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Frida</title> <meta name="description" content="Search results for: Karlsson M. Frida"> <meta name="keywords" content="Karlsson M. Frida"> <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="Karlsson M. 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Frida"> <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> 12</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Karlsson M. Frida</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12</span> Interspecific Competition among Three Fruit Fly Species Infesting Watermelon and Zucchini (Cucurbitaceae)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gbenonsi%20A.%20Fabrice">Gbenonsi A. Fabrice</a>, <a href="https://publications.waset.org/abstracts/search?q=Mama%20Sambo%20Sahadatou"> Mama Sambo Sahadatou</a>, <a href="https://publications.waset.org/abstracts/search?q=Layode%20B.%20F.%20Rodolphe"> Layode B. F. Rodolphe</a>, <a href="https://publications.waset.org/abstracts/search?q=Totin%20A.%20Felicien"> Totin A. Felicien</a>, <a href="https://publications.waset.org/abstracts/search?q=Onzo%20Alexis"> Onzo Alexis</a>, <a href="https://publications.waset.org/abstracts/search?q=Karlsson%20M.%20Frida"> Karlsson M. Frida</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Interspecific competition occurs among arthropod pest species that share hosts, thereby influencing their population dynamics. In sub-Saharan Africa, the native fruit fly species Dacus vertebratus (Bezzi) and Dacus ciliatus (Loew) (Diptera: Tephritidae) and the exotic Zeugodacus cucurbitae (Coquillett) are concurrent pests in the same host fruits; hence competition among them is likely to occur. We explored interspecific competition among these three fruit fly species on zucchini (Cucurbita pepo L.) and watermelon (Citrullus lanatus Thunb) (Cucurbitaceae) to improve our understanding of the interaction between the species and their capacity to coexist. We exposed the vegetable fruits to different densities of fruit fly species and studied their behavioural activities, evaluating the extrinsic competition. To assess intrinsic competition and understand the effect of co-occurrence inside the fruits, eggs of the three fruit flies were pairwise inoculated into the same fruits. Results showed that the behaviour on the fruits differed between the species and that the interspecific competition affected their developmental time and larval survival in both watermelon and zucchini. Z. cucurbitae were more aggressive than the other species and managed to oviposit more frequently. Emergence was reduced for D. ciliatus and D. vertebratus when inoculated together with Z. cucurbitae in watermelon but not in zucchini. Physical confrontations were more common in zucchini than in watermelon and were more frequently won by Z. cucurbitae than D. vertebratus and D. ciliatus. Interspecific competition information obtained about behavioural differences and interaction effects, providing background for explaining the present fruit fly guild on certain Cucurbitaceae fruits in West Africa. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=behavioural%20activities" title="behavioural activities">behavioural activities</a>, <a href="https://publications.waset.org/abstracts/search?q=extrinsic%20competition" title=" extrinsic competition"> extrinsic competition</a>, <a href="https://publications.waset.org/abstracts/search?q=intrinsic%20competition" title=" intrinsic competition"> intrinsic competition</a>, <a href="https://publications.waset.org/abstracts/search?q=Tephritidae" title=" Tephritidae"> Tephritidae</a> </p> <a href="https://publications.waset.org/abstracts/117869/interspecific-competition-among-three-fruit-fly-species-infesting-watermelon-and-zucchini-cucurbitaceae" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/117869.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11</span> Simulation and Experimental Verification of Mechanical Response of Additively Manufactured Lattice Structures</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=P.%20Karlsson">P. Karlsson</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20%C3%85sberg"> M. Åsberg</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Eriksson"> R. Eriksson</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Krakhmalev"> P. Krakhmalev</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Str%C3%B6mberg"> N. Strömberg</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Additive manufacturing of lattice structures is promising for lightweight design, but the mechanical response of the lattices structures is not fully understood. This investigation presents the results of simulation and experimental investigations of the grid and shell-based gyroid lattices. Specimens containing selected lattices were designed with an in-house software and manufactured from 316L steel with Renishaw AM400 equipment. Results of simulation and experimental investigations correlated well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=additive%20manufacturing" title="additive manufacturing">additive manufacturing</a>, <a href="https://publications.waset.org/abstracts/search?q=computed%20tomography" title=" computed tomography"> computed tomography</a>, <a href="https://publications.waset.org/abstracts/search?q=material%20characterization" title=" material characterization"> material characterization</a>, <a href="https://publications.waset.org/abstracts/search?q=lattice%20structures" title=" lattice structures"> lattice structures</a>, <a href="https://publications.waset.org/abstracts/search?q=robust%20lightweight%20design" title=" robust lightweight design"> robust lightweight design</a> </p> <a href="https://publications.waset.org/abstracts/142832/simulation-and-experimental-verification-of-mechanical-response-of-additively-manufactured-lattice-structures" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142832.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">164</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">10</span> Adolescents’ and Young Adults’ Well-Being, Health, and Loneliness during the COVID-19 Pandemic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jessica%20Hemberg">Jessica Hemberg</a>, <a href="https://publications.waset.org/abstracts/search?q=Amanda%20Sundqvist"> Amanda Sundqvist</a>, <a href="https://publications.waset.org/abstracts/search?q=Yulia%20Korzhina"> Yulia Korzhina</a>, <a href="https://publications.waset.org/abstracts/search?q=Lillemor%20%C3%96stman"> Lillemor Östman</a>, <a href="https://publications.waset.org/abstracts/search?q=Sofia%20Gylfe"> Sofia Gylfe</a>, <a href="https://publications.waset.org/abstracts/search?q=Frida%20G%C3%A4dda"> Frida Gädda</a>, <a href="https://publications.waset.org/abstracts/search?q=Lisbet%20Nystr%C3%B6m"> Lisbet Nyström</a>, <a href="https://publications.waset.org/abstracts/search?q=Henrik%20Groundstroem"> Henrik Groundstroem</a>, <a href="https://publications.waset.org/abstracts/search?q=Pia%20Nyman-Kurkiala"> Pia Nyman-Kurkiala</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: There are large gaps in the literature on COVID-19 pandemic-related mental health outcomes and after-effects specific to adolescents and young adults. The study's aim was to explore adolescents’ and young adults’ experiences of well-being, health, and loneliness during the COVID-19 pandemic. Method: A qualitative exploratory design with qualitative content analysis was used. Twenty-three participants (aged 19-27; four men and 19 women) were interviewed. Results: Four themes emerged: Changed social networks – fewer and closer contacts, changed mental and physical health, increased physical and social loneliness, well-being, internal growth, and need for support. Conclusion: Adolescents’ and young adults’ experiences of well-being, health, and loneliness are subtle and complex. Participants experienced changed social networks, mental and physical health, and well-being. Also, internal growth, need for support, and increased loneliness were seen. Clear information on how to seek help and support from professionals should be made available. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescents" title="adolescents">adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19%20pandemic" title=" COVID-19 pandemic"> COVID-19 pandemic</a>, <a href="https://publications.waset.org/abstracts/search?q=health" title=" health"> health</a>, <a href="https://publications.waset.org/abstracts/search?q=interviews" title=" interviews"> interviews</a>, <a href="https://publications.waset.org/abstracts/search?q=loneliness" title=" loneliness"> loneliness</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative" title=" qualitative"> qualitative</a>, <a href="https://publications.waset.org/abstracts/search?q=well-being" title=" well-being"> well-being</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20adults" title=" young adults"> young adults</a> </p> <a href="https://publications.waset.org/abstracts/152575/adolescents-and-young-adults-well-being-health-and-loneliness-during-the-covid-19-pandemic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152575.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">9</span> Dialogue Meetings as an Arena for Collaboration and Reflection among Researchers and Practitioners </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kerstin%20Grunden">Kerstin Grunden</a>, <a href="https://publications.waset.org/abstracts/search?q=Ann%20Svensson"> Ann Svensson</a>, <a href="https://publications.waset.org/abstracts/search?q=Berit%20Forsman"> Berit Forsman</a>, <a href="https://publications.waset.org/abstracts/search?q=Christina%20Karlsson"> Christina Karlsson</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayman%20Obeid"> Ayman Obeid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research question of the article is to explore whether the dialogue meetings method could be relevant for reflective learning among researchers and practitioners when welfare technology should be implemented in municipalities, or not. A testbed was planned to be implemented in a retirement home in a Swedish municipality, and the practitioners worked with a pre-study of that testbed. In the article, the dialogue between the researchers and the practitioners in the dialogue meetings is described and analyzed. The potential of dialogue meetings as an arena for learning and reflection among researchers and practitioners is discussed. The research methodology approach is participatory action research with mixed methods (dialogue meetings, focus groups, participant observations). The main findings from the dialogue meetings were that the researchers learned more about the use of traditional research methods, and the practitioners learned more about how they could improve their use of the methods to facilitate change processes in their organization. These findings have the potential both for the researchers and the practitioners to result in more relevant use of research methods in change processes in organizations. It is concluded that dialogue meetings could be relevant for reflective learning among researchers and practitioners when welfare technology should be implemented in a health care organization. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dialogue%20meetings" title="dialogue meetings">dialogue meetings</a>, <a href="https://publications.waset.org/abstracts/search?q=implementation" title=" implementation"> implementation</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection" title=" reflection"> reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=test%20bed" title=" test bed"> test bed</a>, <a href="https://publications.waset.org/abstracts/search?q=welfare%20technology" title=" welfare technology"> welfare technology</a>, <a href="https://publications.waset.org/abstracts/search?q=participatory%20action%20research" title=" participatory action research"> participatory action research</a> </p> <a href="https://publications.waset.org/abstracts/116644/dialogue-meetings-as-an-arena-for-collaboration-and-reflection-among-researchers-and-practitioners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/116644.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">146</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">8</span> Observations of Magnetospheric Ulf Waves in Connection to the Kelvin-Helmholtz Instability at Mercury</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elisabet%20Liljeblad">Elisabet Liljeblad</a>, <a href="https://publications.waset.org/abstracts/search?q=Tomas%20Karlsson"> Tomas Karlsson</a>, <a href="https://publications.waset.org/abstracts/search?q=Torbjorn%20Sundberg"> Torbjorn Sundberg</a>, <a href="https://publications.waset.org/abstracts/search?q=Anita%20Kullen"> Anita Kullen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The magnetospheric magnetic field data from the MESSENGER spacecraft is investigated to establish the presence of ultra-low frequency (ULF) waves in connection to 131 previously observed nonlinear Kelvin-Helmholtz waves (KHWs) at Mercury. Distinct ULF signatures are detected in 44 out of the 131 magnetospheric traversals prior to or after observing a KHW. In particular, 39 of these 44 ULF events are highly coherent at the frequency of maximum power spectral density. The waves observed at the dayside, which appears mainly at the duskside and naturally following the KHW occurrence asymmetry, are significantly different to the events behind the dawn-dusk terminator and have the following distinct wave characteristics: they oscillate clearly in the perpendicular (azimuthal) direction to the mean magnetic field with a wave normal angle more in the parallel than the perpendicular direction, increase in absolute ellipticity with distance from noon, are almost exclusively right-hand polarized, and are observed mainly for frequencies in the range 0.02-0.04 Hz. These results indicate that the dayside ULF waves are likely to shear Alfvén waves driven by KHWs at the magnetopause, which in turn manifests the importance of the Kelvin-Helmholtz instability in terms of mass transport throughout the Mercury magnetosphere. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ultra-low%20frequency%20waves" title="ultra-low frequency waves">ultra-low frequency waves</a>, <a href="https://publications.waset.org/abstracts/search?q=kelvin-Helmholtz%20instability" title=" kelvin-Helmholtz instability"> kelvin-Helmholtz instability</a>, <a href="https://publications.waset.org/abstracts/search?q=magnetospheric%20processes" title=" magnetospheric processes"> magnetospheric processes</a>, <a href="https://publications.waset.org/abstracts/search?q=mercury" title=" mercury"> mercury</a>, <a href="https://publications.waset.org/abstracts/search?q=messenger" title=" messenger"> messenger</a>, <a href="https://publications.waset.org/abstracts/search?q=energy%20and%20momentum%20transfer%20in%20planetary%20environments" title=" energy and momentum transfer in planetary environments"> energy and momentum transfer in planetary environments</a> </p> <a href="https://publications.waset.org/abstracts/51968/observations-of-magnetospheric-ulf-waves-in-connection-to-the-kelvin-helmholtz-instability-at-mercury" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51968.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">240</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">7</span> Promoting Organizational Learning Facing the Complexity of Public Healthcare: How to Design a Voluntary, Learning-Oriented Benchmarking</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rachel%20M.%20L%C3%B8rum">Rachel M. Lørum</a>, <a href="https://publications.waset.org/abstracts/search?q=Henrik%20Eriksson"> Henrik Eriksson</a>, <a href="https://publications.waset.org/abstracts/search?q=Frida%20Smith"> Frida Smith</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: In recent years, the use of benchmarks for the improvement of healthcare has become increasingly common. There has been an increasing interest in why improvement initiatives so often fail to eliminate the problems they aspire to solve. Benchmarking comes with its fair share of challenges and problems, such as capturing the dynamics and complexities of the care environments, among others. In this study, we demonstrate how learning-oriented, voluntary benchmarks in the complex environment of public healthcare could be designed. Findings: Our four most important findings were the following: first, important organizational learning (OL) regarding the complexity of the service and implications on how to design a benchmark for learning and improvement occurred during the process. Second, participation by a wide range of professionals and stakeholders was crucial for capturing the complexity of people and organizations and increasing the quality of the template. Third, the continuous dialogue between all organizations involved was an important tool for ongoing organizational learning throughout the process. The last important finding was the impact of the facilitator’s role through supporting progress, coordination, and dialogue. Design: We chose participatory design as the research design. Data were derived from written materials such as e-mails, protocols, observational notes, and reflection notes collected during a period of 1.5 years. Originality: Our main contributions are the identification of important strategies, initiatives, and actors to involve when designing voluntary benchmarks for learning and improvement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=organizational%20learning" title="organizational learning">organizational learning</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20improvement" title=" quality improvement"> quality improvement</a>, <a href="https://publications.waset.org/abstracts/search?q=learning-oriented%20benchmark" title=" learning-oriented benchmark"> learning-oriented benchmark</a>, <a href="https://publications.waset.org/abstracts/search?q=healthcare" title=" healthcare"> healthcare</a>, <a href="https://publications.waset.org/abstracts/search?q=patient%20safety" title=" patient safety"> patient safety</a> </p> <a href="https://publications.waset.org/abstracts/156525/promoting-organizational-learning-facing-the-complexity-of-public-healthcare-how-to-design-a-voluntary-learning-oriented-benchmarking" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156525.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">112</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6</span> Second Language Development with an Intercultural Approach: A Pilot Program Applied to Higher Education Students from a Escuela Normal in Atequiza, Mexico</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Frida%20C.%20Jaime%20Franco">Frida C. Jaime Franco</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Paulina%20Navarro%20N%C3%BA%C3%B1ez"> C. Paulina Navarro Núñez</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Jacob%20S%C3%A1nchez%20N%C3%A1jera"> R. Jacob Sánchez Nájera</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The importance of developing multi-language abilities in our global society is noteworthy. However, the necessity, interest, and consciousness of the significance that the development of another language represents, apart from the mother tongue, is not always the same in all contexts as it is in multicultural communities, especially in rural higher education institutions immersed in small communities. Leading opportunities for digital interaction among learners from Mexico and abroad partners represents scaffolding towards, not only language skills development but also intercultural communicative competences (ICC). This study leads us to consider what should be the best approach to work while applying a program of ICC integrated into the practice of EFL. While analyzing the roots of the language, it is possible to obtain the main objective of learning another language, to communicate with a functional purpose, as well as attaching social practices to the learning process, giving a result of functionality and significance to the target language. Hence, the collateral impact that collaborative learning leads to, aims to contribute to a better global understanding as well as a means of self and other cultural awareness through intercultural communication. While communicating through the target language by online collaboration among students in platforms of long-distance communication, language is used as a tool of interaction to broaden students’ perspectives reaching a substantial improvement with the help of their differences. This process should consider the application of the target language in the inquiry of sociocultural information, expecting the learners to integrate communicative skills to handle cultural differentiation at the same time they apply the knowledge of their target language in a real scenario of communication, despite being through virtual resources. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20learning" title="collaborative learning">collaborative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=communicative%20approach" title=" communicative approach"> communicative approach</a>, <a href="https://publications.waset.org/abstracts/search?q=culture" title=" culture"> culture</a>, <a href="https://publications.waset.org/abstracts/search?q=interaction" title=" interaction"> interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=interculturalism" title=" interculturalism"> interculturalism</a>, <a href="https://publications.waset.org/abstracts/search?q=target%20language" title=" target language"> target language</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20partnership" title=" virtual partnership"> virtual partnership</a> </p> <a href="https://publications.waset.org/abstracts/119606/second-language-development-with-an-intercultural-approach-a-pilot-program-applied-to-higher-education-students-from-a-escuela-normal-in-atequiza-mexico" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/119606.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">130</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">5</span> Hot Cracking Susceptibility Evaluation of the Advanced UNS S31035 Austenitic Stainless Steel by Varestraint Weldability Testing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mikael%20M.%20Johansson">Mikael M. Johansson</a>, <a href="https://publications.waset.org/abstracts/search?q=Peter%20Stenvall"> Peter Stenvall</a>, <a href="https://publications.waset.org/abstracts/search?q=Leif%20Karlsson"> Leif Karlsson</a>, <a href="https://publications.waset.org/abstracts/search?q=Joel%20Andersson"> Joel Andersson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sandvik Sanicro 25, UNS S31035, is an advanced high temperature austenitic stainless steel that potentially can be used in super-heaters and reheaters in the next generation of advanced ultra-super critical power plants. The material possesses both high creep strength and good corrosion resistance at temperatures up to 700°C. Its high temperature properties are positioned between other commercially available high temperature austenitic stainless steels and nickel-based alloys. It is, however, well known that an austenitic solidification mode combined with a fully austenitic microstructure exacerbate susceptibility towards hot cracking. The problem increases even more for thick walled material in multipass welding and could compromise the integrity of the welded component. Varestraint weldability testing is commonly used to evaluate susceptibility towards hot cracking of materials. In this paper, Varestraint test results are evaluated for base material of both UNS S31035 steel and are compared to those of the well-known and well-characterized UNS S31008 grade. The more creep resistant alloy, UNS S31035, is metallurgically more complicated than the UNS S31008 grade and has additions of several alloying elements to improve its high temperature properties. It benefits from both solid solution hardening as well as precipitation hardening. This investigation therefore attempts, based on the Varestraint weldability test, to understand if there are any differences in cracking mechanisms between these two grades due to the additional alloying elements used in UNS S31035. Results from Varestraint testing and crack type investigations will be presented and discussed in some detail. It is shown that hot cracking susceptibility of the UNS S31035 steel is only slightly higher than that of UNS S31008 despite the more complicated metallurgy. Weldability of the two alloys is therefore judged to be comparable making the newer alloy well suited also for critical applications. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=austenitic%20stainless%20steel" title="austenitic stainless steel">austenitic stainless steel</a>, <a href="https://publications.waset.org/abstracts/search?q=hot%20cracking%20susceptibility" title=" hot cracking susceptibility"> hot cracking susceptibility</a>, <a href="https://publications.waset.org/abstracts/search?q=UNS%20S31035" title=" UNS S31035"> UNS S31035</a>, <a href="https://publications.waset.org/abstracts/search?q=UNS%20S31008" title=" UNS S31008"> UNS S31008</a>, <a href="https://publications.waset.org/abstracts/search?q=varestraint%20weldability%20testing" title=" varestraint weldability testing"> varestraint weldability testing</a> </p> <a href="https://publications.waset.org/abstracts/120143/hot-cracking-susceptibility-evaluation-of-the-advanced-uns-s31035-austenitic-stainless-steel-by-varestraint-weldability-testing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120143.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">130</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">4</span> Bioinformatic Design of a Non-toxic Modified Adjuvant from the Native A1 Structure of Cholera Toxin with Membrane Synthetic Peptide of Naegleria fowleri</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Frida%20Carrillo%20Morales">Frida Carrillo Morales</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Maricela%20Carrasco%20Y%C3%A9pez"> Maria Maricela Carrasco Yépez</a>, <a href="https://publications.waset.org/abstracts/search?q=Sa%C3%BAl%20Rojas%20Hern%C3%A1ndez"> Saúl Rojas Hernández</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Naegleria fowleri is the causative agent of primary amebic meningoencephalitis, this disease is acute and fulminant that affects humans. It has been reported that despite the existence of therapeutic options against this disease, its mortality rate is 97%. Therefore, the need arises to have vaccines that confer protection against this disease and, in addition to developing adjuvants to enhance the immune response. In this regard, in our work group, we obtained a peptide designed from the membrane protein MP2CL5 of Naegleria fowleri called Smp145 that was shown to be immunogenic; however, it would be of great importance to enhance its immunological response, being able to co-administer it with a non-toxic adjuvant. Therefore, the objective of this work was to carry out the bioinformatic design of a peptide of the Naegleria fowleri membrane protein MP2CL5 conjugated with a non-toxic modified adjuvant from the native A1 structure of Cholera Toxin. For which different bioinformatics tools were used to obtain a model with a modification in amino acid 61 of the A1 subunit of the CT (CTA1), to which the Smp145 peptide was added and both molecules were joined with a 13-glycine linker. As for the results obtained, the modification in CTA1 bound to the peptide produces a reduction in the toxicity of the molecule in in silico experiments, likewise, the prediction in the binding of Smp145 to the receptor of B cells suggests that the molecule is directed in specifically to the BCR receptor, decreasing its native enzymatic activity. The stereochemical evaluation showed that the generated model has a high number of adequately predicted residues. In the ERRAT test, the confidence with which it is possible to reject regions that exceed the error values was evaluated, in the generated model, a high score was obtained, which determines that the model has a good structural resolution. Therefore, the design of the conjugated peptide in this work will allow us to proceed with its chemical synthesis and subsequently be able to use it in the mouse meningitis protection model caused by N. fowleri. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=immunology" title="immunology">immunology</a>, <a href="https://publications.waset.org/abstracts/search?q=vaccines" title=" vaccines"> vaccines</a>, <a href="https://publications.waset.org/abstracts/search?q=pathogens" title=" pathogens"> pathogens</a>, <a href="https://publications.waset.org/abstracts/search?q=infectious%20disease" title=" infectious disease"> infectious disease</a> </p> <a href="https://publications.waset.org/abstracts/166457/bioinformatic-design-of-a-non-toxic-modified-adjuvant-from-the-native-a1-structure-of-cholera-toxin-with-membrane-synthetic-peptide-of-naegleria-fowleri" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166457.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">92</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">3</span> Effects of Audiovisual Contextualization of L2 Idioms on Enhancing Students’ Comprehension and Retention</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Monica%20Karlsson">Monica Karlsson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The positive effect of a supportive written context on comprehension and retention when faced with a previously unknown idiomatic expression is today an indisputable fact, especially if relevant clues are given in close proximity of the item in question. Also, giving learners a chance of visualizing the meaning of an idiom by offering them its source domain and/or by elaborating etymologically, i.e. providing a mental picture in addition to the spoken/written form (referred to as dual coding), seems to enhance comprehension and retention even further, especially if the idiom is of a more transparent kind. For example, by explaining that walk the plank has a maritime origin and a canary in a coal mine comes from the time when canaries were kept in cages to warn miners if gas was leaking out at which point the canaries succumbed immediately, learners’ comprehension and retention have been shown to increase. The present study aims to investigate whether contextualization of an audiovisual kind could help increase comprehension and retention of L2 idioms. 40 Swedish first-term university students studying English as part of their education to become middle-school teachers participated in the investigation, which tested 24 idioms, all of which were ascertained to be previously unknown to the informants. While half of the learners were subjected to a test in which they were asked to watch scenes from various TV programmes, each scene including one idiomatic expression in a supportive context, the remaining 20 students, as a point of reference, were only offered written contexts, though equally supportive. Immediately after these sessions, both groups were given the same idioms in a decontextualized form and asked to give their meaning. After five weeks, finally, the students were subjected to yet another decontextualized comprehension test. Furthermore, since mastery of idioms in one’s L1 appears to correlate to a great extent with a person’s ability to comprehend idioms in an L2, all the informants were also asked to take a test focusing on idioms in their L1. The result on this test is thus seen to indicate each student’s potential for understanding and memorizing various idiomatic expressions from a more general perspective. Preliminary results clearly show that audiovisual contextualization indeed has a positive effect on learners’ retention. In addition, preliminary results also show that those learners’ who were able to recall most meanings were those who had a propensity for idiom comprehension in their L1. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English" title="English">English</a>, <a href="https://publications.waset.org/abstracts/search?q=L2" title=" L2"> L2</a>, <a href="https://publications.waset.org/abstracts/search?q=idioms" title=" idioms"> idioms</a>, <a href="https://publications.waset.org/abstracts/search?q=audiovisual%20context" title=" audiovisual context"> audiovisual context</a> </p> <a href="https://publications.waset.org/abstracts/38543/effects-of-audiovisual-contextualization-of-l2-idioms-on-enhancing-students-comprehension-and-retention" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38543.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">347</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">2</span> Owning (up to) the 'Art of the Insane': Re-Claiming Personhood through Copyright Law</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mathilde%20Pavis">Mathilde Pavis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> From Schumann to Van Gogh, Frida Kahlo, and Ray Charles, the stories narrating the careers of artists with physical or mental disabilities are becoming increasingly popular. From the emergence of ‘pathography’ at the end of 18th century to cinematographic portrayals, the work and lives of differently-abled creative individuals continue to fascinate readers, spectators and researchers. The achievements of those artists form the tip of the iceberg composed of complex politico-cultural movements which continue to advocate for wider recognition of disabled artists’ contribution to western culture. This paper envisages copyright law as a potential tool to such end. It investigates the array of rights available to artists with intellectual disabilities to assert their position as authors of their artwork in the twenty-first-century looking at international and national copyright laws (UK and US). Put simply, this paper questions whether an artist’s intellectual disability could be a barrier to assert their intellectual property rights over their creation. From a legal perspective, basic principles of non-discrimination would contradict the representation of artists’ disability as an obstacle to authorship as granted by intellectual property laws. Yet empirical studies reveal that artists with intellectual disabilities are often denied the opportunity to exercise their intellectual property rights or any form of agency over their work. In practice, it appears that, unlike other non-disabled artists, the prospect for differently-abled creators to make use of their right is contingent to the context in which the creative process takes place. Often will the management of such rights rest with the institution, art therapist or mediator involved in the artists’ work as the latter will have necessitated greater support than their non-disabled peers for a variety of reasons, either medical or practical. Moreover, the financial setbacks suffered by medical institutions and private therapy practices have renewed administrators’ and physicians’ interest in monetising the artworks produced under their supervision. Adding to those economic incentives, the rise of criminal and civil litigation in psychiatric cases has also encouraged the retention of patients’ work by therapists who feel compelled to keep comprehensive medical records to shield themselves from liability in the event of a lawsuit. Unspoken transactions, contracts, implied agreements and consent forms have thus progressively made their way into the relationship between those artists and their therapists or assistants, disregarding any notions of copyright. The question of artists’ authorship finds itself caught in an unusually multi-faceted web of issues formed by tightening purse strings, ethical concerns and the fear of civil or criminal liability. Whilst those issues are playing out behind closed doors, the popularity of what was once called the ‘Art of the Insane’ continues to grow and open new commercial avenues. This socio-economic context exacerbates the need to devise a legal framework able to help practitioners, artists and their advocates navigate through those issues in such a way that neither this minority nor our cultural heritage suffers from the fragmentation of the legal protection available to them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=authorship" title="authorship">authorship</a>, <a href="https://publications.waset.org/abstracts/search?q=copyright%20law" title=" copyright law"> copyright law</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20disabilities" title=" intellectual disabilities"> intellectual disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=art%20therapy%20and%20mediation" title=" art therapy and mediation "> art therapy and mediation </a> </p> <a href="https://publications.waset.org/abstracts/82630/owning-up-to-the-art-of-the-insane-re-claiming-personhood-through-copyright-law" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82630.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">150</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</span> Exploring Safety Culture in Interventional Radiology: A Cross-Sectional Survey on Team Members' Attitudes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anna%20Bj%C3%A4llmark">Anna Bjällmark</a>, <a href="https://publications.waset.org/abstracts/search?q=Victoria%20Persson"> Victoria Persson</a>, <a href="https://publications.waset.org/abstracts/search?q=Bodil%20Karlsson"> Bodil Karlsson</a>, <a href="https://publications.waset.org/abstracts/search?q=May%20Bazzi"> May Bazzi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Interventional radiology (IR) is a continuously growing discipline that allows minimally invasive treatments of various medical conditions. The IR environment is, in several ways, comparable to the complex and accident-prone operation room (OR) environment. This implies that the IR environment may also be associated with various types of risks related to the work process and communication in the team. Patient safety is a central aspect of healthcare and involves the prevention and reduction of adverse events related to patient care. To maintain patient safety, it is crucial to build a safety culture where the staff are encouraged to report events and incidents that may have affected patient safety. It is also important to continuously evaluate the staff´s attitudes to patient safety. Despite the increasing number of IR procedures, research on the staff´s view regarding patients is lacking. Therefore, the main aim of the study was to describe and compare the IR team members' attitudes to patient safety. The secondary aim was to evaluate whether the WHO safety checklist was routinely used for IR procedures. Methods: An electronic survey was distributed to 25 interventional units in Sweden. The target population was the staff working in the IR team, i.e., physicians, radiographers, nurses, and assistant nurses. A modified version of the Safety Attitudes Questionnaire (SAQ) was used. Responses from 19 of 25 IR units (44 radiographers, 18 physicians, 5 assistant nurses, and 1 nurse) were received. The respondents rated their level of agreement for 27 items related to safety culture on a five-point Likert scale ranging from “Disagree strongly” to “Agree strongly.” Data were analyzed statistically using SPSS. The percentage of positive responses (PPR) was calculated by taking the percentage of respondents who got a scale score of 75 or higher. The respondents rated which corresponded to response options “Agree slightly” or “Agree strongly”. Thus, average scores ≥ 75% were classified as “positive” and average scores < 75% were classified as “non-positive”. Findings: The results indicated that the IR team had the highest factor scores and the highest percentages of positive responses in relation to job satisfaction (90/94%), followed by teamwork climate (85/92%). In contrast, stress recognition received the lowest ratings (54/25%). Attitudes related to these factors were relatively consistent between different professions, with only a few significant differences noted (Factor score: p=0.039 for job satisfaction, p=0.050 for working conditions. Percentage of positive responses: p=0.027 for perception of management). Radiographers tended to report slightly lower values compared to other professions for these factors (p<0.05). The respondents reported that the WHO safety checklist was not routinely used at their IR unit but acknowledged its importance for patient safety. Conclusion: This study reported high scores concerning job satisfaction and teamwork climate but lower scores concerning perception of management and stress recognition indicating that the latter are areas of improvement. Attitudes remained relatively consistent among the professions, but the radiographers reported slightly lower values in terms of job satisfaction and perception of the management. The WHO safety checklist was considered important for patient safety. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interventional%20radiology" title="interventional radiology">interventional radiology</a>, <a href="https://publications.waset.org/abstracts/search?q=patient%20safety" title=" patient safety"> patient safety</a>, <a href="https://publications.waset.org/abstracts/search?q=safety%20attitudes%20questionnaire" title=" safety attitudes questionnaire"> safety attitudes questionnaire</a>, <a href="https://publications.waset.org/abstracts/search?q=WHO%20safety%20checklist" title=" WHO safety checklist"> WHO safety checklist</a> </p> <a href="https://publications.waset.org/abstracts/176258/exploring-safety-culture-in-interventional-radiology-a-cross-sectional-survey-on-team-members-attitudes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176258.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">63</span> </span> </div> </div> </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); 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