CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: social class</title> <meta name="description" content="Search results for: social class"> <meta name="keywords" content="social class"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="social class" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="social class"> <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> 11398</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: social class</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11398</span> Effects of Social Media on Class Layers in Kuwait</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bashaiar%20Al-Sanaa">Bashaiar Al-Sanaa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Class has always been a vital distinguishing factor among people within any society. Clear borders between social layers; such as royals, nobles, aristocrats, the bourgeoisie, and working class; have been minimized and blurred due to the advent of social media. Unprecedented access to information has played a significant role in teaching different individuals about the nature of other social layers, hence, allowing for imitation and integration. This study aims to fill the void in research conducted on such topic. The research explores how social media may be slowly but surely dissolving apparent and rigid borderlines of social class. In order to present an overview of the topic, the study surveys individuals in Kuwait to measure how using social media changed their views and style of social class. It also draws a framework through which implications and suggestions for future research may be discussed to better serve the advancement of human communication. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=class" title="class">class</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a>, <a href="https://publications.waset.org/abstracts/search?q=Kuwait" title=" Kuwait"> Kuwait</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a> </p> <a href="https://publications.waset.org/abstracts/89620/effects-of-social-media-on-class-layers-in-kuwait" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89620.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">190</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">11397</span> Linguistic Codes: Food as a Class Indicator</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elena%20Valeryevna%20Pozhidaeva">Elena Valeryevna Pozhidaeva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This linguistic case study is based on an interaction between the social position and foodways. In every culture there is a social hierarchical system in which there can be means to express and to identify the social status of a person. Food serves as a class indicator. The British being a verbal nation use the words as a preferred medium for signalling and recognising the social status. The linguistic analysis reflects a symbolic hierarchy determined by social groups in the UK. The linguistic class indicators of a British hierarchical system are detectable directly – in speech acts. They are articulated in every aspect of a national identity’s life from preferences of the food and the choice to call it to the names of the meals. The linguistic class indicators can as well be detected indirectly – through symbolic meaning or via the choice of the mealtime, its class (e.g the classes of tea or marmalade), the place to buy food (the class of the supermarket) and consume it (the places for eating out and the frequency of such practices). Under analysis of this study are not only food items and their names but also such categories as cutlery as a class indicator and the act of eating together as a practice of social significance and a class indicator. Current social changes and economic developments are considered and their influence on the class indicators appearance and transformation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=linguistic" title="linguistic">linguistic</a>, <a href="https://publications.waset.org/abstracts/search?q=class" title=" class"> class</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20indicator" title=" social indicator"> social indicator</a>, <a href="https://publications.waset.org/abstracts/search?q=English" title=" English"> English</a>, <a href="https://publications.waset.org/abstracts/search?q=food%20class" title=" food class"> food class</a> </p> <a href="https://publications.waset.org/abstracts/40156/linguistic-codes-food-as-a-class-indicator" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40156.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">402</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">11396</span> The Relation Between Social Class, Race Homophily and Mental Health Outcomes of Black College Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Omari%20W.%20Keeles">Omari W. Keeles </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Attention to social class and race processes could illuminate within- group differences in Black students' experiences that help explain variation in adjustment. Of interest is how social class relates to development of intragroup connections with other Black students on campus in ways that promote or inhibit well-being. The present study’s findings suggest that students from lower class backgrounds may be more restrictive or limited in opportunities around their intragroup friendship networks than more affluent students. Furthermore, Black social relationship networks were related to positive mental health adjustment important to healthy psychological functioning and development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=black%20students" title="black students">black students</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20class" title=" social class"> social class</a>, <a href="https://publications.waset.org/abstracts/search?q=homophily" title=" homophily"> homophily</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20adjustment" title=" psychological adjustment"> psychological adjustment</a> </p> <a href="https://publications.waset.org/abstracts/31585/the-relation-between-social-class-race-homophily-and-mental-health-outcomes-of-black-college-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31585.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">450</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">11395</span> Feeling, Thinking, Acting: The Role of Subjective Social Class and Social Class Identity on Emotions, Attitudes and Prosocial Behavior Towards Muslim Immigrants in Belgium</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Theresa%20Zagers">Theresa Zagers</a>, <a href="https://publications.waset.org/abstracts/search?q=Rita%20Guerra"> Rita Guerra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Most research investigating how receiving communities perceive, and experience migration has overlooked the potential role of subjective social class and social class identity in positive intergroup relations and social cohesion of migrants and host societies. The present study aimed to provide insights to understand this relationship and focused on three important features: prosocial behaviour, attitudes and emotions towards Muslim immigrants in Flanders, Belgium. Building on relative deprivation-gratification theory we examined the indirect relationships of subjective social class on prosocial behaviour/intentions, attitudes and emotions via relative deprivation (RD), as well as the moderator role of the importance of social class identity. 431 Belgian participants participated in an online survey study. Overall, our results supported the predicted indirect effect of subjective social class: the lower the subjective social class, the higher the perceptions of relative deprivation, which in turn is related to less prosocial behaviour intentions, and more negative attitudes and emotions towards immigrants. This indirect effect was, however, not moderated by the importance of social class identity. Interestingly, the direct effects of subjective social class showed a different pattern: when bypassing deprivation our results showed higher subjective social class was detrimental for intergroup relations (more negative attitudes and emotions), and that lower subjective social class was positively related to prosocial intentions for those identifying highly with their class identity. Overall, we gained valuable insights in the relationship of subjective social class and the three features of intergroup relations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20class" title="social class">social class</a>, <a href="https://publications.waset.org/abstracts/search?q=relative%20deprivation-gratification" title=" relative deprivation-gratification"> relative deprivation-gratification</a>, <a href="https://publications.waset.org/abstracts/search?q=prosocial%20behavior" title=" prosocial behavior"> prosocial behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=attitudes" title=" attitudes"> attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=emotions" title=" emotions"> emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=Muslim%20immigrants" title=" Muslim immigrants"> Muslim immigrants</a> </p> <a href="https://publications.waset.org/abstracts/179098/feeling-thinking-acting-the-role-of-subjective-social-class-and-social-class-identity-on-emotions-attitudes-and-prosocial-behavior-towards-muslim-immigrants-in-belgium" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179098.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">59</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">11394</span> Race, Class, Gender, and the American Welfare State (1930s-1990s)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tahar%20Djebbar%20Aziza">Tahar Djebbar Aziza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The American society, like all societies, is fractured by social divisions between different groups of people. It is divided by race, class, gender, and other social and cultural characteristics. Social divisions affect the way and the manner welfare is delivered for citizens within the American society. The welfare state exists to guarantee the promotion of well –being for all the different components within a society without taking into account their age, gender, their ethnicity/race, or their social belonging (class). Race, class, and even gender issues are the main factors that affected the formal structure, the nature, as well as the evolution of the American welfare state and led to its uniqueness. They have affected the structure and the evolution of the American welfare state since its creation in the 1930s, and led to its uniqueness in an international level. This study aims therefore at enhancing the readers’ awareness of social divisions: race, class, gender and their implications for the distribution of welfare resources and life chances in the USA from the early 1930s to the late 1990s. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=African%20Americans" title="African Americans">African Americans</a>, <a href="https://publications.waset.org/abstracts/search?q=class" title=" class"> class</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=minority%20groups" title=" minority groups"> minority groups</a>, <a href="https://publications.waset.org/abstracts/search?q=race" title=" race"> race</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20divisions" title=" social divisions"> social divisions</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20policy" title=" social policy"> social policy</a>, <a href="https://publications.waset.org/abstracts/search?q=U.S.%20welfare%20state" title=" U.S. welfare state"> U.S. welfare state</a> </p> <a href="https://publications.waset.org/abstracts/15425/race-class-gender-and-the-american-welfare-state-1930s-1990s" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15425.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">555</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">11393</span> Crime and Class: A Study on Violent Crime in Dhaka City </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20B.%20M.%20Najmus%20Sakib">A. B. M. Najmus Sakib</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Being one of the most densely populated cities in the world, Dhaka is facing diversified types of crimes every day. Limitations of resources insert serious strains among the inhabitants of this city. This paper aims to analyze the correlation between crime and class, more especially the violent crime in connection with social class. Following the stratified random sampling technique, one of the police divisions among eight of the Dhaka Metropolitan Police (DMP) will be selected. The data will be collected by evaluating the case files found in the police report. First, this paper discusses the nature and pattern of violent crimes in Dhaka city. Then, it assesses the socio-economic status of the accused persons considering their professions. Furthermore, by testing hypothesis, it will identify how the social classes are connected with violent crimes. Finally, the paper will ascertain the particular class that has an impact on violent crime in Dhaka City and will be ended by suggesting possible measures should take by the law enforcement agencies of Bangladesh. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20class" title="social class">social class</a>, <a href="https://publications.waset.org/abstracts/search?q=violent%20crime" title=" violent crime"> violent crime</a>, <a href="https://publications.waset.org/abstracts/search?q=crime%20prevention" title=" crime prevention"> crime prevention</a>, <a href="https://publications.waset.org/abstracts/search?q=nature%20of%20crime" title=" nature of crime"> nature of crime</a> </p> <a href="https://publications.waset.org/abstracts/110745/crime-and-class-a-study-on-violent-crime-in-dhaka-city" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110745.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">11392</span> Insults, Injuries, and Resistance: Challenging Environmental Classism and Embracing Working-Class Environmentalism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Karen%20Bell">Karen Bell</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is vital to integrate a working-class perspective into the just transition to an inclusive and sustainable society because of the particular expertise and interests that working-class people bring to the debates and actions. In class societies, those who are not well represented in the current structures of power can find it easier to see when the system is not working. They are also more likely to be impacted by the environmental crises because wealthier people can change their dwelling places, jobs and other aspects of their lives in the face of risks. Therefore, challenging the ‘post-material values thesis’, this paper argues that, if enabled to do so, working-class people are more likely to identify what needs to be addressed and changed in transition and can be more motivated to make the changes necessary than other social groups. However, they are often excluded from environmental decision-making and environmental social movements. The paper is based on a mixed methodology; drawing on secondary data, interview material, participant observation and documentary analysis. It is based on years of research and activism on environmental issues in working-class communities. The analysis and conclusion discusses the seven kinds of change required to address this problem: 1) organizational change - participatory practice (2) legislative change - make class an equalities and human rights issue (3) policy change - reduce inequality (4) social movement change - radicalize the environmental movement and support the environmental working-class (5) political change - create an eco-social state based on sharing (6) cultural change - integrate social and environmental justice, and (7) revolutionary change - dismantle capitalism. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=environmentalism" title="environmentalism">environmentalism</a>, <a href="https://publications.waset.org/abstracts/search?q=just%20transition" title=" just transition"> just transition</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=working%20class" title=" working class"> working class</a> </p> <a href="https://publications.waset.org/abstracts/89227/insults-injuries-and-resistance-challenging-environmental-classism-and-embracing-working-class-environmentalism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89227.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">152</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11391</span> Empirical Exploration for the Correlation between Class Object-Oriented Connectivity-Based Cohesion and Coupling</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jehad%20Al%20Dallal">Jehad Al Dallal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Attributes and methods are the basic contents of an object-oriented class. The connectivity among these class members and the relationship between the class and other classes play an important role in determining the quality of an object-oriented system. Class cohesion evaluates the degree of relatedness of class attributes and methods, whereas class coupling refers to the degree to which a class is related to other classes. Researchers have proposed several class cohesion and class coupling measures. However, the correlation between class coupling and class cohesion measures have not been thoroughly studied. In this paper, using classes of three open-source Java systems, we empirically investigate the correlation between several measures of connectivity-based class cohesion and coupling. Four connectivity-based cohesion measures and eight coupling measures are considered in the empirical study. The empirical study results show that class connectivity-based cohesion and coupling internal quality attributes are inversely correlated. The strength of the correlation depends highly on the cohesion and coupling measurement approaches. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=object-oriented%20class" title="object-oriented class">object-oriented class</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20quality" title=" software quality"> software quality</a>, <a href="https://publications.waset.org/abstracts/search?q=class%20cohesion%20measure" title=" class cohesion measure"> class cohesion measure</a>, <a href="https://publications.waset.org/abstracts/search?q=class%20coupling%20measure" title=" class coupling measure"> class coupling measure</a> </p> <a href="https://publications.waset.org/abstracts/18331/empirical-exploration-for-the-correlation-between-class-object-oriented-connectivity-based-cohesion-and-coupling" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18331.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">321</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">11390</span> Powers of Class p-w A (s, t) Operators Associated with Generalized Aluthge Transformations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20Husein%20Mohammed%20Rashid">Mohammed Husein Mohammed Rashid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Let Τ = U |Τ| be a polar decomposition of a bounded linear operator T on a complex Hilbert space with ker U = ker |T|. T is said to be class p-w A(s,t) if (|T*|ᵗ|T|²ˢ|T*|ᵗ )ᵗᵖ/ˢ⁺ᵗ ≥|T*|²ᵗᵖ and |T|²ˢᵖ ≥ (|T|ˢ|T*|²ᵗ|T|ˢ)ˢᵖ/ˢ⁺ᵗ with 0<p≤1 and 0<s,t,s + t≤1. This is a generalization of p-hyponormal or class A operators. In this paper, we shall show that if T belongs to class p-w A (s, t) operator for 0<s,t≤1 and 0<p≤1, then Tⁿ belongs to class p₁-w A (s/n, t/n) for 0<p₁≤p and for all positive integer n. As an immediate corollary of this result, we shall also show that if T is a p-w-hyponormal operator, then Tⁿ is also p₁-w-hyponormal for 0<p₁≤p and for all positive integer n. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=class%20p-w%20A%20%28s" title="class p-w A (s">class p-w A (s</a>, <a href="https://publications.waset.org/abstracts/search?q=t%29" title=" t)"> t)</a>, <a href="https://publications.waset.org/abstracts/search?q=normaloid" title=" normaloid"> normaloid</a>, <a href="https://publications.waset.org/abstracts/search?q=isoloid" title=" isoloid"> isoloid</a>, <a href="https://publications.waset.org/abstracts/search?q=finite" title=" finite"> finite</a>, <a href="https://publications.waset.org/abstracts/search?q=orthogonality" title=" orthogonality"> orthogonality</a> </p> <a href="https://publications.waset.org/abstracts/158688/powers-of-class-p-w-a-s-t-operators-associated-with-generalized-aluthge-transformations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158688.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">117</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">11389</span> The Role of Middle Class in Forming of Consumption Habits of Market Institutions among Kazakh Households in Transition Period</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Daurenbek%20Kuleimenov">Daurenbek Kuleimenov</a>, <a href="https://publications.waset.org/abstracts/search?q=Elmira%20Otar"> Elmira Otar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Market institutions extension within transit societies contributes to constituting the new type of middle class and households livelihood strategies. The middle class households as an example of prosperity in many cases encourage the ordinary ones to do the same economic actions. Therefore, practices of using market institutions by middle class households in transit societies, which are mostly characterized by huge influence of traditional attitudes, can carry habitual features for the whole society. Market institutions consumption habit of the middle class households makes them trendsetters of economic habits of other households while adapting to the market economy. Moreover different social-economic positions of households lead them to different consuming results such as worsening or improving household economy due to indebtedness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=middle%20class" title="middle class">middle class</a>, <a href="https://publications.waset.org/abstracts/search?q=households" title=" households"> households</a>, <a href="https://publications.waset.org/abstracts/search?q=market%20institutions" title=" market institutions"> market institutions</a>, <a href="https://publications.waset.org/abstracts/search?q=transition" title=" transition"> transition</a> </p> <a href="https://publications.waset.org/abstracts/2462/the-role-of-middle-class-in-forming-of-consumption-habits-of-market-institutions-among-kazakh-households-in-transition-period" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2462.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">11388</span> Fuglede-Putnam Theorem for ∗-Class A Operators</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20Husein%20Mohammad%20Rashid">Mohammed Husein Mohammad Rashid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> For a bounded linear operator T acting on a complex inﬁnite dimensional Hilbert space ℋ, we say that T is ∗-class A operator (abbreviation T∈A*) if |T²|≥ |T*|². In this article, we prove the following assertions:(i) we establish some conditions which imply the normality of ∗-class A; (ii) we consider ∗-class A operator T ∈ ℬ(ℋ) with reducing kernel such that TX = XS for some X ∈ ℬ(K, ℋ) and prove the Fuglede-Putnam type theorem when adjoint of S ∈ ℬ(K) is dominant operators; (iii) furthermore, we extend the asymmetric Putnam-Fuglede theorem the class of ∗-class A operators. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fuglede-putnam%20theorem" title="fuglede-putnam theorem">fuglede-putnam theorem</a>, <a href="https://publications.waset.org/abstracts/search?q=normal%20operators" title=" normal operators"> normal operators</a>, <a href="https://publications.waset.org/abstracts/search?q=%E2%88%97-class%20a%20operators" title=" ∗-class a operators"> ∗-class a operators</a>, <a href="https://publications.waset.org/abstracts/search?q=dominant%20operators" title=" dominant operators"> dominant operators</a> </p> <a href="https://publications.waset.org/abstracts/159132/fuglede-putnam-theorem-for-class-a-operators" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159132.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">88</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">11387</span> The Current Status of Middle Class Internet Use in China: An Analysis Based on the Chinese General Social Survey 2015 Data and Semi-Structured Investigation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abigail%20Qian%20Zhou">Abigail Qian Zhou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In today's China, the well-educated middle class, with stable jobs and above-average income, are the driving force behind its Internet society. Through the analysis of data from the 2015 Chinese General Social Survey and 50 interviewees, this study investigates the current situation of this group’s specific internet usage. The findings of this study demonstrate that daily life among the members of this socioeconomic group is closely tied to the Internet. For Chinese middle class, the Internet is used to socialize and entertain self and others. It is also used to search for and share information as well as to build their identities. The empirical results of this study will provide a reference, supported by factual data, for enterprises seeking to target the Chinese middle class through online marketing efforts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=middle%20class" title="middle class">middle class</a>, <a href="https://publications.waset.org/abstracts/search?q=Internet%20use" title=" Internet use"> Internet use</a>, <a href="https://publications.waset.org/abstracts/search?q=network%20behaviour" title=" network behaviour"> network behaviour</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20marketing" title=" online marketing"> online marketing</a>, <a href="https://publications.waset.org/abstracts/search?q=China" title=" China"> China</a> </p> <a href="https://publications.waset.org/abstracts/117254/the-current-status-of-middle-class-internet-use-in-china-an-analysis-based-on-the-chinese-general-social-survey-2015-data-and-semi-structured-investigation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/117254.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">121</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11386</span> Social Communication Problems, Social Anxiety, and Mood Problems among Students with Autism Spectrum Disorder from Teachers' Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Naila%20Tallas%20Mahajna">Naila Tallas Mahajna</a>, <a href="https://publications.waset.org/abstracts/search?q=Jamal%20Al%20Khateeb"> Jamal Al Khateeb</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined the level of social communication problems, social anxiety, and mood problems among children with ASD (age 6-13 years) enrolled in special classes (n=46) and regular classes (n=36) from teachers' perspective in the schools of a part of Palestine. Teachers responded to three questionnaires - social communication problems, social anxiety and mood problems- that were used to answer the research questions. Results: social communication problems, social anxiety and mood problems were of medium rates for students with ASD enrolled in reguler and special classes. No significant differences in the level of social communication problems could be attributed to class type (Regular, Special) or the grade level-(1st – 3rd, 4th - 6th). There were significant differences in social anxiety levels that could be attributed to grade level in favor of the 4th - 6th grades but there were no significant differences according to class type (Regular, Special). There were statistically significant differences in mood problems levels that could be attributed to the class type in favor of special classes, but no differences were found according to grade level. There was a direct significant relationship between communication problems, social anxiety, and mood problems. Conclusion: social communication problems may be an important risk factor for the development of social anxiety and mood problems among students with ASD. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20communication%20problems" title="social communication problems">social communication problems</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20anxiety" title=" social anxiety"> social anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=mood%20problems" title=" mood problems"> mood problems</a>, <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorders" title=" autism spectrum disorders"> autism spectrum disorders</a> </p> <a href="https://publications.waset.org/abstracts/144385/social-communication-problems-social-anxiety-and-mood-problems-among-students-with-autism-spectrum-disorder-from-teachers-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144385.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">175</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11385</span> Social Media and Student-Teacher Relationship: A Case Study Form Kashmir University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wahid%20Ahmad%20Dar">Wahid Ahmad Dar</a>, <a href="https://publications.waset.org/abstracts/search?q=Irshad%20Ahmad%20Najar"> Irshad Ahmad Najar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The influence of social media is percolating to every corner of our social life. It is also changing the social sphere of the classroom in particular and education in general. This paper tries to explore the ways in which social media is influencing student-teacher relationship. Differences have been found in student’s ability to draw benefits from using ICT. Besides digital divides in access and usage, there are attitudinal differences among students towards ICT aligned with traditional forms of social differences. The paper particularly focusses on how students from diverse backgrounds are using social media to interact with their teachers and how such interactions differ on the basis of social class, gender and residential background of students. A qualitative research methodology has been used for answering these questions. Open-ended questionnaire has been designed and administered to a sample of postgraduate students from University of Kashmir drawn purposively ensuring optimum number of subjects from all backgrounds. The data were analyzed by content analysis, deciphering general patterns in the data. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20media" title="social media">social media</a>, <a href="https://publications.waset.org/abstracts/search?q=student-teacher%20relationship" title=" student-teacher relationship"> student-teacher relationship</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20class" title=" social class"> social class</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a> </p> <a href="https://publications.waset.org/abstracts/87571/social-media-and-student-teacher-relationship-a-case-study-form-kashmir-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87571.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">251</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">11384</span> Toni Morrison as an African American Voice: A Marxist Analysis of Beloved</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Irfan%20Mehmood">Irfan Mehmood</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines the Marxist ideology in Toni Morrison's novel, Beloved. Toni Morrison writes about the society she inhabits and doesn't knowingly or emotionally leave. Marxism emphasizes the working class' dire economic status as well as the bourgeoisie as the dominant capitalist class. Using the Marxist literary theory promoted by Louis Althusser in his well-known book On the Reproduction of Capitalism, the chosen Toni Morrison piece is evaluated (1976). This essay explores how Morrison uses Marxist theory in her literary work to highlight the oppression of the Afro-American society and how the upper class ruled the lower class through the use of interpellation. In spite of hegemony and interpellation, certain major characters in this essay battle with the discriminatory ruling order. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marxism" title="Marxism">Marxism</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20class" title=" social class"> social class</a>, <a href="https://publications.waset.org/abstracts/search?q=Toni%20Morrison" title=" Toni Morrison"> Toni Morrison</a>, <a href="https://publications.waset.org/abstracts/search?q=African%20American%20literature." title=" African American literature."> African American literature.</a> </p> <a href="https://publications.waset.org/abstracts/162891/toni-morrison-as-an-african-american-voice-a-marxist-analysis-of-beloved" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162891.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">129</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">11383</span> Empirical Investigation for the Correlation between Object-Oriented Class Lack of Cohesion and Coupling</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jehad%20Al%20Dallal">Jehad Al Dallal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The design of the internal relationships among object-oriented class members (i.e., attributes and methods) and the external relationships among classes affects the overall quality of the object-oriented software. The degree of relatedness among class members is referred to as class cohesion and the degree to which a class is related to other classes is called class coupling. Well designed classes are expected to exhibit high cohesion and low coupling values. In this paper, using classes of three open-source Java systems, we empirically investigate the relation between class cohesion and coupling. In the empirical study, five lack-of-cohesion metrics and eight coupling metrics are considered. The empirical study results show that class cohesion and coupling internal quality attributes are inversely correlated. The strength of the correlation highly depends on the cohesion and coupling measurement approaches. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=class%20cohesion%20measure" title="class cohesion measure">class cohesion measure</a>, <a href="https://publications.waset.org/abstracts/search?q=class%20coupling%20measure" title=" class coupling measure"> class coupling measure</a>, <a href="https://publications.waset.org/abstracts/search?q=object-oriented%20class" title=" object-oriented class"> object-oriented class</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20quality" title=" software quality"> software quality</a> </p> <a href="https://publications.waset.org/abstracts/45455/empirical-investigation-for-the-correlation-between-object-oriented-class-lack-of-cohesion-and-coupling" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45455.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">236</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">11382</span> Is Class Struggle Still Useful for the Street Children Who Are Working and Committing Crimes in the Urban City of Bangladesh?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shidratul%20Moontaha%20Suha">Shidratul Moontaha Suha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Violence is organized and utilized differently in various communities across the globe. The capacity to employ violence in numerous societies is largely limited to the apparatus of the state, like law enforcement officers, and in a small share of contexts, it is controlled within the state institutions as per the rule of law. Contrastingly, in many other societies, a broad array of players, mainly organized criminal gangs, are using violence on a substantial scale to agitate against social ills or attain personal interests. The present paper examined the role of social injustice in driving children living off and on the streets of Dhaka, Bangladesh, into joining organized criminal gangs and committing crimes. The study entailed a comprehensive review of existing literature with theoretical analyses based on three theories: the Marxist’s theory of capitalism and class struggle, the Weberian model of social stratification theory, and the social disorganization theory. The analysis revealed that, in Dhaka, Bangladesh, criminal gangs emerged from social disorganization of communities characterized by absolute poverty, residential mobility, and population heterogeneity, which promote deviance among the youth, and subsequently, led to the rise of organized gangs and delinquency. Although the latter was formed as a response to class struggle, they have been employed by the state and police as the tools of exploitation and oppression to rule the working class. The criminal gangs exploit the vulnerability of street children by using them as sources of cheap labor to peddle drugs, extort, or kill specific individuals who are against their ideals. In retrospect, the street children receive individual, group, and social protection. Therefore, social class struggle plays a central role in the proliferation of organized criminal gangs and the engagement of street children in criminal activities in Dhaka, Bangladesh. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cheap%20labor" title="cheap labor">cheap labor</a>, <a href="https://publications.waset.org/abstracts/search?q=organized%20crimes" title=" organized crimes"> organized crimes</a>, <a href="https://publications.waset.org/abstracts/search?q=poverty" title=" poverty"> poverty</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20stratification" title=" social stratification"> social stratification</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20children" title=" social children"> social children</a> </p> <a href="https://publications.waset.org/abstracts/128699/is-class-struggle-still-useful-for-the-street-children-who-are-working-and-committing-crimes-in-the-urban-city-of-bangladesh" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128699.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">148</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">11381</span> English Language Acquisition and Flipped Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yuqing%20Sun">Yuqing Sun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, English has been taught in many countries as a second language. One of the major ways to learn this language is through the class teaching. As in the field of second language acquisition, there are many factors to affect its acquisition processes, such as the target language itself, a learner’s personality, cognitive factor, language transfer, and the outward factors (teaching method, classroom, environmental factor, teaching policy, social environment and so on). Flipped Classroom as a newly developed classroom model has been widely used in language teaching classroom, which was, to some extent, accepted by teachers and students for its effect. It distinguishes itself from the traditional classroom for its focus on the learner and its great importance attaching to the personal learning process and the application of technology. The class becomes discussion-targeted, and the class order is somewhat inverted since the teaching process is carried out outside the class, while the class is only for knowledge-internalization. This paper will concentrate on the influences of the flipped classroom, as a classroom affecting factor, on the the process of English acquisition by the way of case studies (English teaching class in China), and the analysis of the mechanism of the flipped classroom itself to propose some feasible advice of promoting the the effectiveness of English acquisition. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title="second language acquisition">second language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=English" title=" English"> English</a>, <a href="https://publications.waset.org/abstracts/search?q=flipped%20classroom" title=" flipped classroom"> flipped classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=case" title=" case"> case</a> </p> <a href="https://publications.waset.org/abstracts/61418/english-language-acquisition-and-flipped-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61418.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">400</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">11380</span> Strategies by a Teaching Assistant to Support the Classroom Talk of a Child with Communication and Interaction Difficulties in Italy: A Case for Promoting Social Scaffolding Training</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lorenzo%20Ciletti">Lorenzo Ciletti</a>, <a href="https://publications.waset.org/abstracts/search?q=Ed%20Baines"> Ed Baines</a>, <a href="https://publications.waset.org/abstracts/search?q=Matt%20Somerville"> Matt Somerville</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Internationally, supporting staff with limited training (Teaching Assistants (TA)) has played a critical role in the education of children with special educational needs and/or disabilities (SEND). Researchers have notably illustrated that TAs support the children’s classroom tasks while teachers manage the whole class. Rarely have researchers investigated the TAs’ support for children’s participation in whole-class or peer-group talk, despite this type of “social support” playing a significant role in children’s whole-class integration and engagement with the classroom curriculum and learning. Social support seems particularly crucial for a large proportion of children with SEND, namely those with communication and interaction difficulties (e.g., autism spectrum conditions and speech impairments). This study explored TA practice and, particularly, TA social support in a rarely examined context (Italy). The Italian case was also selected as it provides TAs, known nationally as “support teachers,” with the most comprehensive training worldwide, thus potentially echoing (effective) nuanced practice internationally. Twelve hours of video recordings of a single TA and a child with communication and interaction difficulties (CID) were made. Video data was converted into frequencies of TA multidimensional support strategies, including TA social support and pedagogical assistance. TA-pupil talk oriented to children’s participation in classroom talk was also analysed into thematic patterns. These multi-method analyses were informed by social scaffolding principles: in particular, the extent to which the TA designs instruction contingently to the child’s communication and interaction difficulties and how their social support fosters the child’s highest responsibility in dealing with whole-class or peer-group talk by supplying the least help. The findings showed that the TA rarely supported the group or whole class participation of the child with CID. When doing so, the TA seemed to highly control the content and the timing of the child’s contributions to the classroom talk by a) interrupting the teacher’s whole class or group conversation to start an interaction between themselves and the child and b) reassuring the child about the correctness of their talk in private conversations and prompting them to raise their hand and intervene in the whole-class talk or c) stopping the child from contributing to the whole-class or peer-group talk when incorrect. The findings are interpreted in terms of their theoretical relation to scaffolding. They have significant implications for promoting social scaffolding in TA training in Italy and elsewhere. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children%20with%20communication%20and%20interaction%20difficulties" title="children with communication and interaction difficulties">children with communication and interaction difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=children%20with%20special%20educational%20needs%20and%2For%20disabilities" title=" children with special educational needs and/or disabilities"> children with special educational needs and/or disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20scaffolding" title=" social scaffolding"> social scaffolding</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20assistants" title=" teaching assistants"> teaching assistants</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20practice" title=" teaching practice"> teaching practice</a>, <a href="https://publications.waset.org/abstracts/search?q=whole-class%20talk%20participation" title=" whole-class talk participation"> whole-class talk participation</a> </p> <a href="https://publications.waset.org/abstracts/169612/strategies-by-a-teaching-assistant-to-support-the-classroom-talk-of-a-child-with-communication-and-interaction-difficulties-in-italy-a-case-for-promoting-social-scaffolding-training" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169612.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">97</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">11379</span> Young Social Beings: An Investigation into the Social Interactions and Relationships of a Year Five Class</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Sewell">A. Sewell</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper reports a research project which investigated the social interactions of nine to ten-year-olds in a mainstream primary school. The project implemented an adaption of a whole class, behavioural intervention known as 'The Good Behaviour Game (TGBG)'. TGBG is an evidence-based intervention traditionally used to reduce low-level disruptive behaviours in a classroom setting. TGBG was adapted to encourage pupil’s engagement in pro-social behaviour during lessons. A mixed methods research design was employed to evaluate intervention effects and pupil’s perceptions of their social interactions and relationships with others. Single-case research design was used to evaluate behaviour change, and Personal Construct Psychology (PCP) repertory grids were used to explore pupil’s perceptions. The findings demonstrated that TGBG could be successfully adapted to positively influence pupil’s engagement in pro-social behaviours. The findings from the PCP repertory grid interviews revealed the complexities of how children construct their social interactions and relationships with others, and how an understanding of these could be used to design better social skills interventions. It is concluded that TGBG is a cost-effective, simple to implement intervention for promoting positive social interactions and relationships at the whole class level. The paper presents the aims, design, findings, and conclusions of the study in further detail and relates limitations and potential future extensions of the research. The outcomes have direct application and relevance for practitioners interested in children’s social development and how to promote positive outcomes in this critical aspect of childhood. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20skills" title="social skills">social skills</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20development" title=" social development"> social development</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20competency" title=" social competency"> social competency</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20good%20behaviour%20game" title=" the good behaviour game"> the good behaviour game</a> </p> <a href="https://publications.waset.org/abstracts/94252/young-social-beings-an-investigation-into-the-social-interactions-and-relationships-of-a-year-five-class" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94252.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">170</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">11378</span> Constructing the Cult of the Self: On White, Working-Class Males and the Neoliberalisation of Identities: An Autoethnographic Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dane%20B.%20Norris">Dane B. Norris</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper offers a reflective and reflexive examination of the lived reality of a group of young white, working-class males engaging in secondary education in England at a time when this population is widely recognised as the lowest attaining ethnic group within British schools. The focus of the paper is an exploration of the development of identities and aspirations alongside contemporary demographic shifts in the British population within the intersection of neoliberal education policies and the emerging ideological conflict between identity conservatism and liberalism. The construction and performance of intersecting social-class, gender, ethnic and national identities are considered, as well as the process through which socially constructed narratives inform identities and aspirations. Evocative autoethnography is then employed to offer reflections on working-class habitus and, in particular, classed and gendered codes that underpin expectations of manhood in post-industrial culture within an education system which seemingly requires the abandonment of aspects of a working-class background, affiliation, and identity. Findings from the study identify the emergence of a culture of hyper-individualisation amongst white, working-class males in schools and a belief in the meritocratic ideologies of the New Right. In particular, the breakdown of the social contract, including notions of political and civic responsibility, coupled with the symbolic violence perpetrated against working-class culture and solidarity in British schools, have all informed the construction of working-class masculinity which values the individual entrepreneur over the collective and depoliticizes students to an extent where a focus on the spectacle and performance of success has replaced individual and collective investment in community. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a>, <a href="https://publications.waset.org/abstracts/search?q=masculinity" title=" masculinity"> masculinity</a>, <a href="https://publications.waset.org/abstracts/search?q=neoliberalism" title=" neoliberalism"> neoliberalism</a>, <a href="https://publications.waset.org/abstracts/search?q=working-class" title=" working-class"> working-class</a> </p> <a href="https://publications.waset.org/abstracts/152694/constructing-the-cult-of-the-self-on-white-working-class-males-and-the-neoliberalisation-of-identities-an-autoethnographic-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152694.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">101</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">11377</span> The Poetics of Space through the Prism of Geography: The Case of La Honte by Annie Ernaux</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Neda%20Mozaffari">Neda Mozaffari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study represents an investigation into the poetics of space within Annie Ernaux's autobiographical work La honte, highlighting the intricate interplay among space, the individual, and society. The research aims to dissect the spatial dimension of the town Yvetot, the referential locale of the author's childhood, drawing upon the frameworks of geocriticism and geopoetics. Our analysis exposes a profound dialectical tension fundamentally predicated on the binaries of "interior/exterior" and "here/there," emphasizing how space and its occupants may reciprocally influence each other. This endeavor aspires to attribute meaning to space in Ernaux's writing in La honte and to forge a connection between spatial elements and the author's autobiographical perspective, heavily imprinted by social dynamics. Ernaux's approach fluctuates between certain binaries that segment space according to the collective perception of social hierarchy, thus unveiling the author's preoccupation with social distancing. Consequently, space transforms into a structured milieu that transfers fear and insecurity to the child, where spatial and architectural segregation further cements class divisions in terms of the language employed by its inhabitants. Ernaux's depiction of space serves both as a repository of collective memory and an instrument of social distinction, where her autobiographical perception echoes within a collective geography marked by class determinism and culture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=geocriticism" title="geocriticism">geocriticism</a>, <a href="https://publications.waset.org/abstracts/search?q=literary%20study" title=" literary study"> literary study</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20class" title=" social class"> social class</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20space" title=" social space"> social space</a>, <a href="https://publications.waset.org/abstracts/search?q=spatial%20analysis" title=" spatial analysis"> spatial analysis</a> </p> <a href="https://publications.waset.org/abstracts/182852/the-poetics-of-space-through-the-prism-of-geography-the-case-of-la-honte-by-annie-ernaux" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182852.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">58</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11376</span> Constructing the Cult of the Self: on White, Working-class Males And The Neoliberalisation Of Identities – An Autoethnographic Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dane%20Morace-Court">Dane Morace-Court</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper offers a reflective and reflexive examination of the lived experience of a group of young, white, working-class males engaging in secondary-education in England at a time when this population is widely recognised as the lowest attaining ethnic group within British schools. The focus of the paper is an exploration of the development of identities and aspirations, alongside contemporary demographic and ideological shifts in the British population, in their intersection with neoliberal education policies and the emerging ideological conflict between identity conservatism and liberalism. The construction and performance of intersecting social-class, gender, ethnic and national identities is considered as well as the process through which socially constructed narratives inform identities, values, and aspirations. Evocative autoethnography is then employed to offer reflections on working-class habitus and, in particular, classed and gendered codes that underpin expectations of manhood in post-industrial culture within an education system which seemingly requires the abandonment of aspects of a working-class background. Findings from the study identify the emergence of a culture of hyper-individualisation amongst white, working-class males in schools and a belief in the meritocratic ideologies of the New Right. In particular, the breakdown of the social contract, including notions of political and civic responsibility, coupled with the symbolic violence perpetrated against working-class culture and solidarity in British schools, have all informed the construction of a working-class masculinity which values the individual entrepreneur over the collective, and depoliticizes students to an extent where a focus on the spectacle and performance of success has replaced individual and collective investment in community. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a>, <a href="https://publications.waset.org/abstracts/search?q=masculinity" title=" masculinity"> masculinity</a>, <a href="https://publications.waset.org/abstracts/search?q=neoliberalism" title=" neoliberalism"> neoliberalism</a>, <a href="https://publications.waset.org/abstracts/search?q=working-class" title=" working-class"> working-class</a>, <a href="https://publications.waset.org/abstracts/search?q=intersectionality" title=" intersectionality"> intersectionality</a>, <a href="https://publications.waset.org/abstracts/search?q=autoethnography" title=" autoethnography"> autoethnography</a> </p> <a href="https://publications.waset.org/abstracts/156887/constructing-the-cult-of-the-self-on-white-working-class-males-and-the-neoliberalisation-of-identities-an-autoethnographic-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156887.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">105</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">11375</span> From User's Requirements to UML Class Diagram</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zeineb%20Ben%20Azzouz">Zeineb Ben Azzouz</a>, <a href="https://publications.waset.org/abstracts/search?q=Wahiba%20Ben%20Abdessalem%20Karaa"> Wahiba Ben Abdessalem Karaa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The automated extraction of UML class diagram from natural language requirements is a highly challenging task. Many approaches, frameworks and tools have been presented in this field. Nonetheless, the experiments of these tools have shown that there is no approach that can work best all the time. In this context, we propose a new accurate approach to facilitate the automatic mapping from textual requirements to UML class diagram. Our new approach integrates the best properties of statistical Natural Language Processing (NLP) techniques to reduce ambiguity when analysing natural language requirements text. In addition, our approach follows the best practices defined by conceptual modelling experts to determine some patterns indispensable for the extraction of basic elements and concepts of the class diagram. Once the relevant information of class diagram is captured, a XMI document is generated and imported with a CASE tool to build the corresponding UML class diagram. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=class%20diagram" title="class diagram">class diagram</a>, <a href="https://publications.waset.org/abstracts/search?q=user%E2%80%99s%20requirements" title=" user’s requirements"> user’s requirements</a>, <a href="https://publications.waset.org/abstracts/search?q=XMI" title=" XMI"> XMI</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20engineering" title=" software engineering"> software engineering</a> </p> <a href="https://publications.waset.org/abstracts/7098/from-users-requirements-to-uml-class-diagram" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7098.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">471</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11374</span> The State, Class and the Challenges of National Development in Nigeria since 1914</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eriba%20Christopher%20Inyila">Eriba Christopher Inyila</a>, <a href="https://publications.waset.org/abstracts/search?q=Godwin%20Egena%20Oga"> Godwin Egena Oga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Statecraft appears to be one of the greatest cultural achievements in the history of man’s civilization. The state itself is often portrayed as the supreme community of the citizen’s collective goodness and will. However, history experience reveals that the state has often been held in captivity permanently in the hand of the political class to almost a total exclusion of the labouring class of workers, artisans and peasants. Consequently, the hallmark of the Nigerian state and society in contemporary era is state of permanent crisis characterized by poverty, unemployment and profound insecurity. A lasting solution to this state of anomie is often touted in terms of ethnic, religious and regional integration which border on non-material perception of realities. A neglected aspect of the approach to the study of recurrent problems in contemporary is the materialist conception of realties through class perspectives of the society. The cutting edge of the approach is found in the attempt to reconcile the contradiction between the productive forces and the social relation of production. In other words, the contemporary state is skewed in favour of ownership of properties/commanding height of economy predominantly in the hands of the few monopoly companies to the total exclusion of majority of Nigerian population classified as peasant, workers and artisan. The lopsided situation creates economic and social disequilibria. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=national%20development" title="national development">national development</a>, <a href="https://publications.waset.org/abstracts/search?q=class" title=" class"> class</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20state" title=" the state"> the state</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a> </p> <a href="https://publications.waset.org/abstracts/9963/the-state-class-and-the-challenges-of-national-development-in-nigeria-since-1914" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9963.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">382</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">11373</span> Applications for Accounting of Inherited Object-Oriented Class Members </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jehad%20Al%20Dallal">Jehad Al Dallal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A class in an Object-Oriented (OO) system is the basic unit of design, and it encapsulates a set of attributes and methods. In OO systems, instead of redefining the attributes and methods that are included in other classes, a class can inherit these attributes and methods and only implement its unique attributes and methods, which results in reducing code redundancy and improving code testability and maintainability. Such mechanism is called Class Inheritance. However, some software engineering applications may require accounting for all the inherited class members (i.e., attributes and methods). This paper explains how to account for inherited class members and discusses the software engineering applications that require such consideration. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=class%20flattening" title="class flattening">class flattening</a>, <a href="https://publications.waset.org/abstracts/search?q=external%20quality%20attribute" title=" external quality attribute"> external quality attribute</a>, <a href="https://publications.waset.org/abstracts/search?q=inheritance" title=" inheritance"> inheritance</a>, <a href="https://publications.waset.org/abstracts/search?q=internal%20quality%20attribute" title=" internal quality attribute"> internal quality attribute</a>, <a href="https://publications.waset.org/abstracts/search?q=object-oriented%20design" title=" object-oriented design"> object-oriented design</a> </p> <a href="https://publications.waset.org/abstracts/40730/applications-for-accounting-of-inherited-object-oriented-class-members" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40730.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">272</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">11372</span> The Development of Online-Class Scheduling Management System Conducted by the Case Study of Department of Social Science: Faculty of Humanities and Social Sciences Suan Sunandha Rajabhat University </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wipada%20Chaiwchan">Wipada Chaiwchan</a>, <a href="https://publications.waset.org/abstracts/search?q=Patcharee%20Klinhom"> Patcharee Klinhom</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research is aimed to develop the online-class scheduling management system and improve as a complex problem solution, this must take into consideration in various conditions and factors. In addition to the number of courses, the number of students and a timetable to study, the physical characteristics of each class room and regulations used in the class scheduling must also be taken into consideration. This system is developed to assist management in the class scheduling for convenience and efficiency. It can provide several instructors to schedule simultaneously. Both lecturers and students can check and publish a timetable and other documents associated with the system online immediately. It is developed in a web-based application. PHP is used as a developing tool. The database management system was MySQL. The tool that is used for efficiency testing of the system is questionnaire. The system was evaluated by using a Black-Box testing. The sample was composed of 2 groups: 5 experts and 100 general users. The average and the standard deviation of results from the experts were 3.50 and 0.67. The average and the standard deviation of results from the general users were 3.54 and 0.54. In summary, the results from the research indicated that the satisfaction of users was in a good level. Therefore, this system could be implemented in an actual workplace and satisfy the users’ requirement effectively <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=timetable" title="timetable">timetable</a>, <a href="https://publications.waset.org/abstracts/search?q=schedule" title=" schedule"> schedule</a>, <a href="https://publications.waset.org/abstracts/search?q=management%20system" title=" management system"> management system</a>, <a href="https://publications.waset.org/abstracts/search?q=online" title=" online"> online</a> </p> <a href="https://publications.waset.org/abstracts/12377/the-development-of-online-class-scheduling-management-system-conducted-by-the-case-study-of-department-of-social-science-faculty-of-humanities-and-social-sciences-suan-sunandha-rajabhat-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12377.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">237</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">11371</span> Women Domestic Violence in Nepalese Society: A Case Study of Armala Village Development Committee, Kaski</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rajani%20Bogati">Rajani Bogati</a>, <a href="https://publications.waset.org/abstracts/search?q=Gopini%20Pathak"> Gopini Pathak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Women living in husband’s home (second home) after getting married is a common culture in Nepalese society. Most of the marriages are arranged between the mutual understandings of their parents as per their cultural practice. Culturally, arranged marriage system protects women in the society. Even though, women domestic violence is also still alive in the society. It depends upon the family class, ethnicity, caste, religion etc. Lower class (poor) family always try to get marriage from the higher class (rich) family of girl and also try to send their girl in higher class family. This study analysis the freedom of women of Armala Village Development Committee, Kaski district on the base of the family class of girl where she born (First home). 88% women are getting more respect in their second home if their family class of first home and second homes are same. They feel more comfortable and freedom in their second home. 79% of Women are suffering from domestic violence while the marriage between the boys from higher class and the girls from lower class. But less than 10% women are getting distress from violence if the marriage is accompanied between the girls from higher class and the boys from lower class. Less domestic violence is seem where the both families are educated, even though they are from different class. This study recommends that the society should be educated first to reduce women domestic violence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=arranged%20marriage" title="arranged marriage">arranged marriage</a>, <a href="https://publications.waset.org/abstracts/search?q=women" title=" women"> women</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20class" title=" family class"> family class</a>, <a href="https://publications.waset.org/abstracts/search?q=domestic%20violence" title=" domestic violence"> domestic violence</a> </p> <a href="https://publications.waset.org/abstracts/48830/women-domestic-violence-in-nepalese-society-a-case-study-of-armala-village-development-committee-kaski" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48830.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">320</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">11370</span> Suitability of Class F Flyash for Construction Industry: An Indian Scenario</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20N.%20Akhtar">M. N. Akhtar</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20N.%20Akhtar"> J. N. Akhtar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study evaluates the properties of class F fly ash as a replacement of natural materials in civil engineering construction industry. The low-lime flash similar to class F is the prime variety generated in India, although it has significantly smaller volumes of high-lime fly ash as compared to class C. The chemical and physical characterization of the sample is carried out with the number of experimental approaches in order to investigate all relevant features present in the samples. For chemical analysis, elementary quantitative results from point analysis and scanning electron microscopy (SEM)/dispersive spectroscopy (EDS) techniques were used to identify the element images of different fractions. The physical properties found very close to the range of common soils. Furthermore, the fly ash-based bricks were prepared by the same sample of class F fly ash and the results of compressive strength similar to that of Standard Clay Brick Grade 1 available in the local market of India. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fly%20ash" title="fly ash">fly ash</a>, <a href="https://publications.waset.org/abstracts/search?q=class%20F" title=" class F"> class F</a>, <a href="https://publications.waset.org/abstracts/search?q=class%20C" title=" class C"> class C</a>, <a href="https://publications.waset.org/abstracts/search?q=chemical" title=" chemical"> chemical</a>, <a href="https://publications.waset.org/abstracts/search?q=physical" title=" physical"> physical</a>, <a href="https://publications.waset.org/abstracts/search?q=SEM" title=" SEM"> SEM</a>, <a href="https://publications.waset.org/abstracts/search?q=EDS" title=" EDS"> EDS</a> </p> <a href="https://publications.waset.org/abstracts/91003/suitability-of-class-f-flyash-for-construction-industry-an-indian-scenario" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91003.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">181</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">11369</span> Degree of Approximation of Functions by Product Means</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hare%20Krishna%20Nigam">Hare Krishna Nigam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, for the first time, (E,q)(C,2) product summability method is introduced and two quite new results on degree of approximation of the function f belonging to Lip (alpha,r)class and W(L(r), xi(t)) class by (E,q)(C,2) product means of Fourier series, has been obtained. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Degree%20of%20approximation" title="Degree of approximation">Degree of approximation</a>, <a href="https://publications.waset.org/abstracts/search?q=%28E" title=" (E"> (E</a>, <a href="https://publications.waset.org/abstracts/search?q=q%29%28C" title="q)(C">q)(C</a>, <a href="https://publications.waset.org/abstracts/search?q=2%29%20means" title="2) means">2) means</a>, <a href="https://publications.waset.org/abstracts/search?q=Fourier%20series" title=" Fourier series"> Fourier series</a>, <a href="https://publications.waset.org/abstracts/search?q=Lebesgue%20integral" title=" Lebesgue integral"> Lebesgue integral</a>, <a href="https://publications.waset.org/abstracts/search?q=Lip%20%28alpha" title=" Lip (alpha"> Lip (alpha</a>, <a href="https://publications.waset.org/abstracts/search?q=r%29class" title="r)class">r)class</a>, <a href="https://publications.waset.org/abstracts/search?q=W%28L%28r%29" title=" W(L(r)"> W(L(r)</a>, <a href="https://publications.waset.org/abstracts/search?q=xi%28t%29%29class%20of%20%20functions" title="xi(t))class of functions">xi(t))class of functions</a> </p> <a href="https://publications.waset.org/abstracts/32235/degree-of-approximation-of-functions-by-product-means" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32235.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">517</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=social%20class&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=social%20class&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=social%20class&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=social%20class&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=social%20class&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=social%20class&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=social%20class&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=social%20class&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=social%20class&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=social%20class&page=379">379</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=social%20class&page=380">380</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=social%20class&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>