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and developmental disabilty</title> <meta name="description" content="Search results for: intellectual and developmental disabilty"> <meta name="keywords" content="intellectual and developmental disabilty"> <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 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<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="intellectual and developmental disabilty"> <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> 1246</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: intellectual and developmental disabilty</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1216</span> Intellectual Capital, Knowledge Management, and the Leader Role in the Construction of Sustainability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Leandro%20da%20S.%20Nascimento">Leandro da S. Nascimento</a>, <a href="https://publications.waset.org/abstracts/search?q=Maristela%20J.%20Melo"> Maristela J. Melo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The increased competition in the globalization drives organizations to innovate in their products and services to remain competitive. Innovation and creativity are incorporated as key aspects to creating value for consumers and for the creation of competitive advantage in organizations. However, there are factors that contribute strong with development of innovation and creation in organizations. These factors are the intellectual capital and knowledge management, which together with sustainability, ensure the development of competitive strategies. However, it is understood that the role of the leader is essential to stimulate the development of human capital, because the human capital is essential for organizations of knowledge. It is the leader who drives the dissemination and sharing of knowledge, an essential aspect for the formation of intellectual capital and therefore should be managed. And it turns out that the management of knowledge through intellectual capital allows the development of environmental initiatives efficiently and effectively. Thus, the research demonstrates the importance of the role of leader / manager in organizations and seeks to analyze how managers can contribute to the adoption of sustainability through intellectual capital and knowledge management. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intellectual%20capital" title="intellectual capital">intellectual capital</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management" title=" knowledge management"> knowledge management</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership%20role" title=" leadership role"> leadership role</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a> </p> <a href="https://publications.waset.org/abstracts/14133/intellectual-capital-knowledge-management-and-the-leader-role-in-the-construction-of-sustainability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14133.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">496</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">1215</span> The Effectiveness of Dialectical Behavior Therapy in Developing Emotion Regulation Skill for Adolescent with Intellectual Disability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shahnaz%20Safitri">Shahnaz Safitri</a>, <a href="https://publications.waset.org/abstracts/search?q=Rose%20Mini%20Agoes%20Salim"> Rose Mini Agoes Salim</a>, <a href="https://publications.waset.org/abstracts/search?q=Pratiwi%20Widyasari"> Pratiwi Widyasari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Intellectual disability is characterized by significant limitations in intellectual functioning and adaptive behavior that appears before the age of 18 years old. The prominent impacts of intellectual disability in adolescents are failure to establish interpersonal relationships as socially expected and lower academic achievement. Meanwhile, it is known that emotion regulation skills have a role in supporting the functioning of individual, either by nourishing the development of social skills as well as by facilitating the process of learning and adaptation in school. This study aims to look for the effectiveness of Dialectical Behavior Therapy (DBT) in developing emotion regulation skills for adolescents with intellectual disability. DBT's special consideration toward clients’ social environment and their biological condition is foreseen to be the key for developing emotion regulation capacity for subjects with intellectual disability. Through observations on client's behavior, conducted before and after the completion of DBT intervention program, it was found that there is an improvement in client's knowledge and attitudes related to the mastery of emotion regulation skills. In addition, client's consistency to actually practice emotion regulation techniques over time is largely influenced by the support received from the client's social circles. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescent" title="adolescent">adolescent</a>, <a href="https://publications.waset.org/abstracts/search?q=dialectical%20behavior%20therapy" title=" dialectical behavior therapy"> dialectical behavior therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion%20regulation" title=" emotion regulation"> emotion regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20disability" title=" intellectual disability"> intellectual disability</a> </p> <a href="https://publications.waset.org/abstracts/72895/the-effectiveness-of-dialectical-behavior-therapy-in-developing-emotion-regulation-skill-for-adolescent-with-intellectual-disability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72895.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">304</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">1214</span> Physical Aggression and Language Skills among Children with Mild Intellectual Disabilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maryam%20Razmjoee">Maryam Razmjoee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Physical aggression is one of the most common behavioural problems among children with intellectual disabilities. Behaviours such as hitting, kicking, and threatening with the intent to harm others are examples of physical aggression. Identified language delays are related to physically aggressive behaviours, as children with poor language skills are often frustrated by socially interactions with their peers, leaving them at risk engaging in acts of physical aggression. As a result of this concern, physical aggression and language skills of children with mild intellectual disabilities was investigated. In the current study, 102 students, from years 1-3, with mild intellectual disabilities (51 girls and 51 boys) have been recruited from five educational centres which cater for children with mild intellectual disabilities in the city of Shiraz (a major city in Iran). The Test of Language Development-Primary: 3rd Edition (TOLD-3) and Overt and Relational Aggression Questionnaire were used to assess these children. Results showed that physical aggression had a significant negative association with expressive (p = 0.008), and receptive (p = 0.019) language skills. In addition, boys demonstrated more physically aggressive behaviours than girls (p = 0.014). No difference was found in expressive and receptive language skills between girls and boys with mild intellectual disabilities. The overall findings suggest that improving the language skills of children with intellectual disabilities experiencing language delays will help them to avoid exhibiting antisocial behaviours in social interactions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=behaviour" title="behaviour">behaviour</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20skills" title=" language skills"> language skills</a>, <a href="https://publications.waset.org/abstracts/search?q=mild%20intellectual%20disabilities" title=" mild intellectual disabilities"> mild intellectual disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20aggression" title=" physical aggression"> physical aggression</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20school%20students" title=" primary school students"> primary school students</a> </p> <a href="https://publications.waset.org/abstracts/92106/physical-aggression-and-language-skills-among-children-with-mild-intellectual-disabilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92106.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">230</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1213</span> The Essence and Attribution of Intellectual Property Rights Generated in the Digitization of Intangible Cultural Heritage</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jiarong%20Zhang">Jiarong Zhang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Digitizing intangible cultural heritage is a complex and comprehensive process from which sorts of intellectual property rights may be generated. Digitizing may be a repacking process of cultural heritage, which creates copyrights; recording folk songs and indigenous performances can create 'related rights'. At the same time, digitizing intangible cultural heritage may infringe the intellectual property rights of others unintentionally. Recording religious rituals of indigenous communities without authorization can violate the moral right of the ceremony participants of the community; making digital copies of rock paintings may infringe the right of reproduction. In addition, several parties are involved in the digitization process: indigenous peoples, museums, and archives can be holders of cultural heritage; companies and research institutions can be technology providers; internet platforms can be promoters and sellers; the public and groups above can be beneficiaries. When diverse intellectual property rights versus various parties, problems and disputes can arise easily. What are the types of intellectual property rights generated in the digitization process? What is the essence of these rights? Who should these rights belong to? How to use intellectual property to protect the digitalization of cultural heritage? How to avoid infringing on the intellectual property rights of others? While the digitization has been regarded as an effective approach to preserve intangible cultural heritage, related intellectual property issues have not received the attention and full discussion. Thus, parties involving in the digitization process may face intellectual property infringement lawsuits. The article will explore those problems from the intersection perspective of intellectual property law and cultural heritage. From a comparative approach, the paper will analysis related legal documents and cases, and shed some lights of those questions listed. The findings show, although there are no intellectual property laws targeting the cultural heritage in most countries, the involved stakeholders can seek protection from existing intellectual property rights following the suggestions of the article. The research will contribute to the digitization of intangible cultural heritage from a legal and policy aspect. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=copyright" title="copyright">copyright</a>, <a href="https://publications.waset.org/abstracts/search?q=digitization" title=" digitization"> digitization</a>, <a href="https://publications.waset.org/abstracts/search?q=intangible%20cultural%20heritage" title=" intangible cultural heritage"> intangible cultural heritage</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20property" title=" intellectual property"> intellectual property</a>, <a href="https://publications.waset.org/abstracts/search?q=Internet%20platforms" title=" Internet platforms"> Internet platforms</a> </p> <a href="https://publications.waset.org/abstracts/107097/the-essence-and-attribution-of-intellectual-property-rights-generated-in-the-digitization-of-intangible-cultural-heritage" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107097.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">1212</span> A Literature Review on Sexual Abuse Prevention for People with Intellectual Disability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hanh%20Thi%20My%20Nguyen">Hanh Thi My Nguyen</a>, <a href="https://publications.waset.org/abstracts/search?q=Phuong%20Thu%20Dinh"> Phuong Thu Dinh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> People with intellectual disability are at high risk for sexual abuse. The reasons may originate from their communication skills deficits, lack of skills and knowledge to protect themselves from sexual abuse, or limited access to sexual abuse prevention programs. This article aims to present a systematic review about strategies for preventing sexual abuse for young people with intellectual disability. A range of articles in 10 years from 2009 to 2018 are searched by using online database. 5 papers are included for the final review. The results of this comprehensive literature review showed that there are two main strategies used: programs designed for people with intellectual, including evaluation on sex education programs; and sexual education program for parents of children with intellectual disability. However, none of the papers were conducted in low-and middle-income countries. Therefore, cautions should be taken when it comes to interpret these findings. The findings of studies showed that participants increased their awareness and skills for protecting themselves from sexual abuse after participating in the programs. It is also recommended that more effective evidence-based programs should be developed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intellectual%20disability" title="intellectual disability">intellectual disability</a>, <a href="https://publications.waset.org/abstracts/search?q=prevention" title=" prevention"> prevention</a>, <a href="https://publications.waset.org/abstracts/search?q=sexual%20abuse" title=" sexual abuse"> sexual abuse</a>, <a href="https://publications.waset.org/abstracts/search?q=sexual%20education%20program" title=" sexual education program "> sexual education program </a> </p> <a href="https://publications.waset.org/abstracts/92063/a-literature-review-on-sexual-abuse-prevention-for-people-with-intellectual-disability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92063.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">209</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">1211</span> An Experimental Study on Intellectual Concentration Influenced by Indoor Airflow</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kyoko%20Ito">Kyoko Ito</a>, <a href="https://publications.waset.org/abstracts/search?q=Shinya%20Furuta"> Shinya Furuta</a>, <a href="https://publications.waset.org/abstracts/search?q=Daisuke%20Kamihigashi"> Daisuke Kamihigashi</a>, <a href="https://publications.waset.org/abstracts/search?q=Kimi%20Ueda"> Kimi Ueda</a>, <a href="https://publications.waset.org/abstracts/search?q=Hirotake%20Ishii"> Hirotake Ishii</a>, <a href="https://publications.waset.org/abstracts/search?q=Hiroshi%20Shimoda"> Hiroshi Shimoda</a>, <a href="https://publications.waset.org/abstracts/search?q=Fumiaki%20Obayashi"> Fumiaki Obayashi</a>, <a href="https://publications.waset.org/abstracts/search?q=Kazuhiro%20Taniguchi"> Kazuhiro Taniguchi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In order to improve intellectual concentration, few studies have verified the effect of indoor airflow among the thermal environment conditions, and the differences of the season in effects have not been studied. In this study, in order to investigate the influence of the airflow in winter on the intellectual concentration, an evaluation experiment was conducted. In the previous study, an effective airflow in summer was proposed and the improvement of intellectual concentration by evaluation experiment was confirmed. Therefore, an airflow profile in winter was proposed with reference to the airflow profile in summer. The airflows are a combination of a simulative airflow and mild airflow. An experiment has been conducted to investigate the influence of a room airflow in winter on intellectual concentration. As a result of comparison with no airflow condition, no significant difference was found. Based on the results, it is a future task to ask preliminary preference in advance and to establish a mechanism that can provide controllable airflow for each individual, taking into account the preference for airflow to be different for each individual. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=concentration%20time%20ratio" title="concentration time ratio">concentration time ratio</a>, <a href="https://publications.waset.org/abstracts/search?q=CTR" title=" CTR"> CTR</a>, <a href="https://publications.waset.org/abstracts/search?q=indoor%20airflow" title=" indoor airflow"> indoor airflow</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20concentration" title=" intellectual concentration"> intellectual concentration</a>, <a href="https://publications.waset.org/abstracts/search?q=workplace%20environment" title=" workplace environment"> workplace environment</a> </p> <a href="https://publications.waset.org/abstracts/97995/an-experimental-study-on-intellectual-concentration-influenced-by-indoor-airflow" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97995.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">234</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">1210</span> The Effect of Environmental Consciousness on Firm Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hossein%20Emari">Hossein Emari</a>, <a href="https://publications.waset.org/abstracts/search?q=Hossein%20Vazifehdoust"> Hossein Vazifehdoust</a>, <a href="https://publications.waset.org/abstracts/search?q=Hashem%20Nikoo%20Maram"> Hashem Nikoo Maram</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to develop an original framework of Environmental Consciousness (EC) to explore the positive effect of environmental consciousness on financial performance through the partial mediator - green intellectual capital. A questionnaire survey on the environmental consciousness, intellectual capital, and financial performance of Iran’s manufacturing firms was conducted, and 324 samples were analyzed. This study utilizes structural equation modeling to explore the direct and indirect influences of EC on financial performance. Research results reveal that environmental consciousness had an indirect impact on financial performance through investment in green intellectual capital. It was thus known that green intellectual capital is a mediator of the relationship between environmental consciousness and financial performance. This paper may serve as a reference for firms mapping out future environmental policies and provide an input of various perspectives and arguments into the discipline of green management. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=environmental%20consciousness" title="environmental consciousness">environmental consciousness</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20responsibility" title=" social responsibility"> social responsibility</a>, <a href="https://publications.waset.org/abstracts/search?q=green%20intellectual%20capital" title=" green intellectual capital"> green intellectual capital</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20performance" title=" financial performance"> financial performance</a> </p> <a href="https://publications.waset.org/abstracts/41943/the-effect-of-environmental-consciousness-on-firm-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41943.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">488</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">1209</span> The Significance of Intellectual Capital and Strategic Orientations on Innovation Capability in Malaysian ICTSMEs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Juliana%20Osman">Juliana Osman</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20Gilbert"> David Gilbert</a>, <a href="https://publications.waset.org/abstracts/search?q=Caroline%20Tan"> Caroline Tan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Innovation capability is recognized as a critical factor that contributes to promoting firm growth and wealth creation. While studies on innovation are in abundance, few empirical studies have been undertaken to examine the relationships of intellectual capital with innovation capability, and research investigating the combinations of strategic orientation dimensions is limited and virtually nothing in regard to the Malaysian context. This research investigates the impact of intellectual capital and three strategic orientations on the innovation capability and firm performance of Malaysian ICT SMEs. Data was collected from 213 firms relating to intellectual capital and the three strategic orientations; market orientation, learning orientation and technology orientation. Using partial least squares structural equation modelling (PLS-SEM) to analyse the data, results indicate that while market orientation has a direct negative relationship to firm performance, it is positively related to performance through the mediating effect of innovation capability. Learning orientation and technology orientation are mediated by innovation capability, while intellectual capital was found to be partially mediated by innovation capability. Findings indicate that firm performance is positively and significantly related to innovation capability and that market orientation, learning orientation, technology orientation and intellectual capital are all significant and positively related to innovation capability. The developed model indicates that Malaysian ICT SMEs would perform better with greater emphasis on developing innovation capability through enhancement of intellectual capital and the strategic orientations measured in this study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=innovation%20capability" title="innovation capability">innovation capability</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20capital" title=" intellectual capital"> intellectual capital</a>, <a href="https://publications.waset.org/abstracts/search?q=strategic%20orientations" title=" strategic orientations"> strategic orientations</a>, <a href="https://publications.waset.org/abstracts/search?q=PLS-SEM" title=" PLS-SEM"> PLS-SEM</a> </p> <a href="https://publications.waset.org/abstracts/5988/the-significance-of-intellectual-capital-and-strategic-orientations-on-innovation-capability-in-malaysian-ictsmes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5988.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">472</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">1208</span> Care and Support for Infants and Toddlers with Special Needs </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Florence%20A.%20Undiyaundeye">Florence A. Undiyaundeye</a>, <a href="https://publications.waset.org/abstracts/search?q=Aniashie%20Akpanke"> Aniashie Akpanke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Early identification of developmental disorders in infants and toddlers is critical for the well being of children. It is also an integral function of the primary care medical provider and the early care given in the home or crèche. This paper is focused at providing information on special need infants and toddlers and strategies to support them in developmental concern to cope with the challenges in and out of the classroom and to interact with their peers without stigmatization and inferiority complex. The target children are from birth through three years of age. There is a strong recommendation for developmental surveillance to be incorporated at every well child preventive care program in training and practical stage of formal school settings. The paper posits that any concerns raised during surveillance should be promptly addressed with standardized developmental screening by appropriate health service providers. In addition screening tests should be administered regularly at age 9+, 19+ and 30 months of these infants. The paper also establishes that the early identification of these developmental challenges of the infants and toddlers should lead to further developmental and medical evaluation, diagnosis and treatment, including early developmental school intervention, control and teaching and learning integration and inclusion for proper career build up. Children diagnosed with developmental disorders should be identified as children with special needs so that management is initiated and its underlying etiology may also drive a range of treatment of the child, to parents. Conselling and school integration as applicable to the child’s specific need and care for sustenance in societal functioning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=care" title="care">care</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20need" title=" special need"> special need</a>, <a href="https://publications.waset.org/abstracts/search?q=support" title=" support"> support</a>, <a href="https://publications.waset.org/abstracts/search?q=infants%20and%20toddlers" title=" infants and toddlers"> infants and toddlers</a>, <a href="https://publications.waset.org/abstracts/search?q=management%20and%20developmental%20disorders" title=" management and developmental disorders"> management and developmental disorders</a> </p> <a href="https://publications.waset.org/abstracts/15131/care-and-support-for-infants-and-toddlers-with-special-needs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15131.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">388</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">1207</span> Management of Intellectual Property Rights: Strategic Patenting</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Waheed%20Oseni">Waheed Oseni</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article reviews emergent global trends in intellectual property protection and identifies patenting as a strategic initiative. Recent developments in software and method of doing business patenting are fast transforming the e‐business landscape. The article discusses the emergent global regulatory framework concerning intellectual property rights and the strategic value of patenting. Important features of a corporate patenting portfolio are described. Superficially, the e‐commerce landscape appears to be dominated by dotcom start-ups or the “dotcomization” of existing brick and mortar companies. But, in reality, at its very bedrock is intellectual property (IP). In this connection, the recent avalanche of patenting of software and method‐of‐doing‐business (MDB) in the USA is a very significant development with regard to rules governing IP rights and, therefore, e‐commerce. Together with the World Trade Organization’s (WTO) IP rules, there is an emerging global regulatory framework for IP rights, an understanding of which is necessary for designing effective e‐commerce strategies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intellectual%20property" title="intellectual property">intellectual property</a>, <a href="https://publications.waset.org/abstracts/search?q=patents" title=" patents"> patents</a>, <a href="https://publications.waset.org/abstracts/search?q=methods" title=" methods"> methods</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20software" title=" computer software"> computer software</a> </p> <a href="https://publications.waset.org/abstracts/33266/management-of-intellectual-property-rights-strategic-patenting" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33266.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">526</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">1206</span> Muslim Social Workers and Imams’ Recommendations in Marital and Child Custody Cases of Persons with Intellectual or Mental Disability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Badran%20Leena">Badran Leena</a>, <a href="https://publications.waset.org/abstracts/search?q=Rimmerman%20Arie"> Rimmerman Arie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Arab society in Israel is undergoing modernization and secularization. However, its approach to disability and mental illness is still dominated by religious and traditional stereotypes, as well as folk remedies and community practices. The present study examines differences in Muslim social workers' and Imams' recommendations in marriage/divorce and child custody cases of persons with intellectual disabilities (ID) or mental illness. The study has two goals: (1) To examine differences in recommendations between Imams and Muslim social workers; (2) To explore variables related to their differential recommendations as observed in their responses to vignettes—a quantitative study using vignettes resembling existing Muslim religious (Sharia) court cases. Muslim social workers (138) and Imams (48) completed a background questionnaire, a religiosity questionnaire, and a questionnaire that included 25 vignettes constructed by the researcher based on court rulings adapted for the study. Muslim social workers tended to consider the religious recommendation when the family of a person with ID or mental illness was portrayed in the vignette as religious. The same applied to Imams, albeit to a greater extent. The findings call for raising awareness among social workers and academics regarding the importance of religion and tradition in formulating professional recommendations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=child%20custody" title="child custody">child custody</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20and%20developmental%20disability" title=" intellectual and developmental disability"> intellectual and developmental disability</a>, <a href="https://publications.waset.org/abstracts/search?q=marriage%2Fdivorce" title=" marriage/divorce"> marriage/divorce</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20illness" title=" mental illness"> mental illness</a>, <a href="https://publications.waset.org/abstracts/search?q=sharia%20court" title=" sharia court"> sharia court</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20workers" title=" social workers"> social workers</a> </p> <a href="https://publications.waset.org/abstracts/141205/muslim-social-workers-and-imams-recommendations-in-marital-and-child-custody-cases-of-persons-with-intellectual-or-mental-disability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141205.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">1205</span> Challenges of Skill Training among Women with Intellectual Disability: Stakeholders' Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jayanti%20Pujari">Jayanti Pujari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study attempts to find out the barriers faced by adult women with an Intellectual disability during their training at vocational training centres offered by rehabilitation institutes. As economic independence is the ultimate aim of rehabilitation, this study tries to focus on the barriers which restrict the adult women with intellectual disability in equipping themselves in required skill which can really empower them and help them in independent living. The objectives of the study are (1) To find out the barriers perceived by job coaches during training given to women with intellectual disability (2) To find out the barriers perceived by the parents of women with intellectual disability who are undergoing vocational training and (3) To find out the barriers perceived by the women with intellectual disabilities during the vocational training. The barriers have been operationalised in the present study from three perspectives such as behavioural barriers, competency related barriers and accessibility barriers. For the present study three groups of participants(N=60) have been selected through purposive nonprobability sampling procedure to generate the data. They are( 20) job coaches who are working at vocational centres, (20) parents of women with intellectual disabilities, (20) adult women with intellectual disabilities. The study followed a descriptive research design and data are generated through self developed questionnaire. Three sets of self-developed and face validated questionnaires were used as the tool to gather the data from the three categories of sample. The questionnaire has 30 close ended questions and the respondents have to answer on a three point scale (yes, no, need help). Both qualitative and quantitative analysis was conducted to test the hypothesis. The major findings of the study depict that the 87% of the women with intellectual disability perceived highest barriers related to competency whereas barriers related to behaviour and accessibility are perceived lowest. 92% of job coaches perceived barriers related to competencies and accessibility are highest which hinder the effectiveness of skill development of women with intellectual disability and 74% of the parents of adult women with intellectual disability also opines that the barriers related to competencies and accessibility are highest. In conclusion, it is stressed that there is need to create awareness among the stakeholders about the training and management strategies of skill training and positive behaviour support which will surely enable the adult women with intellectual disability to utilise their residual skill and acquire training to become economically independent. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=economic%20independence" title="economic independence">economic independence</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20disability" title=" intellectual disability"> intellectual disability</a>, <a href="https://publications.waset.org/abstracts/search?q=skill%20development" title=" skill development"> skill development</a>, <a href="https://publications.waset.org/abstracts/search?q=training%20barrier" title=" training barrier"> training barrier</a> </p> <a href="https://publications.waset.org/abstracts/91942/challenges-of-skill-training-among-women-with-intellectual-disability-stakeholders-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91942.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">223</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">1204</span> Psychological Security and Its Relationship with Self-Esteem among Adolescent with Mild Intellectual Disability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muneera%20Abdul%20Haleem%20Bukhari">Muneera Abdul Haleem Bukhari</a>, <a href="https://publications.waset.org/abstracts/search?q=Maryam%20I.%20Alshirawi"> Maryam I. Alshirawi</a>, <a href="https://publications.waset.org/abstracts/search?q=Elsayed%20S.%20Elkhamisi"> Elsayed S. Elkhamisi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed at understanding the relationship between psychological security and self-esteem among Adolescent with Mild Intellectual Disability, exploring the levels of psychological security and self-esteem, as well as determining the differences between genders in psychological security and self-esteem. The sample of the study contained (60) Adolescent with Mild Intellectual Disability, (34) males and (26) females who are enrolled in the Vocational and Social Rehabilitation Center and Hope Institute in the Kingdom of Bahrain. Their ages are between (15-23) years old. The Psychological Security Scale and self-Esteem Scale (prepared by James Battle) were used by the researcher. Results showed that levels of psychological security and self-esteem among Adolescents with Mild Intellectual Disability was above average; results also showed the order of the psychological security dimensions in the following manner (future outlook – mood - family security – social security) and the order of the dimensions of self-esteem in the following manner (social self-esteem – personal self-esteem – general self-esteem) among Adolescent with Mild Intellectual Disability; as for the differences between genders, the study showed that there was an increased level of psychological security among males. However, there was no difference in self-esteem between both sexes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=psychological%20security" title="psychological security">psychological security</a>, <a href="https://publications.waset.org/abstracts/search?q=self-esteem" title=" self-esteem"> self-esteem</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescent" title=" adolescent"> adolescent</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20disability" title=" intellectual disability"> intellectual disability</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20Kingdom%20of%20Bahrain" title=" the Kingdom of Bahrain"> the Kingdom of Bahrain</a> </p> <a href="https://publications.waset.org/abstracts/49444/psychological-security-and-its-relationship-with-self-esteem-among-adolescent-with-mild-intellectual-disability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49444.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">393</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">1203</span> National Projects' Impact on the Regional Division</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mosaad%20Hamouda">Mosaad Hamouda</a>, <a href="https://publications.waset.org/abstracts/search?q=Kamal%20Khalaf"> Kamal Khalaf</a>, <a href="https://publications.waset.org/abstracts/search?q=Zaker%20Mousa"> Zaker Mousa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> National projects are considered Egypt's future vision in investing its various resources and the best way to bring about a developmental renaissance that constitutes a quantum leap because of its developmental impact on the planning regions, which it achieves in attracting and localizing investments to achieve urban development, and what this has a noticeable impact on dividing those regions in order to achieve a developmental balance or at least reduce the severity of the disparities between them, by measuring the impact of these projects, which appear in the per capita share of the various developmental variables, and also analyzing global and local experiences so that a balanced division of the country’s regions can be reached, and the research finds a set of planning foundations that are compatible with the settlement of these national projects in the future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=national%20projects" title="national projects">national projects</a>, <a href="https://publications.waset.org/abstracts/search?q=regional%20development" title=" regional development"> regional development</a>, <a href="https://publications.waset.org/abstracts/search?q=division%20of%20regions" title=" division of regions"> division of regions</a>, <a href="https://publications.waset.org/abstracts/search?q=development%20disparities" title=" development disparities"> development disparities</a> </p> <a href="https://publications.waset.org/abstracts/174332/national-projects-impact-on-the-regional-division" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174332.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">126</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1202</span> Impact of Experiential Learning on Executive Function, Language Development, and Quality of Life for Adults with Intellectual and Developmental Disabilities (IDD)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mary%20Deyo">Mary Deyo</a>, <a href="https://publications.waset.org/abstracts/search?q=Zmara%20Harrison"> Zmara Harrison</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study reports the outcomes of an 8-week experiential learning program for 6 adults with Intellectual and Developmental Disabilities (IDD) at a day habilitation program. The intervention foci for this program include executive function, language learning in the domains of expressive, receptive, and pragmatic language, and quality of life. The interprofessional collaboration aimed at supporting adults with IDD to reach person-centered, functional goals across skill domains is critical. This study is a significant addition to the speech-language pathology literature in that it examines a therapy method that potentially meets this need while targeting domains within the speech-language pathology scope of practice. Communication therapy was provided during highly valued and meaningful hands-on learning experiences, referred to as the Garden Club, which incorporated all aspects of planting and caring for a garden as well as related journaling, sensory, cooking, art, and technology-based activities. Direct care staff and an undergraduate research assistant were trained by SLP to be impactful language guides during their interactions with participants in the Garden Club. SLP also provided direct therapy and modeling during Garden Club. Research methods used in this study included a mixed methods analysis of a literature review, a quasi-experimental implementation of communication therapy in the context of experiential learning activities, Quality of Life participant surveys, quantitative pre- post- data collection and linear mixed model analysis, qualitative data collection with qualitative content analysis and coding for themes. Outcomes indicated overall positive changes in expressive vocabulary, following multi-step directions, sequencing, problem-solving, planning, skills for building and maintaining meaningful social relationships, and participant perception of the Garden Project’s impact on their own quality of life. Implementation of this project also highlighted supports and barriers that must be taken into consideration when planning similar projects. Overall findings support the use of experiential learning projects in day habilitation programs for adults with IDD, as well as additional research to deepen understanding of best practices, supports, and barriers for implementation of experiential learning with this population. This research provides an important contribution to research in the fields of speech-language pathology and other professions serving adults with IDD by describing an interprofessional experiential learning program with positive outcomes for executive function, language learning, and quality of life. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=experiential%20learning" title="experiential learning">experiential learning</a>, <a href="https://publications.waset.org/abstracts/search?q=adults" title=" adults"> adults</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20and%20developmental%20disabilities" title=" intellectual and developmental disabilities"> intellectual and developmental disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=expressive%20language" title=" expressive language"> expressive language</a>, <a href="https://publications.waset.org/abstracts/search?q=receptive%20language" title=" receptive language"> receptive language</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatic%20language" title=" pragmatic language"> pragmatic language</a>, <a href="https://publications.waset.org/abstracts/search?q=executive%20function" title=" executive function"> executive function</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20therapy" title=" communication therapy"> communication therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=day%20habilitation" title=" day habilitation"> day habilitation</a>, <a href="https://publications.waset.org/abstracts/search?q=interprofessionalism" title=" interprofessionalism"> interprofessionalism</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20life" title=" quality of life"> quality of life</a> </p> <a href="https://publications.waset.org/abstracts/171080/impact-of-experiential-learning-on-executive-function-language-development-and-quality-of-life-for-adults-with-intellectual-and-developmental-disabilities-idd" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171080.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">127</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">1201</span> Integrated Thermal Control to Improve Workers' Intellectual Concentration in Office Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kimi%20Ueda">Kimi Ueda</a>, <a href="https://publications.waset.org/abstracts/search?q=Kosuke%20Sugita"> Kosuke Sugita</a>, <a href="https://publications.waset.org/abstracts/search?q=Soma%20Kawamoto"> Soma Kawamoto</a>, <a href="https://publications.waset.org/abstracts/search?q=Hiroshi%20Shimoda"> Hiroshi Shimoda</a>, <a href="https://publications.waset.org/abstracts/search?q=Hirotake%20Ishii"> Hirotake Ishii</a>, <a href="https://publications.waset.org/abstracts/search?q=Fumiaki%20Obayashi"> Fumiaki Obayashi</a>, <a href="https://publications.waset.org/abstracts/search?q=Kazuhiro%20Taniguchi"> Kazuhiro Taniguchi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayaka%20Suzuki"> Ayaka Suzuki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The authors have focused on the thermal difference between office rooms and break rooms, and proposed an integrated thermal control method to improve workers’ intellectual concentration. First, a trial experiment was conducted to verify the effect of temperature difference on workers’ intellectual concentration with using two experimental rooms; a thermally neutral break room and a cooler office room. As the result of the experiment, it was found that the thermal difference had a significant effect on improving their intellectual concentration. Workers, however, often take a short break at their desks without moving to a break room, so that the thermal difference cannot be given to them. So utilization of airflow was proposed as an integrated thermal control method instead of the temperature difference to realize the similar effect. Concretely, they are exposed to airflow when working in order to reduce their effective temperature while it is weakened when taking a break. Another experiment was conducted to confirm the effect of the airflow control on their intellectual concentration. As the result of concentration index and questionnaire survey, their intellectual concentration was significantly improved in the integrated thermal controlled environment. It was also found that most of them felt more comfortable and had higher motivation and higher degree of concentration in the environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=airflow" title="airflow">airflow</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation%20experiment" title=" evaluation experiment"> evaluation experiment</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20concentration" title=" intellectual concentration"> intellectual concentration</a>, <a href="https://publications.waset.org/abstracts/search?q=thermal%20difference" title=" thermal difference"> thermal difference</a> </p> <a href="https://publications.waset.org/abstracts/93543/integrated-thermal-control-to-improve-workers-intellectual-concentration-in-office-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93543.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">294</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">1200</span> Community-Based Palliative Care for Patients with Cerebral Palsy and Developmental Disabilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elizabeth%20Grier">Elizabeth Grier</a>, <a href="https://publications.waset.org/abstracts/search?q=Meg%20Gemmill"> Meg Gemmill</a>, <a href="https://publications.waset.org/abstracts/search?q=Mary%20Martin"> Mary Martin</a>, <a href="https://publications.waset.org/abstracts/search?q=Leora%20Reiter"> Leora Reiter</a>, <a href="https://publications.waset.org/abstracts/search?q=Herman%20Tang"> Herman Tang</a>, <a href="https://publications.waset.org/abstracts/search?q=Alexandra%20Donaldson"> Alexandra Donaldson</a>, <a href="https://publications.waset.org/abstracts/search?q=Isis%20Lunsky"> Isis Lunsky</a>, <a href="https://publications.waset.org/abstracts/search?q=Mia%20Wu"> Mia Wu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Individuals with Cerebral Palsy (CP) and/or IDD face numerous physical and mental health challenges, including difficulty accessing effective palliative care. The aim of this study is to assess the knowledge and comfort of healthcare providers in providing community-based palliative care for patients with Cerebral Palsy (CP) and severe to profound Intellectual and Developmental Disabilities (IDD). Methods: This study includes a mixed methods approach obtaining both quantitative and qualitative data. Quantitative data from palliative care practitioners was obtained through an online survey assessing comfort in symptom management, grief assessment, and goals of care discussion. This survey was distributed to physicians and allied health practitioners across Canada through the College of Family Physicians of Canada Member Interest Groups for Palliative Care and for IDD. Survey results guided the development of a semi-structured interview template, which was used to conduct a focus group on the same topic. Participants were four palliative care providers (3 physicians and one spiritual care practitioner). The focus group transcript is currently undergoing thematic analysis using NVivo 12 software. Results: 57 palliative care practitioners completed the survey. 87% of participants indicated they have provided palliative care services for persons with CP and/or IDD. Findings suggest practitioners are somewhat confident in identifying specific physical symptoms (dyspnea, pressure ulcers) but less confident in identifying physical/emotional pain, addressing grief, and prognosticating life expectancy in this population. 54% of responses indicated they had little/no training on palliating those with CP or IDD, and 45% somewhat or strongly disagree members of their profession can manage symptoms for this population. Focus group analysis is underway, and results will be available at the time of the poster presentation. Conclusion: Persons with CP and IDD are more likely to experience severe health inequities when accessing palliative care. Results of this study suggest further education is needed for palliative care professionals to address the barriers and challenges in providing palliative care to this patient population. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=palliative%20care" title="palliative care">palliative care</a>, <a href="https://publications.waset.org/abstracts/search?q=symptom%20management" title=" symptom management"> symptom management</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20equity" title=" health equity"> health equity</a>, <a href="https://publications.waset.org/abstracts/search?q=community%20healthcare" title=" community healthcare"> community healthcare</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20and%20developmental%20disabilities" title=" intellectual and developmental disabilities"> intellectual and developmental disabilities</a> </p> <a href="https://publications.waset.org/abstracts/155217/community-based-palliative-care-for-patients-with-cerebral-palsy-and-developmental-disabilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155217.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">142</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">1199</span> Design of a Virtual Reality System for Children with Developmental Coordination Disorder</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ya-Ju%20Ju">Ya-Ju Ju</a>, <a href="https://publications.waset.org/abstracts/search?q=Li-Chen%20Yang"> Li-Chen Yang</a>, <a href="https://publications.waset.org/abstracts/search?q=Yi-Chun%20Du"> Yi-Chun Du</a>, <a href="https://publications.waset.org/abstracts/search?q=Rong-Ju%20Cherng"> Rong-Ju Cherng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: It is estimated that 5-6% of school-aged children may be diagnosed to have developmental coordination disorder (DCD). Children with DCD are characterized with motor skill difficulty which cannot be explained by any medical or intellectual reasons. Such motor difficulties limit children’s participation to sports activity, further affect their physical fitness, cardiopulmonary function and balance, and may lead to obesity. The purpose of the project was to develop an exergaming system for children with DCD aiming to improve their physical fitness, cardiopulmonary function and balance ability. Methods: This study took five steps to build up the system: system planning, tasks selection, tasks programming, system integration and usability test. The system basically adopted virtual reality technique to integrate self-developed training programs. The training programs were developed to brainstorm among team members and after literature review. The selected tasks for training in the system were a combination of fundamental movement tor skill. Results and Discussion: Based on the theory of motor development, we design the training task from easy ones to hard ones, from single tasks to dual tasks. The tasks included walking, sit to stand, jumping, kicking, weight shifting, side jumping and their combination. Preliminary study showed that the tasks presented an order of development. Further study is needed to examine its effect on motor skill and cardiovascular fitness in children with DCD. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title="virtual reality">virtual reality</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality%20system" title=" virtual reality system"> virtual reality system</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20coordination%20disorder" title=" developmental coordination disorder"> developmental coordination disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a> </p> <a href="https://publications.waset.org/abstracts/98113/design-of-a-virtual-reality-system-for-children-with-developmental-coordination-disorder" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98113.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">113</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1198</span> Microarrays: Wide Clinical Utilities and Advances in Healthcare</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Salma%20M.%20Wakil">Salma M. Wakil</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Advances in the field of genetics overwhelmed detecting large number of inherited disorders at the molecular level and directed to the development of innovative technologies. These innovations have led to gene sequencing, prenatal mutation detection, pre-implantation genetic diagnosis; population based carrier screening and genome wide analyses using microarrays. Microarrays are widely used in establishing clinical and diagnostic setup for genetic anomalies at a massive level, with the advent of cytoscan molecular karyotyping as a clinical utility card for detecting chromosomal aberrations with high coverage across the entire human genome. Unlike a regular karyotype that relies on the microscopic inspection of chromosomes, molecular karyotyping with cytoscan constructs virtual chromosomes based on the copy number analysis of DNA which improves its resolution by 100-fold. We have been investigating a large number of patients with Developmental Delay and Intellectual disability with this platform for establishing micro syndrome deletions and have detected number of novel CNV’s in the Arabian population with the clinical relevance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=microarrays" title="microarrays">microarrays</a>, <a href="https://publications.waset.org/abstracts/search?q=molecular%20karyotyping" title=" molecular karyotyping"> molecular karyotyping</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20delay" title=" developmental delay"> developmental delay</a>, <a href="https://publications.waset.org/abstracts/search?q=genetics" title=" genetics"> genetics</a> </p> <a href="https://publications.waset.org/abstracts/24137/microarrays-wide-clinical-utilities-and-advances-in-healthcare" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24137.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">458</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">1197</span> Impact Evaluation of Intellectual Capital on Business Performance Using Composite Ratios: Longitudinal Analysis in Latvia, Estonia and Lithuania</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nellija%20Titova">Nellija Titova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Latvia, Lithuania, and Estonia, as Baltic Countries, have gone throughout transformational changes since 90s leading to the high level of economic development. As countries departing Soviet Union with industrialization policy moved to service economies, the issues of intangibles, human capital, structural capital, and innovation capital have gained impetus. Following the growing demand of practitioners and later academia, intellectual capital as a discipline, which appeared in 90s, became fundamental nowadays. Aim of the paper is to analyze the Baltic companies entering stock markets at Nasdaq Baltic from the perspective of Intellectual Capital. Methodology of the research is based on a longitudinal analysis of the companies using composite ratios of Intellectual Capital and Business performance in the period 2012-2019. Data for 2020 as COVID year) were excluded from the analysis. Findings allow concluding there is a pattern of influence and companies clearly experience the systemic impact of IC on business performance, identifying also time effect investing in intangibles. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intellectual%20capital" title="intellectual capital">intellectual capital</a>, <a href="https://publications.waset.org/abstracts/search?q=impact%20analysis" title=" impact analysis"> impact analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=longitudinal%20effect" title=" longitudinal effect"> longitudinal effect</a>, <a href="https://publications.waset.org/abstracts/search?q=composite%20ratios" title=" composite ratios"> composite ratios</a> </p> <a href="https://publications.waset.org/abstracts/149705/impact-evaluation-of-intellectual-capital-on-business-performance-using-composite-ratios-longitudinal-analysis-in-latvia-estonia-and-lithuania" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149705.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">103</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">1196</span> Evaluation of the Role of Advocacy and the Quality of Care in Reducing Health Inequalities for People with Autism, Intellectual and Developmental Disabilities at Sheffield Teaching Hospitals </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jonathan%20Sahu">Jonathan Sahu</a>, <a href="https://publications.waset.org/abstracts/search?q=Jill%20Aylott"> Jill Aylott</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Individuals with Autism, Intellectual and Developmental disabilities (AIDD) are one of the most vulnerable groups in society, hampered not only by their own limitations to understand and interact with the wider society, but also societal limitations in perception and understanding. Communication to express their needs and wishes is fundamental to enable such individuals to live and prosper in society. This research project was designed as an organisational case study, in a large secondary health care hospital within the National Health Service (NHS), to assess the quality of care provided to people with AIDD and to review the role of advocacy to reduce health inequalities in these individuals. Methods: The research methodology adopted was as an “insider researcher”. Data collection included both quantitative and qualitative data i.e. a mixed method approach. A semi-structured interview schedule was designed and used to obtain qualitative and quantitative primary data from a wide range of interdisciplinary frontline health care workers to assess their understanding and awareness of systems, processes and evidence based practice to offer a quality service to people with AIDD. Secondary data were obtained from sources within the organisation, in keeping with “Case Study” as a primary method, and organisational performance data were then compared against national benchmarking standards. Further data sources were accessed to help evaluate the effectiveness of different types of advocacy that were present in the organisation. This was gauged by measures of user and carer experience in the form of retrospective survey analysis, incidents and complaints. Results: Secondary data demonstrate near compliance of the Organisation with the current national benchmarking standard (Monitor Compliance Framework). However, primary data demonstrate poor knowledge of the Mental Capacity Act 2005, poor knowledge of organisational systems, processes and evidence based practice applied for people with AIDD. In addition there was poor knowledge and awareness of frontline health care workers of advocacy and advocacy schemes for this group. Conclusions: A significant amount of work needs to be undertaken to improve the quality of care delivered to individuals with AIDD. An operational strategy promoting the widespread dissemination of information may not be the best approach to deliver quality care and optimal patient experience and patient advocacy. In addition, a more robust set of standards, with appropriate metrics, needs to be developed to assess organisational performance which will stand the test of professional and public scrutiny. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=advocacy" title="advocacy">advocacy</a>, <a href="https://publications.waset.org/abstracts/search?q=autism" title=" autism"> autism</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20inequalities" title=" health inequalities"> health inequalities</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20developmental%20disabilities" title=" intellectual developmental disabilities"> intellectual developmental disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20care" title=" quality of care"> quality of care</a> </p> <a href="https://publications.waset.org/abstracts/85476/evaluation-of-the-role-of-advocacy-and-the-quality-of-care-in-reducing-health-inequalities-for-people-with-autism-intellectual-and-developmental-disabilities-at-sheffield-teaching-hospitals" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85476.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">217</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">1195</span> Challenges Faced by Teachers during Teaching with Developmental Disable Students at Primary Level in Lahore</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zikra%20Faiz">Zikra Faiz</a>, <a href="https://publications.waset.org/abstracts/search?q=Nisar%20Abid"> Nisar Abid</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Waqas"> Muhammad Waqas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aim to examine the challenges faced by teachers during teaching to those students who are intellectually disable, suffering from autism spectrum disorder, learning disability, and ADHD at the primary level. The descriptive research design of quantitative approach was adopted to conduct this study; a cross-sectional survey method was used to collect data. The sample was comprised of 258 (43 male and 215 female) teachers who teach at special education institutes of Lahore district selected through proportionate stratified random sampling technique. Self-developed questionnaire was used which was comprised of 22 closed-ended items. Collected data were analyzed through descriptive and inferential statistical techniques by using Statistical Package for Social Sciences (SPSS) version 21. Results show that teachers faced problems during group activities, to handle bad behavior and different disabilities of students. It is concluded that there was a significant difference between male and female teachers perceptions about challenges faced during teaching with developmental disable students. Furthermore, there was a significant difference exist in the perceptions of teachers regarding challenges faced during teaching to students with developmental disabilities in term of teachers’ age and area of specialization. It is recommended that developmentally disable student require extra attention so that, teacher should trained through pre-service and in-service training to teach developmentally disabled students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intellectual%20disability" title="intellectual disability">intellectual disability</a>, <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorder" title=" autism spectrum disorder"> autism spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=ADHD" title=" ADHD"> ADHD</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20disability" title=" learning disability"> learning disability</a> </p> <a href="https://publications.waset.org/abstracts/102219/challenges-faced-by-teachers-during-teaching-with-developmental-disable-students-at-primary-level-in-lahore" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102219.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">139</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">1194</span> Corporate Governance of Intellectual Capital: The Impact of Intellectual Capital Reporting </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cesar%20Julio%20Recalde">Cesar Julio Recalde</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: The role of intangible assets in today´s society is undeniable and continuously growing. More than 80% of corporate market is related to intellectual capital(IC). However, corporate governance principles and practices seem strongly based and oriented towards tangible assets. The impact of intangible assets on corporate governance might require prevention and adaptative actions. Adherence to voluntary mechanisms of intellectual capital reporting (ICR) seems to be a gateway towards adapting corporate governance to intangible assets influence and a conceptual cornerstone. The impact of adherence to intellectual capital reporting on corporate governance and performance needs to be evaluated. Purposes: This work has a sequential two folded purpose: (1) exploring the influences exerted by IC on corporate governance theory and practice, and within that context (2) analyzing the impact of adherence to voluntary mechanisms of ICR on corporate governance. Design and summary: This work employs the theory of the firm and agency theory in order to conceptually explore the effects of each dimension of IC on key corporate governance issues, namely property rights and control by shareholders and residual claims by stakeholders, fiduciary duties of management and the board, opportunistic behavior and transparency. A comprehensive IC taxonomy and map is presented. Within the resulting context, internal and external impact of ICR on corporate governance and performance is conceptually analyzed. IRC constraint and barriers are identified. Intellectual liabilities are presented within the context of IRC. Finally, IRC regulatory framework is surveyed. Findings: Relevant conclusions were rendered on the influence of intellectual capital on corporate governance. Sufficient evidence of a positive impact of IRC on corporate governance and performance was found. Additionally, it was found that IRC exerts a leveraging effect on IC itself. Intellectual liabilities are insufficiently researched and seem to have a relevant importance on IC measuring. IRC regulatory framework was found to be insufficiently developed to capture the essence of intangible assets and to meet corporate governance challenges facing IC. Originality: This work develops a progressive approach to conceptually analyze the mutual influences between IC and corporate governance. An epistemic ideogram represents the intersection of analyzed theories. An IC map is presented. The relatively new topic of intellectual liabilities is conceptually analyzed in the context of IRC. Social liabilities and client liabilities are presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corporate%20governance" title="corporate governance">corporate governance</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20capital" title=" intellectual capital"> intellectual capital</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20capital%20reporting" title=" intellectual capital reporting"> intellectual capital reporting</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20assets" title=" intellectual assets"> intellectual assets</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20liabilities" title=" intellectual liabilities"> intellectual liabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=voluntary%20mechanisms" title=" voluntary mechanisms"> voluntary mechanisms</a>, <a href="https://publications.waset.org/abstracts/search?q=regulatory%20framework" title=" regulatory framework"> regulatory framework</a> </p> <a href="https://publications.waset.org/abstracts/25817/corporate-governance-of-intellectual-capital-the-impact-of-intellectual-capital-reporting" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25817.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">386</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">1193</span> Psychometric Examination of the QUEST-25: An Online Assessment of Intellectual Curiosity and Scientific Epistemology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Matthew%20J.%20Zagumny">Matthew J. Zagumny</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current study reports an examination of the QUEST-25 (Q-Assessment of Undergraduate Epistemology and Scientific Thinking) online version for assessing the dispositional attitudes toward scientific thinking and intellectual curiosity among undergraduate students. The QUEST-25 consists of scientific thinking (SIQ-25) and intellectual curiosity (ICIQ-25), which were correlated in hypothesized directions with the Religious Commitment Inventory, Curiosity and Exploration Inventory, Belief in Science scale, and measures of academic self-efficacy. Additionally, concurrent validity was established by the resulting significant differences between those identifying the centrality of religious belief in their lives and those who do not self-identify as being guided daily by religious beliefs. This study demonstrates the utility of the QUEST-25 for research, evaluation, and theory development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=guided-inquiry%20learning" title="guided-inquiry learning">guided-inquiry learning</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20curiosity" title=" intellectual curiosity"> intellectual curiosity</a>, <a href="https://publications.waset.org/abstracts/search?q=psychometric%20assessment" title=" psychometric assessment"> psychometric assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20thinking" title=" scientific thinking"> scientific thinking</a> </p> <a href="https://publications.waset.org/abstracts/94103/psychometric-examination-of-the-quest-25-an-online-assessment-of-intellectual-curiosity-and-scientific-epistemology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94103.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">262</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">1192</span> Extent of Applying Evidence Based Practices in Inclusion Programs for Pupils with Intellectual Disability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Faris%20Algahtani">Faris Algahtani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current study aimed to reveal the extent to which evidence-based practices are applied in programs to integrate students with intellectual disabilities from the point of view of their teachers in Yanbu Governorate, and to reveal statistically significant differences in their application of evidence-based practices according to the following variables: gender, educational qualification, experience and training courses. The researcher used the descriptive approach, and accordingly; she designed a questionnaire consisting of 22 phrases applied it to a random sample of (97) teachers of intellectual disability in the integration programs of the Ministry of Education in the government sector in Yanbu Governorate, with (49) male teachers and (48) female teachers. The study showed that teachers of students with intellectual disabilities apply evidence-based practices in programs to integrate students with intellectual disabilities to a large extent. Among the most prominent of these practices came reinforcement in the first place, followed by using visual stimuli/aids, and in the third-place came starting with less complex or challenging skills then moving to more difficult skills. The results also showed no statistically significant differences over the extent of the application attributed to the variables of experience, qualification or training. On the other hand, there were statistically significant differences over the extent of the application attributed to gender in favor of females. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=evidence-based%20practices" title="evidence-based practices">evidence-based practices</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20disability" title=" intellectual disability"> intellectual disability</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion%20programs" title=" inclusion programs"> inclusion programs</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%20of%20students%20with%20intellectual%20disabilities" title=" teachers of students with intellectual disabilities"> teachers of students with intellectual disabilities</a> </p> <a href="https://publications.waset.org/abstracts/161797/extent-of-applying-evidence-based-practices-in-inclusion-programs-for-pupils-with-intellectual-disability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161797.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">89</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1191</span> Intellectual Property Rights Applicability in the Sport Industry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Poopak%20Dehshahri">Poopak Dehshahri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The applicability of intellectual property rights in the sports industry from the present paper’s perspective includes athletic skills, which are comprised of two parts: athletic movements and athletic methods. Also, the applicability pertaining to the athletes᾽ personality, such as the Name, the Image, the Voice, the Signature and their Shirt Number, are deemed as related to the sports natural persons. Radio and TV broadcasting rights of the sports events, the signs and symbols of the athletic institutions including the sign and symbol, trademark (brand name), the name and the place of residence of the sports clubs, the Sports events and the special sports, special slogan of the sports clubs or sports competitions and the sports clothing design are Included under the athletic institutions᾽ applicability of intellectual property rights. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sport%20industry" title="sport industry">sport industry</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20property" title=" intellectual property"> intellectual property</a>, <a href="https://publications.waset.org/abstracts/search?q=sport%20skills" title=" sport skills"> sport skills</a>, <a href="https://publications.waset.org/abstracts/search?q=right%20to%20fame" title=" right to fame"> right to fame</a>, <a href="https://publications.waset.org/abstracts/search?q=radio%20and%20television%20broadcasting%20right" title=" radio and television broadcasting right"> radio and television broadcasting right</a>, <a href="https://publications.waset.org/abstracts/search?q=sport%20sign" title=" sport sign"> sport sign</a> </p> <a href="https://publications.waset.org/abstracts/177560/intellectual-property-rights-applicability-in-the-sport-industry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177560.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">67</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">1190</span> Intellectual Property in Digital Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Balamurugan%20L.">Balamurugan L.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Artificial intelligence (AI) and its applications in Intellectual Property Rights (IPR) has been significantly growing in recent years. In last couple of years, AI tools for Patent Research and Patent Analytics have been well-stabilized in terms of accuracy of references and representation of identified patent insights. However, AI tools for Patent Prosecution and Patent Litigation are still in the nascent stage and there may be a significant potential if such market is explored further. Our research is primarily focused on identifying potential whitespaces and schematic algorithms to automate the Patent Prosecution and Patent Litigation Process of the Intellectual Property. The schematic algorithms may assist leading AI tool developers, to explore such opportunities in the field of Intellectual Property. Our research is also focused on identification of pitfalls of the AI. For example, Information Security and its impact in IPR, and Potential remediations to sustain the IPR in the digital environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title="artificial intelligence">artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=patent%20analytics" title=" patent analytics"> patent analytics</a>, <a href="https://publications.waset.org/abstracts/search?q=patent%20drafting" title=" patent drafting"> patent drafting</a>, <a href="https://publications.waset.org/abstracts/search?q=patent%20litigation" title=" patent litigation"> patent litigation</a>, <a href="https://publications.waset.org/abstracts/search?q=patent%20prosecution" title=" patent prosecution"> patent prosecution</a>, <a href="https://publications.waset.org/abstracts/search?q=patent%20research" title=" patent research"> patent research</a> </p> <a href="https://publications.waset.org/abstracts/172840/intellectual-property-in-digital-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172840.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">67</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">1189</span> Influence of Animal Assisted Activity with Cat on Emotions of People with Intellectual Disabilities: Preliminary Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Angelika%20Magiera">Angelika Magiera</a>, <a href="https://publications.waset.org/abstracts/search?q=Weronika%20Penar"> Weronika Penar</a>, <a href="https://publications.waset.org/abstracts/search?q=Czes%C5%82aw%20Klocek"> Czesław Klocek</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Intellectual disability (ID) affects approximately 1.55% of children and adults in the society of developed countries. Depending on the ID degree, the patient is burdened with additional disease entities. Intellectual disability does not only limits a person’s opportunities to participate in social life but also affects whole families. People with ID belong to the group of risk of mental illnesses, they are less emotionally stable, while families are predisposed to depression. The study was held in a day care center for people with intellectual disabilities (of various degrees of disability) on 26 people. Nurses and carers also took part. The age range of study groups ranged from 22 to 67 years. Therapeutic classes were held for four independent mixed groups (sex and intellectual disability degree) from 6 to 7 people each, lasting no more than 30 minutes. They were created by the facility's staff to make sure that a group is stable. The animal assisted activity took place with a 2.5-year-old Ragdoll cat. The animal has passed the exam (certificate entitling her to take part in felinotherapy) and had 1.5 years of work experience. Due to the different degrees of ID, an individual emotional state survey was conducted among the caregivers of those who were involved in the activity, to assess the impact of animal assisted activity with a cat on patients. A positive effect on the emotional state of people with different types of intellectual disability was observed. Caregivers and nurses of those participating in the study express willingness to continue these types of classes and consider them necessary for this group of people. <p class="card-text"><strong>Keywords:</strong> <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=animal-assisted%20activity" title=" animal-assisted activity"> animal-assisted activity</a>, <a href="https://publications.waset.org/abstracts/search?q=cat" title=" cat"> cat</a>, <a href="https://publications.waset.org/abstracts/search?q=feline" title=" feline"> feline</a>, <a href="https://publications.waset.org/abstracts/search?q=emotions" title=" emotions"> emotions</a> </p> <a href="https://publications.waset.org/abstracts/116880/influence-of-animal-assisted-activity-with-cat-on-emotions-of-people-with-intellectual-disabilities-preliminary-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/116880.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">136</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">1188</span> Palliative Care and Persons with Intellectual Disabilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Miriam%20Colleran">Miriam Colleran</a>, <a href="https://publications.waset.org/abstracts/search?q=Barbara%20Sheehy-Skeffington"> Barbara Sheehy-Skeffington</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: To explore if there are unique features in the palliative care needs of patients with intellectual disability that may impact on planning for resource and service provision for them. Aim: The purpose of this practice review is to assess the indications for, numbers of and outcomes of care for adults with intellectual disabilities referred to a specialist palliative care service over a twoyear period. Service utilization aspects considered included the frequency of home visits by a specialist palliative care doctor or clinical nurse specialist and the number of hospice admissions that occurred for the patients. Method: A retrospective review was carried out of persons 18 years and older with intellectual disabilities referred to a specialist palliative care service over a 5-year period from 30.11.3018 to 29.11.2023. A manual review was carried out of the register using key terms, namely, known residential care and community dwelling places of service providers for persons with intellectual disabilities in the area and registered diagnoses in addition to the patients known to the clinicians who had intellectual disabilities. Results: 25 referrals were made to the specialist palliative care service of 23 persons with intellectual disabilities during that time. However, this may be an underestimate. 15 women and 8 men were referred with an age range of 19 to 86 years of age. The majority had a diagnosis of Down’s syndrome or Trisomy 21. 5 patients referred did not have home visits from the specialist palliative care team. A range of 2 to 48 phone calls per person occurred by the specialist palliative care team regarding this cohort of patients. The outcomes for the patients included discharge and death. The majority of patients that died, did so in the community. One person however died in hospital. Another person died in a hospice out of area. Conclusion: Providing specialist palliative care for adults with intellectual disabilities is an important element of palliative care. The dominance of the community as the place of death for these patients and the limited number of patients dying in either hospice or hospital are noteworthy. Further research is necessary and education to inform, support, and empower specialist palliative care professionals in optimizing palliative and end-of-life care for persons with intellectual disabilities and to inform service development and provision. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=about%20intellectual%20disability" title="about intellectual disability">about intellectual disability</a>, <a href="https://publications.waset.org/abstracts/search?q=palliative%20care" title=" palliative care"> palliative care</a> </p> <a href="https://publications.waset.org/abstracts/177827/palliative-care-and-persons-with-intellectual-disabilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177827.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">70</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1187</span> The Impact of Exercise on Osteoporosis and Body Composition in Individuals with Mild Intellectual Disabilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hisham%20Mughrabi">Hisham Mughrabi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Osteoporosis is one of the most common diseases in the world and, its seriousness lies in the lack of clear symptoms. The researcher aims to identify the impact of sports activities on osteoporosis and the body component of those with mild intellectual disabilities of students in the schools in Saudi Arabia -Medina. The research sample was selected in an intentional manner and consisted of 45 students and they were divided into two groups. The first group consisted of 23 individuals participate in sports and the second group consisted of 22 individuals does not participate in sports. The researcher used the descriptive method and collected the data by measuring osteoporosis using and ultrasound osteoporosis screening device (OSTEO PRO B.M. Tech) and measured the body composition by using a Tanita devise (Body Composition Analyzer TBF- 300 Tanita). The results indicated that there was a statistical significant difference between the two comparing groups in osteoporosis measurement and body composition for the benefit of the group of sport participants. The researcher recommended the need to involve individuals with mild intellectual disabilities in physical activities to improve their rate of osteoporosis and body composition as well as to develop sports programs for individuals with mild intellectual disabilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=body%20composition" title="body composition">body composition</a>, <a href="https://publications.waset.org/abstracts/search?q=mild%20intellectual%20disabilities" title=" mild intellectual disabilities"> mild intellectual disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=osteoporosis" title=" osteoporosis"> osteoporosis</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20activities" title=" physical activities"> physical activities</a> </p> <a href="https://publications.waset.org/abstracts/114435/the-impact-of-exercise-on-osteoporosis-and-body-composition-in-individuals-with-mild-intellectual-disabilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114435.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">142</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=intellectual%20and%20developmental%20disabilty&page=1" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=intellectual%20and%20developmental%20disabilty&page=1">1</a></li> <li class="page-item active"><span class="page-link">2</span></li> <li class="page-item"><a class="page-link" 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