. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=behaviour" title="behaviour">behaviour</a>, <a href="https://publications.waset.org/abstracts/search?q=delinquency" title=" delinquency"> delinquency</a>, <a href="https://publications.waset.org/abstracts/search?q=juvenile" title=" juvenile"> juvenile</a>, <a href="https://publications.waset.org/abstracts/search?q=random%20sampling" title=" random sampling"> random sampling</a>, <a href="https://publications.waset.org/abstracts/search?q=statistical%20techniques" title=" statistical techniques"> statistical techniques</a>, <a href="https://publications.waset.org/abstracts/search?q=survey" title=" survey"> survey</a> </p> <a href="https://publications.waset.org/abstracts/80122/the-causes-and-effects-of-delinquent-behaviour-among-students-in-juvenile-home-a-case-study-of-osun-state" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80122.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">191</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4707</span> Developmental Trajectories and Predictors of Adolescent Depression: A Short Term Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hyang%20Lim">Hyang Lim</a>, <a href="https://publications.waset.org/abstracts/search?q=Sungwon%20Choi"> Sungwon Choi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many previous studies in area of adolescents' depression have used a longitudinal design. The previous studies have found that the developmental trajectory of them is only one. But it needs to be examined whether the trajectory is applied to all adolescents. Some factors in their home and/or school have an effect on adolescents' depression and more likely to be specific groups. The present study was a longitudinal study aimed to identify the trajectories and to explore the predictors of adolescents' depression. The study used Korean Children and Youth Panel Survey (KCYPS) data. In this study, 2,351 second and third-year of middle school and first of high school students' data was analyzed by using semi-parametric group modeling (SGM). There were 5 trajectory groups for adolescents; low depressed stables, low depressed risers, moderately depressed decreases, moderately depressed stables, severe depressed decreases. The predictors of adolescents' depression were parental abuse, parental neglect, annual family income, parental academic background, friendship at school, and teacher-student relationship at school. All predictors had the significant difference across trajectory group profile for adolescents. The findings of the present study recommend to promote the socioeconomic status and to train social skill for the interpersonal relationship at the home and school. And the results suggest that the proper prevention programs for each group in the middle adolescents that target selected factors may be helpful in reducing the level of depression. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescent" title="adolescent">adolescent</a>, <a href="https://publications.waset.org/abstracts/search?q=depression" title=" depression"> depression</a>, <a href="https://publications.waset.org/abstracts/search?q=KCYPS" title=" KCYPS"> KCYPS</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20life" title=" school life"> school life</a>, <a href="https://publications.waset.org/abstracts/search?q=semi-parametric%20group-based%20modeling" title=" semi-parametric group-based modeling"> semi-parametric group-based modeling</a> </p> <a href="https://publications.waset.org/abstracts/34606/developmental-trajectories-and-predictors-of-adolescent-depression-a-short-term-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34606.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">449</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">4706</span> The Diversity of Contexts within Which Adolescents Engage with Digital Media: Contributing to More Challenging Tasks for Parents and a Need for Third Party Mediation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ifeanyi%20Adigwe">Ifeanyi Adigwe</a>, <a href="https://publications.waset.org/abstracts/search?q=Thomas%20Van%20der%20Walt"> Thomas Van der Walt</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Digital media has been integrated into the social and entertainment life of young children, and as such, the impact of digital media appears to affect young people of all ages and it is believed that this will continue to shape the world of young children. Since, technological advancement of digital media presents adolescents with diverse contexts, platforms and avenues to engage with digital media outside the home environment and from parents' supervision, a wide range of new challenges has further complicated the already difficult tasks for parents and altered the landscape of parenting. Despite the fact that adolescents now have access to a wide range of digital media technologies both at home and in the learning environment, parenting practices such as active, restrictive, co-use, participatory and technical mediations are important in mitigating of online risks adolescents may encounter as a result of digital media use. However, these mediation practices only focus on the home environment including digital media present in the home and may not necessarily transcend outside the home and other learning environments where adolescents use digital media for school work and other activities. This poses the question of who mediates adolescent's digital media use outside the home environment. The learning environment could be a ''loose platform'' where an adolescent can maximise digital media use considering the fact that there is no restriction in terms of content and time allotted to using digital media during school hours. That is to say that an adolescent can play the ''bad boy'' online in school because there is little or no restriction of digital media use and be exposed to online risks and play the ''good boy'' at home because of ''heavy'' parental mediation. This is the reason why parent mediation practices have been ineffective because a parent may not be able to track adolescents digital media use considering the diversity of contexts, platforms and avenues adolescents use digital media. This study argues that due to the diverse nature of digital media technology, parents may not be able to monitor the 'whereabouts' of their children in the digital space. This is because adolescent digital media usage may not only be confined to the home environment but other learning environments like schools. This calls for urgent attention on the part of teachers to understand the intricacies of how digital media continue to shape the world in which young children are developing and learning. It is, therefore, imperative for parents to liaise with the schools of their children to mediate digital media use during school hours. The implication of parents- teachers mediation practices are discussed. The article concludes by suggesting that third party mediation by teachers in schools and other learning environments should be encouraged and future research needs to consider the emergent strategy of teacher-children mediation approach and the implication for policy for both the home and learning environments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20media" title="digital media">digital media</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20age" title=" digital age"> digital age</a>, <a href="https://publications.waset.org/abstracts/search?q=parent%20mediation" title=" parent mediation"> parent mediation</a>, <a href="https://publications.waset.org/abstracts/search?q=third%20party%20mediation" title=" third party mediation"> third party mediation</a> </p> <a href="https://publications.waset.org/abstracts/104851/the-diversity-of-contexts-within-which-adolescents-engage-with-digital-media-contributing-to-more-challenging-tasks-for-parents-and-a-need-for-third-party-mediation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104851.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">158</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">4705</span> Indoor Air Assessment and Health Risk of Volatile Organic Compounds in Secondary School Classrooms in Benin City, Edo State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Osayomwanbor%20E.%20Oghama">Osayomwanbor E. Oghama</a>, <a href="https://publications.waset.org/abstracts/search?q=John%20O.%20Olomukoro"> John O. Olomukoro</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The school environment, apart from home, is probably the most important indoor environment for children. Children spend as much as 80-90% of their indoor time either at school or at home; an average of 35 - 40 hours per week in schools, hence are at the risk of indoor air pollutants such as volatile organic compounds (VOCs). Concentrations of VOCs vary widely but are generally higher indoors than outdoors. This research was, therefore, carried out to evaluate the levels of VOCs in secondary school classrooms in Benin City, Edo State. Samples were obtained from a total of 18 classrooms in 6 secondary schools. Samples were collected 3 times from each school and from 3 different classrooms in each school using Draeger ORSA 5 tubes. Samplers were left to stay for a school-week (5 days). The VOCs detected and analyzed were benzene, ethlybenzene, isopropylbenzene, naphthalene, n-butylbenzene, n-propylbenzene, toluene, m-xylene, p-xylene, o-xylene, styrene, chlorobenzene, chloroform, 1,2-dichloropropane, 2,2-dichloropropane, tetrachloroethane, tetrahydrofuran, isopropyl acetate, α-pinene, and camphene. The results showed that chloroform, o-xylene, and styrene were the most abundant while α-pinene and camphene were the least abundant. The health risk assessment was done in terms of carcinogenic (CRI) and non-carcinogenic risks (THR). The CRI values of the schools ranged from 1.03 × 10-5 to 1.36 × 10-5 μg/m³ (a mean of 1.16 × 10-5 μg/m³) with School 6 and School 3 having the highest and lowest values respectively. The THR values of the study schools ranged from 0.071-0.086 μg/m³ (a mean of 0.078 μg/m³) with School 3 and School 2 having the highest and lowest values respectively. The results show that all the schools pose a potential carcinogenic risks having CRI values greater than the recommended limit of 1 × 10-6 µg/m³ and no non-carcinogenic risk having THR values less than the USEPA hazard quotient of 1 µg/m³. It is recommended that school authorities should ensure adequate ventilation in their schools, supplementing natural ventilation with mechanical sources, where necessary. In addition, indoor air quality should be taken into consideration in the design and construction of classrooms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=carcinogenic%20risk%20indicator" title="carcinogenic risk indicator">carcinogenic risk indicator</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20risk" title=" health risk"> health risk</a>, <a href="https://publications.waset.org/abstracts/search?q=indoor%20air" title=" indoor air"> indoor air</a>, <a href="https://publications.waset.org/abstracts/search?q=non-carcinogenic%20risk%20indicator" title=" non-carcinogenic risk indicator"> non-carcinogenic risk indicator</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20schools" title=" secondary schools"> secondary schools</a>, <a href="https://publications.waset.org/abstracts/search?q=volatile%20organic%20compounds" title=" volatile organic compounds "> volatile organic compounds </a> </p> <a href="https://publications.waset.org/abstracts/96585/indoor-air-assessment-and-health-risk-of-volatile-organic-compounds-in-secondary-school-classrooms-in-benin-city-edo-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96585.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">191</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4704</span> Drop-Out Rate in Leocadio Alejo Entienza High School for SY 2013-2014: Its Causes and Interventions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Raquel%20Balon%20Quintana">Raquel Balon Quintana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to help the Students-At-Risk of Dropping Out to finish their studies in their grade/year level category for this school year by finding out students’ behavior in and out the school, community involvement in the learning process and the causes or reasons behind drop-out rate that affect the performance level of the school. This study also looked for the intervention measures to reduce the drop-out rate of the school. The Normative Survey Method of research was used to achieve its purpose and objective of conducting interview with students and their parents, subject teachers, classmates and friends; undertaking observation and monitoring to find out the whereabouts of SARDO’s on and off classes hours; using questionnaires; and conducting home visitation to be able to link the community involvement into dropping-out of student. Results of the study revealed that out of 32 Students-At-Risk of Dropping Out, 50% were over age for high school (16 years old to 21 years old) while the other 50% came from the regular high school students. These 16 students came from the 41 students who dropped-out from their classes last school year. All Students-At-Risk of Dropping-Out are single and seventy-eight percent of them are male. Top five (5) among the factors that affect their school performance were peer pressure, self-drive, malnutrition, family problem/support and truancy. The five (5) least factors that affect their schooling were problems within their community, school-administration factor, harassment, teacher factor and distance from the school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=students-at-risk%20of%20dropping-out" title="students-at-risk of dropping-out">students-at-risk of dropping-out</a>, <a href="https://publications.waset.org/abstracts/search?q=drop-out%20rate" title=" drop-out rate"> drop-out rate</a>, <a href="https://publications.waset.org/abstracts/search?q=Leocadio%20Alejo%20Entienza%20High%20School" title=" Leocadio Alejo Entienza High School"> Leocadio Alejo Entienza High School</a>, <a href="https://publications.waset.org/abstracts/search?q=Philippines" title=" Philippines"> Philippines</a> </p> <a href="https://publications.waset.org/abstracts/21882/drop-out-rate-in-leocadio-alejo-entienza-high-school-for-sy-2013-2014-its-causes-and-interventions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21882.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">560</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">4703</span> Household Choice of Working from Home before and after COVID-19</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ravipa%20Rojasavachai">Ravipa Rojasavachai</a>, <a href="https://publications.waset.org/abstracts/search?q=Li%20Yang"> Li Yang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Working from home has become a global phenomenon after the coronavirus outbreak, and most employees have a choice to choose between working from home or the office. In this paper, we examine the demographics and socio-economics factors influencing individuals’ decision to choose working from home rather than the office before and after the coronavirus outbreak based on Australian household data. We find that all factors impact the working from home choice before the coronavirus outbreak, but the number of children turns to an uninfluenced factor on individuals’ choices after the outbreak. We also find that female employees have a higher probability of choosing to work from home after the coronavirus outbreak. This is because they have less concern for their career opportunities and higher wage premium of working from home due to the changing in cultural norms and advanced working from home technologies in companies after the coronavirus outbreak. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=work%20from%20home" title="work from home">work from home</a>, <a href="https://publications.waset.org/abstracts/search?q=telework" title=" telework"> telework</a>, <a href="https://publications.waset.org/abstracts/search?q=remote%20working" title=" remote working"> remote working</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19" title=" COVID-19"> COVID-19</a>, <a href="https://publications.waset.org/abstracts/search?q=pandemic" title=" pandemic"> pandemic</a>, <a href="https://publications.waset.org/abstracts/search?q=wage" title=" wage"> wage</a> </p> <a href="https://publications.waset.org/abstracts/154988/household-choice-of-working-from-home-before-and-after-covid-19" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154988.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">108</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">4702</span> Thriving Private-Community Partnerships in Ecotourism: Perspectives from Fiji’s Upper Navua Conservation Area</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jeremy%20Schultz">Jeremy Schultz</a>, <a href="https://publications.waset.org/abstracts/search?q=Kelly%20Bricker"> Kelly Bricker</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Ecotourism has proven itself to be a forerunner in the advancement of environmental conservation all the while supporting cultural tradition, uniqueness, and pride among indigenous communities. Successful private-community partnerships associated with ecotourism operations are vital to the overall prosperity of both the businesses and the local communities. Such accomplishments can be seen through numerous livelihood goals including income, food security, health, reduced vulnerability, governance, and empowerment. Private-community partnerships also support global initiatives such as the sustainable development goals and sustainable development frameworks including those proposed by the United Nations World Tourism Organization (WTO). Understanding such partnerships assists not only large organizations such as the WTO, but it also benefits smaller ecotourism operators and entrepreneurs who are trying to achieve their sustainable tourism development goals. This study examined the partnership between an ecotourism company (Rivers Fiji) and two rural villages located in Fiji’s Upper Navua Conservation Area. Focus groups were conducted in each village. Observation journals were also used to record conversations outside of the focus groups. Data were thematically organized and analyzed to offer researcher interpretations and understandings. This research supported the notion that respectful and emboldening partnerships between communities and private enterprise are vital to the composition of successful ecotourism operations that support sustainable development protocol. Understanding these partnerships can assist in shaping future ecotourism development and re-molding existing businesses. This study has offered an example of a thriving partnership through community input and critical researcher analysis. Research has identified six contributing factors to successful ecotourism partnerships, and this study provides additional support to that framework. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20partnerships" title="community partnerships">community partnerships</a>, <a href="https://publications.waset.org/abstracts/search?q=conservation%20areas" title=" conservation areas"> conservation areas</a>, <a href="https://publications.waset.org/abstracts/search?q=ecotourism" title=" ecotourism"> ecotourism</a>, <a href="https://publications.waset.org/abstracts/search?q=Fiji" title=" Fiji"> Fiji</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a> </p> <a href="https://publications.waset.org/abstracts/107902/thriving-private-community-partnerships-in-ecotourism-perspectives-from-fijis-upper-navua-conservation-area" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107902.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">135</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">4701</span> Adoption of Lean Thinking and Service Improvement for Care Home Service</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chuang-Chun%20Chiou">Chuang-Chun Chiou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Ageing population is a global trend; therefore the need of care service has been increasing dramatically. There are three basic forms of service delivered to the elderly: institution, community, and home. Particularly, the institutional service can be seen as an extension of medical service. The nursing home or so-called care home which is equipped with professional staff and facilities can provide a variety of service including rehabilitation service, short-term care, and long term care. Similar to hospital and other health care service, care home service do need to provide quality and cost-effective service to satisfy the dwellers. The main purpose of this paper is to show how lean thinking and service innovation can be applied to care home operation. The issues and key factors of implementing lean practice are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=lean" title="lean">lean</a>, <a href="https://publications.waset.org/abstracts/search?q=service%20improvement" title=" service improvement"> service improvement</a>, <a href="https://publications.waset.org/abstracts/search?q=SERVQUAL" title=" SERVQUAL"> SERVQUAL</a>, <a href="https://publications.waset.org/abstracts/search?q=care%20home%20service" title=" care home service"> care home service</a> </p> <a href="https://publications.waset.org/abstracts/7248/adoption-of-lean-thinking-and-service-improvement-for-care-home-service" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7248.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">606</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">4700</span> The Impact of Government Subsidies to Keep Residents Studying at Home</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Melissa%20James%20Maceachern">Melissa James Maceachern</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines a financial aid program that is designed to “keep residents at home” to attend higher education by providing financial aid as an incentive or discount in their first year of university following high school graduation. This study offers insight into financial matters for higher education students that can assist in providing policy direction for student financing. In particular, this study found that students appeared to value the bursary but none of the key metrics related to participation or conversion to the home institution indicated that the bursary impacted enrolment or participation. One key metric, student loans received by direct entry high school students did indicate a decline in the number of recipients. This study also identified accessibility issues to higher education that are of importance when considering the declining youth populations, future labour market needs and the need to sustain higher education institutions. This is undoubtedly a challenging period of time given the changing social and demographic forces within Canada. A comprehensive examination of the policy and programs to address these forces needs to be undertaken. This study highlights the importance of utilizing financial aid in combination with other policy to assist students in accessing higher education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accessibility" title="accessibility">accessibility</a>, <a href="https://publications.waset.org/abstracts/search?q=participation" title=" participation"> participation</a>, <a href="https://publications.waset.org/abstracts/search?q=financing" title=" financing"> financing</a>, <a href="https://publications.waset.org/abstracts/search?q=government" title=" government"> government</a> </p> <a href="https://publications.waset.org/abstracts/32036/the-impact-of-government-subsidies-to-keep-residents-studying-at-home" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32036.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">416</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">4699</span> Parents and Stakeholders’ Perspectives on Early Reading Intervention Implemented as a Curriculum for Children with Learning Disabilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bander%20Mohayya%20Alotaibi">Bander Mohayya Alotaibi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The valuable partnerships between parents and teachers may develop positive and effective interactions between home and school. This will help these stakeholders share information and resources regarding student academics during ongoing interactions. Thus, partnerships will build a solid foundation for both families and schools to help children succeed in school. Parental involvement can be seen as an effective tool that can change homes and communities and not just schools’ systems. Seeking parents and stakeholders’ attitudes toward learning and learners can help schools design a curriculum. Subsequently, this information can be used to find ways to help improve the academic performance of students, especially in low performing schools. There may be some conflicts when designing curriculum. In addition, designing curriculum might bring more educational expectations to all the sides. There is a lack of research that targets the specific attitude of parents toward specific concepts on curriculum contents. More research is needed to study the perspective that parents of children with learning disabilities (LD) have regarding early reading curriculum. Parents and stakeholders’ perspectives on early reading intervention implemented as a curriculum for children with LD was studied through an advanced quantitative research. The purpose of this study seeks to understand stakeholders and parents’ perspectives of key concepts and essential early reading skills that impact the design of curriculum that will serve as an intervention for early struggler readers who have LD. Those concepts or stages include phonics, phonological awareness, and reading fluency as well as strategies used in house by parents. A survey instrument was used to gather the data. Participants were recruited through 29 schools and districts of the metropolitan area of the northern part of Saudi Arabia. Participants were stakeholders including parents of children with learning disability. Data were collected using distribution of paper and pen survey to schools. Psychometric properties of the instrument were evaluated for the validity and reliability of the survey; face validity, content validity, and construct validity including an Exploratory Factor Analysis were used to shape and reevaluate the structure of the instrument. Multivariate analysis of variance (MANOVA) used to find differences between the variables. The study reported the results of the perspectives of stakeholders toward reading strategies, phonics, phonological awareness, and reading fluency. Also, suggestions and limitations are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=stakeholders" title="stakeholders">stakeholders</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20disability" title=" learning disability"> learning disability</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20reading" title=" early reading"> early reading</a>, <a href="https://publications.waset.org/abstracts/search?q=perspectives" title=" perspectives"> perspectives</a>, <a href="https://publications.waset.org/abstracts/search?q=parents" title=" parents"> parents</a>, <a href="https://publications.waset.org/abstracts/search?q=intervention" title=" intervention"> intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum" title=" curriculum"> curriculum</a> </p> <a href="https://publications.waset.org/abstracts/100671/parents-and-stakeholders-perspectives-on-early-reading-intervention-implemented-as-a-curriculum-for-children-with-learning-disabilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100671.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">155</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">4698</span> The Juxtaposition of Home in Toni Morrison's Home: Ironic Functions as Trauma and Healing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Imas%20Istiani">Imas Istiani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The concept of home is usually closely related to the place of safety and security. For people who have travelled far and long, they long to be united with home to feel safe, secure and comfortable. However, for some people, especially for veterans, home cannot offer them those feelings, on the contrary, it can give them the sense of insecurity as well as guilty. Thus, its juxtaposed concept can also put home as an uncanny place that represses and haunt its occupant. As for veterans, 'survivor guilt' overpowers them in the way that it will be hard for them to embrace the comfort that home offers. In Home, Toni Morrison poignantly depicts Frank’s life upon returning from the war. Burdened with his traumatic experiences, Frank finds home full with terror, guilt, fear, grief, and loss. Using Dominick laCapra’s 'Trauma Theory,' the study finds that Frank works through his trauma by being able to distinguish between past and present so that he can overcome those repressed feelings. Aside from his inner healing power, Frank digests the process of working through with the help of home and community, as proposed by Evelyn Jaffe Schreiber claiming that community can help survivors to heal from traumatic experiences. Thus, Home has two juxtaposed functions; both as traumatizing and healing place. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=trauma" title="trauma">trauma</a>, <a href="https://publications.waset.org/abstracts/search?q=healing" title=" healing"> healing</a>, <a href="https://publications.waset.org/abstracts/search?q=home" title=" home"> home</a>, <a href="https://publications.waset.org/abstracts/search?q=trauma%20theory" title=" trauma theory"> trauma theory</a> </p> <a href="https://publications.waset.org/abstracts/80522/the-juxtaposition-of-home-in-toni-morrisons-home-ironic-functions-as-trauma-and-healing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80522.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">293</span> </span> </div> </div> <ul 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