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of spiritual needs</title> <meta name="description" content="Search results for: assessment of spiritual needs"> <meta name="keywords" content="assessment of spiritual needs"> <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="assessment of spiritual needs"> <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> 6091</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: assessment of spiritual needs</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5971</span> Holistic Risk Assessment Based on Continuous Data from the User’s Behavior and Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cinzia%20Carrodano">Cinzia Carrodano</a>, <a href="https://publications.waset.org/abstracts/search?q=Dimitri%20Konstantas"> Dimitri Konstantas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Risk is part of our lives. In today’s society risk is connected to our safety and safety has become a major priority in our life. Each person lives his/her life based on the evaluation of the risk he/she is ready to accept and sustain, and the level of safety he/she wishes to reach, based on highly personal criteria. The assessment of risk a person takes in a complex environment and the impact of actions of other people’actions and events on our perception of risk are alements to be considered. The concept of Holistic Risk Assessment (HRA) aims in developing a methodology and a model that will allow us to take into account elements outside the direct influence of the individual, and provide a personalized risk assessment. The concept is based on the fact that in the near future, we will be able to gather and process extremely large amounts of data about an individual and his/her environment in real time. The interaction and correlation of these data is the key element of the holistic risk assessment. In this paper, we present the HRA concept and describe the most important elements and considerations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=continuous%20data" title="continuous data">continuous data</a>, <a href="https://publications.waset.org/abstracts/search?q=dynamic%20risk" title=" dynamic risk"> dynamic risk</a>, <a href="https://publications.waset.org/abstracts/search?q=holistic%20risk%20assessment" title=" holistic risk assessment"> holistic risk assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20concept" title=" risk concept"> risk concept</a> </p> <a href="https://publications.waset.org/abstracts/145051/holistic-risk-assessment-based-on-continuous-data-from-the-users-behavior-and-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145051.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">5970</span> Ecosystem Services and Human Well-Being: Case Study of Tiriya Village, Bastar India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Vaibhav%20Kant%20Sahu">S. Vaibhav Kant Sahu</a>, <a href="https://publications.waset.org/abstracts/search?q=Surabhi%20Bipin%20Seth"> Surabhi Bipin Seth</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Human well-being has multiple constituents including the basic material for a good life, freedom and choice, health, good social relations, and security. Poverty is also multidimensional and has been defined as the pronounced deprivation of well-being. Dhurwa tribe of Bastar (India) have symbiotic relation with nature, it provisions ecosystem service such as food, fuel and fiber; regulating services such as climate regulation and non-material benefits such as spiritual or aesthetic benefits and they are managing their forest from ages. The demand for ecosystem services is now so great that trade-off among services become rule. Aim of study to explore evidences for linkages between ecosystem services and well-being of indigenous community, how much it helps them in poverty reduction and interaction between them. Objective of study was to find drivers of change and evidence concerning link between ecosystem, human development and sustainability, evidence in decision making does it opt for multi sectoral objectives. Which means human well-being as the central focus for assessment, while recognizing that biodiversity and ecosystems also have intrinsic value. Ecosystem changes that may have little impact on human well-being over days or weeks may have pronounced impacts over years or decades; so assessments needed to be conducted at spatial and temporal scales under social, political, economic scales to have high-resolution data. Researcher used framework developed by Millennium ecosystem assessment; since human action now directly or unknowingly virtually alter ecosystem. Researcher used ethnography study to get primary qualitative data, secondary data collected from panchayat office. The responses were transcribed and translated into English, as interview held in Hindi and local indigenous language. Focus group discussion were held with group of 10 women at Tiriya village. Researcher concluded with well-being is not just gap between ecosystem service supply but also increases vulnerability. Decision can have consequences external to the decision framework these consequences are called externalities because they are not part of the decision-making calculus. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bastar" title="Bastar">Bastar</a>, <a href="https://publications.waset.org/abstracts/search?q=Dhurwa%20tribe" title=" Dhurwa tribe"> Dhurwa tribe</a>, <a href="https://publications.waset.org/abstracts/search?q=ecosystem%20services" title=" ecosystem services"> ecosystem services</a>, <a href="https://publications.waset.org/abstracts/search?q=millennium%20ecosystem%20assessment" title=" millennium ecosystem assessment"> millennium ecosystem assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a> </p> <a href="https://publications.waset.org/abstracts/51153/ecosystem-services-and-human-well-being-case-study-of-tiriya-village-bastar-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51153.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">302</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">5969</span> Beyond Recognition: Beliefs, Attitudes, and Help-Seeking for Depression and Schizophrenia in Ghana</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Peter%20Adu">Peter Adu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: There is a paucity of mental health research in Ghana. Little is known about the beliefs and attitudes regarding specific mental disorders in Ghana. Method: A vignette study was conducted to examine the relationship between causal attributions, help-seeking, and stigma towards depression and schizophrenia using lay Ghanaians (N = 410). This adapted questionnaire presented two unlabelled vignettes about a hypothetical person with the above disorders for participants to provide their impressions. Next, participants answered questions on beliefs and attitudes regarding this person. Results: The results showed that causal beliefs about mental disorders were related to treatment options and stigma: spiritual causal attributions associated positively with spiritual help-seeking and perceived stigma for the mental disorders, whilst biological and psychosocial causal attribution of the mental disorders was positively related with professional help-seeking. Finally, contrary to previous literature, belonging to a particular religious group did not negatively associate with professional help-seeking for mental disorders. Conclusion: In conclusion, results suggest that Ghanaians may benefit from exposure to corrective information about depression and schizophrenia. Our findings have implications for mental health literacy and anti-stigma campaigns in Ghana and other developing countries in the region. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=stigma" title="stigma">stigma</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health%20literacy" title=" mental health literacy"> mental health literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=depression" title=" depression"> depression</a>, <a href="https://publications.waset.org/abstracts/search?q=schizophrenia" title=" schizophrenia"> schizophrenia</a>, <a href="https://publications.waset.org/abstracts/search?q=spirituality" title=" spirituality"> spirituality</a>, <a href="https://publications.waset.org/abstracts/search?q=religion" title=" religion"> religion</a> </p> <a href="https://publications.waset.org/abstracts/136543/beyond-recognition-beliefs-attitudes-and-help-seeking-for-depression-and-schizophrenia-in-ghana" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136543.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">145</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">5968</span> Mindfulness in a Secular Age: Framing and Contextualising the Conversation in the Irish Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thomas%20P.%20Carroll">Thomas P. Carroll</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The phenomenon of mindfulness has become ever more popular in an increasingly pluralist Western society. Mindfulness practice has penetrated secular contexts that would otherwise be closed to religious influence, including state schools, hospitals, and commerce. The contemporary understanding of mindfulness has its origins in Buddhist meditation. However, since Jon Kabat-Zinn’s pioneering work in Mindfulness-Based Interventions, the concept has developed and sometimes mutated into various forms of practice which are disembedded from their original spiritual philosophy. This project will explore the spiritual climate within which mindfulness is currently flourishing through dialogue with three interlocutors. The first interlocutor is the Canadian philosopher Charles Taylor whose seminal work, ‘A Secular Age’, outlines three distinct modes of secularity. Taylor examines how the conditions of belief have changed and how the self seeks meaning in an age where belief in the divine is no longer axiomatic. The next interlocutor is Czech theologian and psychotherapist Tomáš Halík who offers a unique perspective of a Catholic who belongs to a section of society outnumbered by secular counterparts, with a theological hermeneutic best described as 'Den Fremden verstehen- understanding the stranger'. Finally, Irish theologian Michael Paul Gallagher offers a theological perspective on how the Christian faith can be translated into dialogue with Irish secular culture, as well as addressing the crisis of imagination and culture rather than the crisis of faith in Ireland. These interlocutors will illustrate that there are sometimes striking differences in how to interpret the religious signs of the times. However, these approaches also reveal significant similarities in how they address and explore the meaning of religious belief and experience today. In this way, themes will emerge that will help to frame the conversation about mindfulness in the West. These themes will include; the failure of the secularization thesis to pass, the growth of a diverse marketplace of religions and beliefs and the growth of a demographic who identify as spiritual but not religious. Such research is paramount in enabling a richer dialogue between Christian faith and mindfulness in a fragmented, postmodern Western context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=culture" title="culture">culture</a>, <a href="https://publications.waset.org/abstracts/search?q=mindfulness" title=" mindfulness"> mindfulness</a>, <a href="https://publications.waset.org/abstracts/search?q=secularism" title=" secularism"> secularism</a>, <a href="https://publications.waset.org/abstracts/search?q=spirituality" title=" spirituality"> spirituality</a> </p> <a href="https://publications.waset.org/abstracts/116256/mindfulness-in-a-secular-age-framing-and-contextualising-the-conversation-in-the-irish-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/116256.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">113</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5967</span> Developing Critical-Process Skills Integrated Assessment Instrument as Alternative Assessment on Electrolyte Solution Matter in Senior High School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sri%20Rejeki%20Dwi%20Astuti">Sri Rejeki Dwi Astuti</a>, <a href="https://publications.waset.org/abstracts/search?q=Suyanta"> Suyanta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The demanding of the asessment in learning process was impact by policy changes. Nowadays, the assessment not only emphasizes knowledge, but also skills and attitude. However, in reality there are many obstacles in measuring them. This paper aimed to describe how to develop instrument of integrated assessment as alternative assessment to measure critical thinking skills and science process skills in electrolyte solution and to describe instrument’s characteristic such as logic validity and construct validity. This instrument development used test development model by McIntire. Development process data was acquired based on development test step and was analyzed by qualitative analysis. Initial product was observed by three peer reviewer and six expert judgment (two subject matter expert, two evaluation expert and two chemistry teacher) to acquire logic validity test. Logic validity test was analyzed using Aiken’s formula. The estimation of construct validity was analyzed by exploratory factor analysis. Result showed that integrated assessment instrument has 0,90 of Aiken’s Value and all item in integrated assessment asserted valid according to construct validity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=construct%20validity" title="construct validity">construct validity</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking%20skills" title=" critical thinking skills"> critical thinking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=integrated%20assessment%20instrument" title=" integrated assessment instrument"> integrated assessment instrument</a>, <a href="https://publications.waset.org/abstracts/search?q=logic%20validity" title=" logic validity"> logic validity</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20process%20skills" title=" science process skills"> science process skills</a> </p> <a href="https://publications.waset.org/abstracts/52860/developing-critical-process-skills-integrated-assessment-instrument-as-alternative-assessment-on-electrolyte-solution-matter-in-senior-high-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52860.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">263</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">5966</span> A Comparative Study of Wellness Among Sportsmen and Non Sportsmen</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jaskaran%20Singh%20Sidhu">Jaskaran Singh Sidhu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Aim: The purpose of this study is to find the relationship between wellness among sportsmen and non sportsmen. Methodology: The present study is an experimental study for 80 senior secondary volleyball players of 16-19 years of age from Ludhiana District of Punjab (India), and 80 non-sportsperson were taken from senior secondary school of Ludhiana district. The sample for this study was taken through a random sampling technique. Tools: A five point scale havinf 50 items was used to acess the wellness Statistical Analysis: To find out the relationship among the variables exists or not, a t-test was used to test the significance of the difference between the means. Statistics for each characteristic were calculated; Mean, Standard deviation, Standard error of Mean. Data were analyzed using SPSS (statistical package for the social sciences). Statistical significance was set at p < 0.05. Results: Substantial deviations were noted at p<0.5 in the totality of wellness. Sportsmen show significant differences exist at p<0.5 in three parameters of wellness i.e., physical wellness, mental wellness, and social wellness. In spiritual and emotional wellness attributes, non-sportsmen shows significant difference at p<0.5. Conclusion: From the data interpretation it reflects that overall wellness can be improved by participation in sports. It further noted in study that participation in sports promote the attributes of wellness i.e., physical wellness, mental wellness, emotional wellness and social wellness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=physical" title="physical">physical</a>, <a href="https://publications.waset.org/abstracts/search?q=mental" title=" mental"> mental</a>, <a href="https://publications.waset.org/abstracts/search?q=social" title=" social"> social</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional" title=" emotional"> emotional</a>, <a href="https://publications.waset.org/abstracts/search?q=wellness" title=" wellness"> wellness</a>, <a href="https://publications.waset.org/abstracts/search?q=spiritual" title=" spiritual"> spiritual</a> </p> <a href="https://publications.waset.org/abstracts/169882/a-comparative-study-of-wellness-among-sportsmen-and-non-sportsmen" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169882.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">90</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">5965</span> Exploring the Experiences of Transnational TESOL Professionals about Their Writing Assessment Practices: A Critical Ethnography in the Saudi EFL Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdullah%20Alshakhi">Abdullah Alshakhi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to explore the assessment practices of transnational western teachers in Saudi EFL writing classrooms. The study adopts a critical ethnographic approach to understand the views and the experiences of four transnational TESOL professionals about how they navigate and negotiate their writing assessment practices in the Saudi EFL context. The qualitative data were collected through classroom observations and video recordings of the classroom teaching, which were followed by semi-structured interviews with the four TESOL teachers from Australia, England, USA, and Ireland. The data were analyzed from three perspectives of these transnational TESOL teachers in the Saudi EFL context: as a transnational teacher in monolingual context, as a transitional teacher abides by the prescribed curriculum and assessment instructions, and as a transnational teacher’s vision for monolingual students. The results of the study revealed that owing to the transnational teachers’ lack of understanding of the Saudi monolingual culture, bureaucratic structures, and top-down assessment policies in the institute where they work, their teaching and assessment of writing and other language skills are negatively affected and consequently had to be modified. Also, the Saudi learners’ lack of interest and their lower level of English proficiency pose serious challenges to those transnational teachers’ writing assessment practices. More often, the teachers find the prescribed writing curriculum and assessment tools ineffective in the Saudi EFL context. Because of these experiences, the transnational teachers in this study have exhibited their awareness of their monolingual/monoculture background, Saudi’s cultural and religious values, and institutional structures, which have helped them customize or supplement the writing assessment practices accordingly. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20ethnography" title="critical ethnography">critical ethnography</a>, <a href="https://publications.waset.org/abstracts/search?q=Saudi%20EFL%20context" title=" Saudi EFL context"> Saudi EFL context</a>, <a href="https://publications.waset.org/abstracts/search?q=TESOL%20professionals" title=" TESOL professionals"> TESOL professionals</a>, <a href="https://publications.waset.org/abstracts/search?q=transnationalism" title=" transnationalism"> transnationalism</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20assessment" title=" writing assessment"> writing assessment</a> </p> <a href="https://publications.waset.org/abstracts/109767/exploring-the-experiences-of-transnational-tesol-professionals-about-their-writing-assessment-practices-a-critical-ethnography-in-the-saudi-efl-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/109767.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">111</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">5964</span> The Miller Umwelt Assessment Scale: A Tool for Planning Interventions for Children on the Autism Spectrum</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sonia%20Mastrangelo">Sonia Mastrangelo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Miller Umwelt Assessment Scale is a useful tool for obtaining information about the developmental capacities of children on the autism spectrum. The assessment, made up of 19 tasks in the areas of: body organization, contact with surroundings, expressive and receptive communication, representation, and social-emotional development, has been used with much success over the past 40 years. While many assessments are difficult to administer to children on the autism spectrum, the simplicity of the MUAS reveals key strengths and challenges for both low and high functioning children on the spectrum. The results guide parents and clinicians in providing a curriculum and/or home program that moves children up the developmental ladder. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorder" title="autism spectrum disorder">autism spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20intervention" title=" reading intervention"> reading intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=Miller%20method" title=" Miller method "> Miller method </a> </p> <a href="https://publications.waset.org/abstracts/17636/the-miller-umwelt-assessment-scale-a-tool-for-planning-interventions-for-children-on-the-autism-spectrum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17636.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">539</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5963</span> Hospital 4.0 Maturity Assessment Model Development: Case of Moroccan Public Hospitals</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20Benazzouz">T. Benazzouz</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Auhmani"> K. Auhmani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents a Hospital 4.0 Maturity Assessment Model based on the Industry 4.0 concepts. The self-assessment model defines current and target states of digital transformation by considering multiple aspects of a hospital and a healthcare supply chain. The developed model was validated and evaluated on real-life cases. The resulting model consisted of 5 domains: Technology, Strategy 4.0, Human resources 4.0 & Culture 4.0, Supply chain 4.0 management, and Patient journeys management. Each domain is further divided into several sub-domains, totally 34 sub-domains are identified, that reflect different facets of a hospital 4.0 mature organization. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hospital%204.0" title="hospital 4.0">hospital 4.0</a>, <a href="https://publications.waset.org/abstracts/search?q=Industry%204.0" title=" Industry 4.0"> Industry 4.0</a>, <a href="https://publications.waset.org/abstracts/search?q=maturity%20assessment%20model" title=" maturity assessment model"> maturity assessment model</a>, <a href="https://publications.waset.org/abstracts/search?q=supply%20chain%204.0" title=" supply chain 4.0"> supply chain 4.0</a>, <a href="https://publications.waset.org/abstracts/search?q=patient" title=" patient"> patient</a> </p> <a href="https://publications.waset.org/abstracts/159666/hospital-40-maturity-assessment-model-development-case-of-moroccan-public-hospitals" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159666.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">89</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">5962</span> The Effect of Online Self-Assessment Diaries on Academic Achievement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zi%20Yan">Zi Yan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The pedagogical value of self-assessment is widely recognized. However, identifying effective methods to help students develop productive SA practices poses a significant challenge. Since most students do not acquire self-assessment skills intuitively, they need instruction and guidance. This study is a randomized controlled trial aiming to test the effect of online self-assessment diaries on students’ achievement scores compared to a control group. Two groups of secondary school students (N=59), recruited through convenience sampling, participated in the study. The two groups were randomly designated to one of two conditions: control (n = 31) and online self-assessment diary (n = 28). The participants completed a curriculum-specific pre-test and a baseline survey on the first week of the 10-week study, as well as completed a post-test and survey by the tenth week. The results showed that the SA diary intervention had a significantly positive effect on post-intervention language learning scores after controlling for baseline scores. The findings highlight the potential of self-assessment to enhance educational outcomes, emphasizing its significant implications for educational policies that promote the integration of SA strategies into pedagogical practices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self-assessment" title="self-assessment">self-assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20diary" title=" online diary"> online diary</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title=" academic achievement"> academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=experimenal%20study" title=" experimenal study"> experimenal study</a> </p> <a href="https://publications.waset.org/abstracts/185698/the-effect-of-online-self-assessment-diaries-on-academic-achievement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185698.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">52</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">5961</span> Sleep Paralysis: Its Genesis and Qualitative Analysis of Case Histories</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nandita%20Chaube">Nandita Chaube</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20S.%20Nathawat"> S. S. Nathawat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sleep paralysis is a state of sleep disturbance in which people experience hypnogogic or hypnopompic hallucinations marked by an inability to move their bodies or speak out while reporting the consciousness about their surroundings. Philosophical explanation of sleep paralysis has been quoted in the ancient texts in terms of incubus and succubus. However, pathologically, it has been linked to several disorders including narcolepsy, migraines, anxiety disorders, and obstructive sleep apnea but it can also occur in isolation. Some other significant factors may include perceived stress, spiritual and paranormal beliefs, etc. Hence, a qualitative analysis of five such cases reporting symptoms of sleep disturbances with the criterion of sleep paralysis has been reported here. The study considered various psychological factors like stressful life events, feelings of inadequacy, spirituality, and paranormal beliefs. Results disclosed that four of the five cases were inclined towards the paranormal beliefs and the entire sample indicated a noticeably augmented level of spirituality and feelings of inadequacy. Furthermore, three cases reported experiencing greater stress following life events. Among other factors, all the cases were characterized with sleeping in the supine position, sleeping alone, an experience of fear, a sense of pressure on their chest, a presence of someone in the room and increased level of feelings of inadequacy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=genesis" title="genesis">genesis</a>, <a href="https://publications.waset.org/abstracts/search?q=inadequacy" title=" inadequacy"> inadequacy</a>, <a href="https://publications.waset.org/abstracts/search?q=paranormal" title=" paranormal"> paranormal</a>, <a href="https://publications.waset.org/abstracts/search?q=sleep-paralysis" title=" sleep-paralysis"> sleep-paralysis</a>, <a href="https://publications.waset.org/abstracts/search?q=spiritual" title=" spiritual"> spiritual</a>, <a href="https://publications.waset.org/abstracts/search?q=stress" title=" stress"> stress</a> </p> <a href="https://publications.waset.org/abstracts/55086/sleep-paralysis-its-genesis-and-qualitative-analysis-of-case-histories" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55086.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">246</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5960</span> Remote Training with Self-Assessment in Electrical Engineering</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zoja%20Raud">Zoja Raud</a>, <a href="https://publications.waset.org/abstracts/search?q=Valery%20Vodovozov"> Valery Vodovozov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper focuses on the distance laboratory organisation for training the electrical engineering staff and students in the fields of electrical drive and power electronics. To support online knowledge acquisition and professional enhancement, new challenges in remote education based on an active learning approach with self-assessment have been emerged by the authors. Following the literature review and explanation of the improved assessment methodology, the concept and technological basis of the labs arrangement are presented. To decrease the gap between the distance study of the up-to-date equipment and other educational activities in electrical engineering, the improvements in the following-up the learners’ progress and feedback composition are introduced. An authoring methodology that helps to personalise knowledge acquisition and enlarge Web-based possibilities is described. Educational management based on self-assessment is discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=advanced%20training" title="advanced training">advanced training</a>, <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title=" active learning"> active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20learning" title=" distance learning"> distance learning</a>, <a href="https://publications.waset.org/abstracts/search?q=electrical%20engineering" title=" electrical engineering"> electrical engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=remote%20laboratory" title=" remote laboratory"> remote laboratory</a>, <a href="https://publications.waset.org/abstracts/search?q=self-assessment" title=" self-assessment"> self-assessment</a> </p> <a href="https://publications.waset.org/abstracts/38148/remote-training-with-self-assessment-in-electrical-engineering" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38148.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">327</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5959</span> Sociological Research as a Tool of Social Assessment of the Territory in Urban Planning: In a Case of Kazakhstan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alexey%20Abilov">Alexey Abilov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sociological research in the form of a questionnaire survey of the population in the last decade has become an essential part of a comprehensive assessment of the territory in the practice of urban planning in Kazakhstan. This method was successfully used for developing master plans of settlements, urban agglomerations, and projects of detailed planning of individual sections of the urban environment. Also, it greatly contributes to the objectification of design solutions, since in addition to the traditional expert multifactorial assessment of urban development territories by professional designers, they provide an opportunity to consider existing urban development problems at the local level from the inside, through the eyes of the living population. A comparison of two areas of assessment of the territory -expert and social- allows us to give a more balanced final assessment, which can serve as a strong basis for making correct design decisions. The author of the article shows this by the example of the social assessment of the territory of the Almaty urban agglomeration in the form of a questionnaire survey of the population conducted in order to assess the quality of the living environment of the population, preferences in place and forms of recreation, as well as to delimitation the boundaries of the agglomeration. At the same time, the author's methodology of qualitative and quantitative assessment of the territory divided into polling stations is used, based on a comparison of the percentage of respondents' responses to various questionnaire questions with the total number of respondents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20assessment%20of%20territory" title="social assessment of territory">social assessment of territory</a>, <a href="https://publications.waset.org/abstracts/search?q=comprehensive%20assessment" title=" comprehensive assessment"> comprehensive assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20agglomeration" title=" urban agglomeration"> urban agglomeration</a>, <a href="https://publications.waset.org/abstracts/search?q=correct%20design%20decisions" title=" correct design decisions"> correct design decisions</a> </p> <a href="https://publications.waset.org/abstracts/174580/sociological-research-as-a-tool-of-social-assessment-of-the-territory-in-urban-planning-in-a-case-of-kazakhstan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174580.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">86</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">5958</span> Role of Islamic Economic System for Sustainabe Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yahaya%20Sulaiman">Yahaya Sulaiman</a>, <a href="https://publications.waset.org/abstracts/search?q=Ibrahim%20Muhammad%20Yakuba"> Ibrahim Muhammad Yakuba</a>, <a href="https://publications.waset.org/abstracts/search?q=Abubakar%20Usman"> Abubakar Usman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we discuss that Sustainable Development Goals are in consonance with Islamic ethos and philosophy. Islam made emphasize on human well-being from spiritual, physiological, intellectual and economic perspectives. Islamic worldview and values framework strengthens moral consciousness, urge pro-social behaviour and engender environmental ethics which can help in influencing our attitudes towards meeting sustainable development challenges. Islamic social finance institutions like Zakat and Waqf can contribute towards scaling up efforts in commercially non-viable, but socially vital projects and programs. There is much potential for Islamic finance to promote sustainable economic development through such approaches as widening access to finance, financing infrastructure projects, and expanding the reach of Takaful. Real sector based productive enterprise in Islamic finance has positive implications for the ecosystem. Risk-sharing shifts the emphasis from credit-worthiness of the borrower to be placed on the value creation and economic viability of investments that create new wealth. Islamic social finance package can cater to the financially excluded households. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=Islamic" title=" Islamic"> Islamic</a>, <a href="https://publications.waset.org/abstracts/search?q=economic" title=" economic"> economic</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable" title=" sustainable"> sustainable</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a> </p> <a href="https://publications.waset.org/abstracts/174301/role-of-islamic-economic-system-for-sustainabe-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174301.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">66</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">5957</span> Executive Function Assessment with Aboriginal Australians</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20Keiller">T. Keiller</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20Hindman"> E. Hindman</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Hassmen"> P. Hassmen</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Radford"> K. Radford</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20Lavrencic"> L. Lavrencic</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Psychosocial disadvantage is associated with impaired cognitive abilities, with executive functioning (EF) abilities particularly vulnerable. EF abilities strongly predict general daily functioning, educational and career prospects, and health choices. A reliable and valid assessment of EF is important to support appropriate care and intervention strategies. However, evidence-based EF assessment tools for use with Aboriginal Australians are limited. Aim and Method: This research aims to develop and validate a culturally appropriate EF tool for use with indigenous Australians. To this end, Study One aims to review current literature examining the benefits and disadvantages of current EF assessment tools for use with Indigenous Australians. Study Two aims to collate expert opinion on the strengths and weaknesses of various current EF assessment tools for use with Indigenous Australians using Delphi methodology with experienced psychologists (n = 10). The initial two studies will inform the development of a culturally appropriate assessment tool. Study Three aims to evaluate the psychometric properties of the tool with an Indigenous sample living in the New South Wales Mid-North Coast. The study aims to quantify the predictive validity of this tool via comparison to functionality predictors and neuropsychological assessment scores. Study Four aims to collect qualitative data surrounding the feasibility and acceptability of the tool among indigenous Australians and health professionals. Expected Results: Findings from this research are likely to inform cognitive assessment practices and tool selection for health professionals conducting cognitive assessments with Indigenous Australians. Improved assessment of EF will inform appropriate care and intervention strategies for individuals with EF deficits. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aboriginal%20Australians" title="aboriginal Australians">aboriginal Australians</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment%20tool" title=" assessment tool"> assessment tool</a>, <a href="https://publications.waset.org/abstracts/search?q=cognition" title=" cognition"> cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=executive%20functioning" title=" executive functioning"> executive functioning</a> </p> <a href="https://publications.waset.org/abstracts/129730/executive-function-assessment-with-aboriginal-australians" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129730.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">277</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">5956</span> Challenges Faced by the Teachers Regarding Student Assessment at Distant and Online Learning Mode</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ameema%20Mahroof">Ameema Mahroof</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Saeed"> Muhammad Saeed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: The paper aimed to explore the problems faced by the faculty in a distant and online learning environment. It proposes the remedies of the problems faced by the teachers. In distant and online learning mode, the methods of student assessment are different than traditional learning mode. In this paper, the assessment strategies of these learning modes are identified, and the challenges faced by the teachers regarding these assessment methods are explored. Design/Methodology/Approach: The study is qualitative and opted for an exploratory study, including eight interviews with faculty of distant and online universities. The data for this small scale study was gathered using semi-structured interviews. Findings: Findings of the study revealed that assignment and tests are the most effective way of assessment in these modes. It further showed that less student-teacher interaction, plagiarized assignments, passive students, less time for marking are the main challenges faced by the teachers in these modes. Research Limitations: Because of the chosen research approach, the study might not be able to provide generalizable results. That’s why it is recommended to do further studies on this topic. Practical Implications: The paper includes implications for the better assessment system in online and distant learning mode. Originality/Value: This paper fulfills an identified need to study the challenges and problems faced by the teachers regarding student assessment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title="online learning">online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=distant%20learning" title=" distant learning"> distant learning</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20assessment" title=" student assessment"> student assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=assignments" title=" assignments"> assignments</a> </p> <a href="https://publications.waset.org/abstracts/108547/challenges-faced-by-the-teachers-regarding-student-assessment-at-distant-and-online-learning-mode" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108547.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">166</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">5955</span> The Influence of Mathematic Learning Outcomes towards Physics Ability in Senior High School through Authentic Assessment System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aida%20Nurul%20Safitri">Aida Nurul Safitri</a>, <a href="https://publications.waset.org/abstracts/search?q=Rosita%20Sari"> Rosita Sari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Physics is science, which in its learning there are some product such as theory, fact, concept, law and formula. So that to understand physics lesson students not only need a theory or concept but also mathematical calculation to solve physics problem through formula or equation. This is can be taken from mathematics lesson which obtained by students. This research is to know the influence of mathematics learning outcomes towards physics ability in Senior High School through authentic assessment system. Based on the researches have been discussed, is obtained that mathematic lesson have an important role in physics learning but it according to one aspect only, namely cognitive aspect. In Indonesia, curriculum of 2013 reinforces displacement in the assessment, from assessment through test (measuring the competence of knowledge based on the result) toward authentic assessment (measuring the competence of attitudes, skills, and knowledge based on the process and results). In other researches are mentioned that authentic assessment system give positive responses for students to improve their motivation and increase the physics learning in the school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=authentic%20assessment" title="authentic assessment">authentic assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20of%202013" title=" curriculum of 2013"> curriculum of 2013</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematic" title=" mathematic"> mathematic</a>, <a href="https://publications.waset.org/abstracts/search?q=physics" title=" physics"> physics</a> </p> <a href="https://publications.waset.org/abstracts/39581/the-influence-of-mathematic-learning-outcomes-towards-physics-ability-in-senior-high-school-through-authentic-assessment-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39581.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">5954</span> Formative Assessment in an Introductory Python Programming Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mar%C3%ADa%20Jos%C3%A9%20N%C3%BA%C3%B1ez-Ruiz">María José Núñez-Ruiz</a>, <a href="https://publications.waset.org/abstracts/search?q=Luis%20%C3%81lvarez-Gonz%C3%A1lez"> Luis Álvarez-González</a>, <a href="https://publications.waset.org/abstracts/search?q=Cristian%20Olivares-Rodriguez"> Cristian Olivares-Rodriguez</a>, <a href="https://publications.waset.org/abstracts/search?q=Benjamin%20Lazo-Letelier"> Benjamin Lazo-Letelier</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper begins with some concept of formative assessment and the relationship with learning objective: contents objectives, processes objectives, and metacognitive objectives. Two methodologies are describes Evidence-Based teaching and Question Drive Instruction. To do formative assessments in larges classes a Classroom Response System (CRS) is needed. But most of CRS use only Multiple Choice Questions (MCQ), True/False question, or text entry; however, this is insufficient to formative assessment. To do that a new CRS, call FAMA was developed. FAMA support six types of questions: Choice, Order, Inline choice, Text entry, Associated, and Slider. An experiment participated in 149 students from four engineering careers. For results, Kendall's Range Correlation Analysis and descriptive analysis was done. In conclusion, there is a strong relation between contents question, process questions (ask in formative assessment without a score) and metacognitive questions, asked in summative assessment. As future work, the lecturer can do personalized teaching, because knows the behavior of all students in each formative assessment <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Python%20language" title="Python language">Python language</a>, <a href="https://publications.waset.org/abstracts/search?q=formative%20assessment" title=" formative assessment"> formative assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom%20response%20systems" title=" classroom response systems"> classroom response systems</a>, <a href="https://publications.waset.org/abstracts/search?q=evidence-Based%20teaching" title=" evidence-Based teaching"> evidence-Based teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=question%20drive%20instruction" title=" question drive instruction"> question drive instruction</a> </p> <a href="https://publications.waset.org/abstracts/120270/formative-assessment-in-an-introductory-python-programming-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120270.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">131</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">5953</span> Development of Value Based Planning Methodology Incorporating Risk Assessment for Power Distribution Network</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Asnawi%20Mohd%20Busrah">Asnawi Mohd Busrah</a>, <a href="https://publications.waset.org/abstracts/search?q=Au%20Mau%20Teng"> Au Mau Teng</a>, <a href="https://publications.waset.org/abstracts/search?q=Tan%20Chin%20Hooi"> Tan Chin Hooi</a>, <a href="https://publications.waset.org/abstracts/search?q=Lau%20Chee%20Chong"> Lau Chee Chong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper describes value based planning (VBP) methodology incorporating risk assessment as an enhanced and more practical approach to evaluate distribution network projects in Peninsular Malaysia. Assessment indicators associated with economics, performance and risks are formulated to evaluate distribution projects to quantify their benefits against investment. The developed methodology is implemented in a web-based software customized to capture investment and network data, compute assessment indicators and rank the proposed projects according to their benefits. Value based planning approach addresses economic factors in the power distribution planning assessment, so as to minimize cost solution to the power utility while at the same time provide maximum benefits to customers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=value%20based%20planning" title="value based planning">value based planning</a>, <a href="https://publications.waset.org/abstracts/search?q=distribution%20network" title=" distribution network"> distribution network</a>, <a href="https://publications.waset.org/abstracts/search?q=value%20of%20loss%20load%20%28VoLL%29" title=" value of loss load (VoLL)"> value of loss load (VoLL)</a>, <a href="https://publications.waset.org/abstracts/search?q=energy%20not%20served%20%28ENS%29" title=" energy not served (ENS)"> energy not served (ENS)</a> </p> <a href="https://publications.waset.org/abstracts/43234/development-of-value-based-planning-methodology-incorporating-risk-assessment-for-power-distribution-network" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43234.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">480</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">5952</span> Exploring the Traditional Uses of Aromatic Plants in Indonesian Culture, Medicine, and Spirituality</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aida%20Humaira">Aida Humaira</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Aromatic plants hold an honored place in Indonesian culture, where they are deeply intertwined with everyday customs, rituals, and ceremonies. From the fragrant herbs and spices used in cooking to the aromatic incense burned in temples and homes, aromatic plants play multifaceted roles in enhancing well-being and fostering spiritual connections. These plants are valued not only for their pleasant aromas but also for their medicinal properties and symbolic meanings. This article aims to summarize the role of aromatic plants in Indonesian traditional culture, medicine, spirituality, and how it shifted to a modern version of aromatherapy. Traditional Indonesian medicine, known as Jamu, relies heavily on aromatic plants for their therapeutic benefits. Herbalists and traditional healers use a wide array of aromatic herbs, roots, barks, and resins to treat various ailments, ranging from digestive disorders and respiratory infections to skin conditions and reproductive issues. In conclusion, aromatic plants represent a cultural treasure with multifaceted uses and significance deeply rooted in Indonesia’s tradition. From their medicinal properties to their spiritual symbolism, these plants embody the interconnection of culture, nature, and well-being. Further research and collaboration are needed to document and preserve traditional knowledge surrounding Indonesian aromatic plants and ensure their continued recognition and sustainable utilization in the face of modernization and environmental challenges. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aromatic%20plants" title="aromatic plants">aromatic plants</a>, <a href="https://publications.waset.org/abstracts/search?q=indonesia" title=" indonesia"> indonesia</a>, <a href="https://publications.waset.org/abstracts/search?q=Jamu" title=" Jamu"> Jamu</a>, <a href="https://publications.waset.org/abstracts/search?q=traditional%20medicine" title=" traditional medicine"> traditional medicine</a> </p> <a href="https://publications.waset.org/abstracts/184586/exploring-the-traditional-uses-of-aromatic-plants-in-indonesian-culture-medicine-and-spirituality" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/184586.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">60</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">5951</span> Using Assessment Criteria as a Pedagogic Tool to Develop Argumentative Essay Writing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sruti%20Akula">Sruti Akula</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Assessment criteria are mostly used for assessing skills like writing and speaking. However, they could be used as a pedagogic tool to develop writing skills. A study was conducted with higher secondary learners (Class XII Kendriya Vidyalaya) to investigate the effectiveness of assessment criteria to develop argumentative essay writing. In order to raise awareness about the features of argumentative essay, assessment criteria were shared with the learners. Along with that, self-evaluation checklists were given to the learners to guide them through the writing process. During the study learners wrote multiple drafts with the help of assessment criteria, self-evaluation checklists and teacher feedback at different stages of their writing. It was observed that learners became more aware of the features of argumentative essay which in turn improved their argumentative essay writing. In addition the self evaluation checklists imporved their ability to reflect on their work there by increasing learner autonomy in the class. Hence, it can be claimed that both assessment criteria and self evaluation checklists are effective pedagogic tools to develop argumentative essay writing. Thus, teachers can be trained to create and use tools like assessment criteria and self-evaluation checklists to develop learners’ writing skills in an effective way. The presentation would discuss the approach adopted in the study to teach argumentative essay writing along with the rationale. The tools used in the study would be shared and the data collected in the form of written scripts, self-evaluation checklists and student interviews will be analyzed to validate the claims. Finally, the practical implication of the study like the ways of using assessment criteria and checklists to raise learner awareness and autonomy, using such tools to keep the learners informed about the task requirements and genre features, and the like will be put forward. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=argumentative%20essay%20writing" title="argumentative essay writing">argumentative essay writing</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment%20criteria" title=" assessment criteria"> assessment criteria</a>, <a href="https://publications.waset.org/abstracts/search?q=self%20evaluation%20checklists" title=" self evaluation checklists"> self evaluation checklists</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogic" title=" pedagogic"> pedagogic</a> </p> <a href="https://publications.waset.org/abstracts/20668/using-assessment-criteria-as-a-pedagogic-tool-to-develop-argumentative-essay-writing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20668.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">510</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">5950</span> The Significant Effect of Wudu’ and Zikr in the Controlling of Emotional Pressure Using Biofeedback Emwave Technique</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Anuar%20Awang%20Idris">Mohd Anuar Awang Idris</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Nubli%20Abdul%20Wahab"> Muhammad Nubli Abdul Wahab</a>, <a href="https://publications.waset.org/abstracts/search?q=Nora%20Yusma%20Mohamed%20Yusoff"> Nora Yusma Mohamed Yusoff</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Wudu’ (Ablution) and Zikr are amongst some of the spiritual tools which may help an individual control his mind, emotion and attitude. These tools are deemed to be able to deliver a positive impact on an individual’s psychophysiology. The main objective of this research is to determine the effects of Wudu’ (Ablution) and Zikr therapy using the biofeedback emWave application and technology. For this research, 13 students were selected as samples from the students’ representative body at the University Tenaga National, Malaysia. The DASS (Depression Anxiety Stress Scale) questionnaire was used to help with the assessment and measurement of each student’s ability in controlling his or her emotions before and after the therapies. The biofeedback emWave technology was utilized to monitor the student’s psychophysiology level. In addition, the data obtained from the Heart rate variability (HRV) test have also been used to affirm that Wudu’ and Zikr had had significant impacts on the student’s success in controlling his or her emotional pressure. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=biofeedback%20EmWave" title="biofeedback EmWave">biofeedback EmWave</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion" title=" emotion"> emotion</a>, <a href="https://publications.waset.org/abstracts/search?q=psychophysiology" title=" psychophysiology"> psychophysiology</a>, <a href="https://publications.waset.org/abstracts/search?q=wudu%E2%80%99" title=" wudu’"> wudu’</a>, <a href="https://publications.waset.org/abstracts/search?q=zikr" title=" zikr"> zikr</a> </p> <a href="https://publications.waset.org/abstracts/70686/the-significant-effect-of-wudu-and-zikr-in-the-controlling-of-emotional-pressure-using-biofeedback-emwave-technique" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70686.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">206</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">5949</span> New Evaluation Methodology for Solidification Product Durability Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bozena%20Dohnalkova">Bozena Dohnalkova</a>, <a href="https://publications.waset.org/abstracts/search?q=Jakub%20Hodul"> Jakub Hodul</a>, <a href="https://publications.waset.org/abstracts/search?q=Rostislav%20Drochytka"> Rostislav Drochytka</a>, <a href="https://publications.waset.org/abstracts/search?q=Jana%20Kosikova"> Jana Kosikova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper deals with a proposal of a new methodology for durability assessment of solidification product for its safe further use. The new methodology is based on a review of the current state of assessment of treated waste in Czech Republic and abroad. The aim of the paper is to propose an optimal evaluation methodology for verifying properties of solidification product to ensure its safe further use in building industry. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=solidification" title="solidification">solidification</a>, <a href="https://publications.waset.org/abstracts/search?q=stabilization" title=" stabilization"> stabilization</a>, <a href="https://publications.waset.org/abstracts/search?q=durability" title=" durability"> durability</a>, <a href="https://publications.waset.org/abstracts/search?q=waste" title=" waste"> waste</a> </p> <a href="https://publications.waset.org/abstracts/10833/new-evaluation-methodology-for-solidification-product-durability-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10833.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">429</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">5948</span> Assessment of Master's Program in Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Niaz%20Latif">Niaz Latif</a>, <a href="https://publications.waset.org/abstracts/search?q=Joy%20L.%20Colwell"> Joy L. Colwell</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Following implementation of a master’s level graduate degree program in technology, a research-based assessment of the program was undertaken to determine how well the program met its goals and objectives, and the impact of the degree program on the objectives and the needs of its graduates. Upon review of the survey data, it was concluded that the program was meeting its goals and objectives and that the directed project option should be encouraged. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=master%E2%80%99s%20degree" title="master’s degree">master’s degree</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate%20program" title=" graduate program"> graduate program</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=master%27s%20program%20in%20technology" title=" master's program in technology "> master's program in technology </a> </p> <a href="https://publications.waset.org/abstracts/12119/assessment-of-masters-program-in-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12119.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">408</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">5947</span> Musical Culture of Sea Gypsies in Bulon Archipelago</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rewadee%20Ungpho">Rewadee Ungpho</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research on the musical culture of Sea Gypsies in Bulon archipelago, Satun Province, is considered as an anthropology research. Research objectives were to study the history and information culture and also to find the basis information for the restoration and preservation of the music culture of Sea Gypsies who live in Bulon archipelago. Findings of the research are as follows: 1) Musical characteristics of Sea Gypsies in Bulon archipelago is still traditional. It does not mix with any external musical influence such as musical instruments, language, and other musical characteristics. There are various kind of songs which can play a complete melody and rhythm, including a total of 8 songs as follows; Lagu-Ayam-Dide, Lagu-Sitipayong, Lagu-Bulong-pute, Lagu-Chemamat, Laguduwo, Lagu-Ma-I-nang, Lagu-Mana-Ikan. 2) The roles of culture/music in Bulon archipelago correlate with Urak Lawoi society. They use music in the ceremony of votive offering, in the floating ceremony held in Lipe Island and in various festivals. Therefore, music is a spiritual sacrifice and a spiritual instrument that conveys an Urak Lawoi, which makes the Urak Lawoi still unique and has a sense of ethnic identity. 3) The inheritance of Urak Lawoi music is still being made in a traditional way, as an oral tradition with no record. The teaching and learning must be one on one, and it required length of time to practice and accumulate the knowledge. Due to above mentioned reasons, a few people attend in the inheritance. Those who are interested may not be able to practice constantly. As a result, there is only a few, or even none, descendants left. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sea%20gypsy" title="sea gypsy">sea gypsy</a>, <a href="https://publications.waset.org/abstracts/search?q=music" title=" music"> music</a>, <a href="https://publications.waset.org/abstracts/search?q=Bulon%20archipelago" title=" Bulon archipelago"> Bulon archipelago</a>, <a href="https://publications.waset.org/abstracts/search?q=ethnomusicology" title=" ethnomusicology"> ethnomusicology</a> </p> <a href="https://publications.waset.org/abstracts/4857/musical-culture-of-sea-gypsies-in-bulon-archipelago" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4857.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">371</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5946</span> Influential Factors Impacting the Utilization of Pain Assessment Tools among Hospitalized Elderly Patients in Taiwan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Huei%20Jiun%20Chen">Huei Jiun Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Hui%20Mei%20Huan"> Hui Mei Huan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Pain is an unpleasant experience for hospitalized patients that impacts both their physical and mental well-being. It is important to select appropriate pain assessment tools to ensure effective pain management. Therefore, it is suggested to use Verbal Rating Scale (VRS) instead for better assessment. The Wong-Baker FACES Pain Rating Scale(WBS) is a widely used pain assessment tool in Taiwan to help individuals communicate the intensity of their pain. However, in clinical practice, even when using various assessment tools to evaluate pain, Numeric Rating Scale-11 (NRS-11) is still commonly utilized to quantify the intensity of pain. The correlation between NRS and other pain assessment tools has not been extensively explored in Taiwan. Additionally, the influence of gender and education level on pain assessment among elderly individuals has not been extensively studied in Taiwan. The aim of this study is to investigate the correlation between pain assessment scales (NRS-11, VRS, WBS) in assessing pain intensity among elderly inpatients. The secondary objective of this study is to examine how gender and education level influence pain assessment among individuals, as well as to explore their preferences regarding pain assessment tools. Method: In this study, a questionnaire survey and purposive sampling were employed to recruit participants from a medical center located in central Taiwan. Participants were requested to assess their pain intensity in the past 24 hours using NRS-11, VRS, and WBS. Additionally, the study investigated their preferences for pain assessment tools. Result: A total of 252 participants were included in this study, with a mean age of 71.1 years (SD=6.2). Of these participants, 135 were male (53.6%), and 44.4% had a primary level or below education. Participants were asked to use NRS-11, VRS, and WBS to assess their current, maximum, and minimum pain intensity experienced in the past 24 hours. The findings indicated a significant correlation (p< .01) among all three pain assessment tools. No significant differences were observed in gender across the three pain assessment scales. For severe pain, there were significant differences in self-rated pain scales among the elderly participants with different education levels (F=3.08, p< .01; X²=17.25, X²=17.21, p< .01), but there were no significant differences observed for mild pain. Regarding preferences for pain assessment tools, 158 participants (62.7%) favored VRS, followed by WBS; gender and education level had no influence on their preferences. Conclusion: Most elderly participants prefer using VRS (Verbal Rating Scale) to self-reported their pain. The reason for this preference may be attributed to the verbal nature of VRS, as it is simple and easy to understand. Furthermore, it could be associated with the level of education among the elderly participants. The pain assessment using VRS demonstrated a significant correlation with NRS-11 and WBS, and gender was not found to have any influence on these assessment. Further research is needed to explore the effect of different education levels on self-reported pain intensity among elderly people in Taiwan. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pain%20assessment" title="pain assessment">pain assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=elderly" title=" elderly"> elderly</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/170640/influential-factors-impacting-the-utilization-of-pain-assessment-tools-among-hospitalized-elderly-patients-in-taiwan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170640.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">76</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">5945</span> Comparison and Description of Enhanced Department-Based Arc Flash Safety Assessment with Substation-Based Arc Flash Safety Assessment for the Improvement of Work Place Safety</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Md.%20Abid%20Khan">Md. Abid Khan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Arc Flash safety assessment is a critical component for continuous improvement of any company’s safe electrical arc flash standard (SEAFS). The standard requires periodic internal or external audits to verify compliance and assess implementation. Assessments will identify strengths and opportunities for improvement, and serve as the basis for corrective actions. An arc flash safety assessment is comprised of a review of any existing safe electrical arc flash standard documentation (e.g., such as work procedures or other supporting documents), onsite interviews, and observations (e.g., facility inspections and work task observations). Substation-based arc flash assessment is very popular as it is more specific for each substation. The enhanced department-based arc flash safety assessment will shift focus to more effective hazard control measures and emphasis will be placed on highlighting inherently unsafe equipment to support resolution actions by facility management, rather than relying on lessor effective control methods in the hierarchy of controls currently deployed at a number of facilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=remote%20racking%20device%20%28RRD%29" title=" remote racking device (RRD)"> remote racking device (RRD)</a>, <a href="https://publications.waset.org/abstracts/search?q=key%20performance%20indicator%20%28KPI%29" title=" key performance indicator (KPI)"> key performance indicator (KPI)</a>, <a href="https://publications.waset.org/abstracts/search?q=personal%20protective%20equipment%20%28PPE%29" title=" personal protective equipment (PPE)"> personal protective equipment (PPE)</a>, <a href="https://publications.waset.org/abstracts/search?q=operation%20%26%20maintenance%20%28O%26M%29" title=" operation & maintenance (O&M)"> operation & maintenance (O&M)</a>, <a href="https://publications.waset.org/abstracts/search?q=safety%20management%20system%20%28SMS%29" title=" safety management system (SMS)"> safety management system (SMS)</a>, <a href="https://publications.waset.org/abstracts/search?q=safe%20electrical%20arc%20flash%20standard%20%28SEAFS%29" title=" safe electrical arc flash standard (SEAFS)"> safe electrical arc flash standard (SEAFS)</a> </p> <a href="https://publications.waset.org/abstracts/170103/comparison-and-description-of-enhanced-department-based-arc-flash-safety-assessment-with-substation-based-arc-flash-safety-assessment-for-the-improvement-of-work-place-safety" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170103.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">75</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">5944</span> Effectiveness of the Lacey Assessment of Preterm Infants to Predict Neuromotor Outcomes of Premature Babies at 12 Months Corrected Age</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thanooja%20Naushad">Thanooja Naushad</a>, <a href="https://publications.waset.org/abstracts/search?q=Meena%20Natarajan"> Meena Natarajan</a>, <a href="https://publications.waset.org/abstracts/search?q=Tushar%20Vasant%20Kulkarni"> Tushar Vasant Kulkarni</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: The Lacey Assessment of Preterm Infants (LAPI) is used in clinical practice to identify premature babies at risk of neuromotor impairments, especially cerebral palsy. This study attempted to find the validity of the Lacey assessment of preterm infants to predict neuromotor outcomes of premature babies at 12 months corrected age and to compare its predictive ability with the brain ultrasound. Methods: This prospective cohort study included 89 preterm infants (45 females and 44 males) born below 35 weeks gestation who were admitted to the neonatal intensive care unit of a government hospital in Dubai. Initial assessment was done using the Lacey assessment after the babies reached 33 weeks postmenstrual age. Follow up assessment on neuromotor outcomes was done at 12 months (± 1 week) corrected age using two standardized outcome measures, i.e., infant neurological international battery and Alberta infant motor scale. Brain ultrasound data were collected retrospectively. Data were statistically analyzed, and the diagnostic accuracy of the Lacey assessment of preterm infants (LAPI) was calculated -when used alone and in combination with the brain ultrasound. Results: On comparison with brain ultrasound, the Lacey assessment showed superior specificity (96% vs. 77%), higher positive predictive value (57% vs. 22%), and higher positive likelihood ratio (18 vs. 3) to predict neuromotor outcomes at one year of age. The sensitivity of Lacey assessment was lower than brain ultrasound (66% vs. 83%), whereas specificity was similar (97% vs. 98%). A combination of Lacey assessment and brain ultrasound results showed higher sensitivity (80%), positive (66%), and negative (98%) predictive values, positive likelihood ratio (24), and test accuracy (95%) than Lacey assessment alone in predicting neurological outcomes. The negative predictive value of the Lacey assessment was similar to that of its combination with brain ultrasound (96%). Conclusion: Results of this study suggest that the Lacey assessment of preterm infants can be used as a supplementary assessment tool for premature babies in the neonatal intensive care unit. Due to its high specificity, Lacey assessment can be used to identify those babies at low risk of abnormal neuromotor outcomes at a later age. When used along with the findings of the brain ultrasound, Lacey assessment has better sensitivity to identify preterm babies at particular risk. These findings have applications in identifying premature babies who may benefit from early intervention services. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=brain%20ultrasound" title="brain ultrasound">brain ultrasound</a>, <a href="https://publications.waset.org/abstracts/search?q=lacey%20assessment%20of%20preterm%20infants" title=" lacey assessment of preterm infants"> lacey assessment of preterm infants</a>, <a href="https://publications.waset.org/abstracts/search?q=neuromotor%20outcomes" title=" neuromotor outcomes"> neuromotor outcomes</a>, <a href="https://publications.waset.org/abstracts/search?q=preterm" title=" preterm"> preterm</a> </p> <a href="https://publications.waset.org/abstracts/132777/effectiveness-of-the-lacey-assessment-of-preterm-infants-to-predict-neuromotor-outcomes-of-premature-babies-at-12-months-corrected-age" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132777.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">5943</span> Devising a Paradigm for the Assessment of Guilt across Species</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Trisha%20S.%20Malhotra">Trisha S. Malhotra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> While there exist frameworks to study the induction, manifestation, duration and general nature of emotions like shame, guilt, embarrassment and pride in humans, the same cannot be said for other species. This is because such 'complex' emotions have situational inductions and manifestations that supposedly vary due to differences between and within different species' ethology. This paper looks at the socio-adaptive functions of guilt to posit why this emotion might be observed across varying species. Primarily, the experimental paradigm of guilt-assessment in domesticated dogs is critiqued for lack of ethological consideration in its measurement and analysis. It is argued that a paradigm for guilt-assessment should measure the species-specific prosocial approach behavior instead of the immediate feedback of the 'guilty'. Finally, it is asserted that the origin of guilt is subjective and if it must be studied across a plethora of species, its definition must be tailored to fit accordingly. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=guilt" title="guilt">guilt</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=dogs" title=" dogs"> dogs</a>, <a href="https://publications.waset.org/abstracts/search?q=prosocial%20approach%20behavior" title=" prosocial approach behavior"> prosocial approach behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=empathy" title=" empathy"> empathy</a>, <a href="https://publications.waset.org/abstracts/search?q=species" title=" species"> species</a>, <a href="https://publications.waset.org/abstracts/search?q=ethology" title=" ethology"> ethology</a> </p> <a href="https://publications.waset.org/abstracts/104123/devising-a-paradigm-for-the-assessment-of-guilt-across-species" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104123.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">307</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">5942</span> The Effectiveness of Using Plickers as a Formative Assessment Tool in EFL Classrooms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alhanouf%20Alharbi">Alhanouf Alharbi</a>, <a href="https://publications.waset.org/abstracts/search?q=Wafa%20Alotaibi"> Wafa Alotaibi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to analyse students’ and teachers’ perceptions of using Plickers as a formative assessment tool in EFL classrooms. The study implements a mixed methods approach. First, a questionnaire was administered to 64 students from two schools in Almadinah, a Saudi city. Then, in structured interviews, two English teachers provided their opinions on the advantages and disadvantages of integrating Plickers into their classrooms. The findings reveal that both teachers and students believe that using Plickers positively impacts students’ learning. Moreover, the findings encourage teachers to integrate technology-based formative assessments in EFL classrooms. However, there are some drawbacks to using Plickers, such as technological issues. Finally, English teachers are recommended to engage all their students in a daily formative assessment by implementing Plickers in their classes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=plickers" title="plickers">plickers</a>, <a href="https://publications.waset.org/abstracts/search?q=formative%20assessment" title=" formative assessment"> formative assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20classroom" title=" EFL classroom"> EFL classroom</a> </p> <a href="https://publications.waset.org/abstracts/144124/the-effectiveness-of-using-plickers-as-a-formative-assessment-tool-in-efl-classrooms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144124.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">140</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=assessment%20of%20spiritual%20needs&page=4" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=assessment%20of%20spiritual%20needs&page=1">1</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=assessment%20of%20spiritual%20needs&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=assessment%20of%20spiritual%20needs&page=3">3</a></li> <li class="page-item"><a class="page-link" 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