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schools</title> <meta name="description" content="Search results for: farmer field schools"> <meta name="keywords" content="farmer field schools"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/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="farmer field schools"> <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> 2724</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: farmer field schools</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2724</span> Comparative Study of Drip and Furrow Irrigation Methods at Farmer-s Field in Umarkot</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=A.%20Tagar">A. Tagar</a>, <a href="https://publications.waset.org/search?q=F.%20A.%20Chandio"> F. A. Chandio</a>, <a href="https://publications.waset.org/search?q=I.%20A.%20Mari"> I. A. Mari</a>, <a href="https://publications.waset.org/search?q=B.%20Wagan"> B. Wagan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An experiment was conducted on the comparative study of drip and furrow irrigation methods at the farmer-s field in Umar Kot. The total area under experiment about 4000m2 was divided into two equal portions. One portion about 40m X 50m was occupied by drip and the other portion about 40m X 50m by furrow irrigation method. Soil at the experimental site was clay loam in texture for 0-60cm depth; average dry bulk density and field capacity was 1.16g/cm3 and 28.5% respectively. The results reveal that the drip irrigation method saved 56.4% water and gave 22% more yield as compared to that of furrow irrigation method. Higher water use efficiency about 4.87 was obtained in drip irrigation method; whereas lower water used efficiency about 1.66 was obtained in furrow irrigation method. The present study suggests farming community to adopt drip irrigation method instead of old traditional flooding methods. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Drip%20and%20furrow%20irrigations%20methods" title="Drip and furrow irrigations methods">Drip and furrow irrigations methods</a>, <a href="https://publications.waset.org/search?q=water%20saving" title=" water saving"> water saving</a>, <a href="https://publications.waset.org/search?q=yield%20of%20tomato%20crop." title=" yield of tomato crop."> yield of tomato crop.</a> </p> <a href="https://publications.waset.org/2316/comparative-study-of-drip-and-furrow-irrigation-methods-at-farmer-s-field-in-umarkot" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/2316/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/2316/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/2316/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/2316/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/2316/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/2316/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/2316/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/2316/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/2316/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/2316/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/2316.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">5570</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2723</span> Matching Farmer Competence and Farm Resources with the Transformation of Agri-Food Marketing Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Bhawat%20Chiamjinnawat">Bhawat Chiamjinnawat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The agri-food market transformation has implied market growth for the fruit industry in Thailand. This article focuses on analysis of farmer competence and farm resources which affect market strategies used by fruit farmers in Chanthaburi province of Thailand. The survey data were collected through the use of face-to-face interviews with structured questionnaires. This study identified 14 drivers related to farmer competence and farm resources of which some had significant effect on the decision to use either high-value markets or traditional markets. The results suggest that farmers who used high-value markets were better educated and they had longer experience and larger sized business. Identifying the important factors that match with the market transformation provides policy with opportunities to support the fruit farmers to increase their market power. Policies that promote business expansion of agricultural cooperatives and knowledge sharing among farmers are recommended to reduce limitations due to limited knowledge, low experience, and small business sizes.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Farmer%20competence" title="Farmer competence">Farmer competence</a>, <a href="https://publications.waset.org/search?q=farm%20resources" title=" farm resources"> farm resources</a>, <a href="https://publications.waset.org/search?q=fruit%20industry" title=" fruit industry"> fruit industry</a>, <a href="https://publications.waset.org/search?q=high-value%20markets" title=" high-value markets"> high-value markets</a>, <a href="https://publications.waset.org/search?q=Thailand." title=" Thailand."> Thailand.</a> </p> <a href="https://publications.waset.org/10010127/matching-farmer-competence-and-farm-resources-with-the-transformation-of-agri-food-marketing-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010127/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010127/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010127/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010127/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010127/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010127/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010127/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010127/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010127/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010127/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010127.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">1256</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2722</span> Developing of Intelligent Schools with a New Model of Strategic Management System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ahmad%20Ghayoumi">Ahmad Ghayoumi</a>, <a href="https://publications.waset.org/search?q=Mehdi%20Ghayoumi"> Mehdi Ghayoumi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Intelligent schools are those which use IT devices and technologies as media software, hardware and networks to improve learning process. On the other hand Strategic management is a field that deals with the major intended and emergent initiatives taken by general managers on behalf of owners, involving utilization of resources, to enhance the performance of firms in their external environments. Here, we present a model Strategic Management System that has been applied on some schools and have made strict improvement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Intelligent%20school" title="Intelligent school">Intelligent school</a>, <a href="https://publications.waset.org/search?q=Strategic%20management%20system" title=" Strategic management system"> Strategic management system</a>, <a href="https://publications.waset.org/search?q=Learning%20station" title=" Learning station"> Learning station</a>, <a href="https://publications.waset.org/search?q=Teaching%20station" title=" Teaching station"> Teaching station</a> </p> <a href="https://publications.waset.org/13962/developing-of-intelligent-schools-with-a-new-model-of-strategic-management-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/13962/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/13962/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/13962/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/13962/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/13962/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/13962/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/13962/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/13962/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/13962/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/13962/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/13962.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">1400</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2721</span> Optimal Selling Prices for Small Sized Poultry Farmers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Hidefumi%20Kawakatsu">Hidefumi Kawakatsu</a>, <a href="https://publications.waset.org/search?q=Dong%20Li"> Dong Li</a>, <a href="https://publications.waset.org/search?q=Kosuke%20Kato"> Kosuke Kato</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Japan, meat-type chickens are mainly classified into three categories: (1) Broilers, (2) Branded chickens, and (3) <em>Jidori </em>(Free-range local traditional pedigree chickens). The Jidori chickens are certified by the Japanese Ministry of Agriculture, whilst, for the Branded chickens, there is no regulation with respect to their breed (genotype) or methods for rearing them. It is, therefore, relatively easy for poultry farmers to introduce Branded than Jidori chickens. The Branded chickens are normally fed a low-calorie diet with ingredients such as herbs, which lengthens their breeding period (compared with that of the Broilers) and increases their market value. In the field of inventory management, fast-growing animals such as broilers are categorised as ameliorating items. To the best of our knowledge, there are no previous studies that have explicitly considered smaller sized poultry farmers with limited breeding areas. This study develops an inventory model for a small sized poultry farmer that produces both the Broilers (Product 1) and the Branded chickens (Product 2) with different amelioration rates. The poultry farmer’s total profit per unit of time is formulated as a function of selling prices by using a price-dependent demand function. The existence of a unique optimal selling price for each product, which maximises the total profit, established. It has also been confirmed through numerical examples that, when the breeding area is fixed, the total profit could increase if the poultry farmer reduced the product quantity of Product 1 to introduce Product 2. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Amelioration" title="Amelioration">Amelioration</a>, <a href="https://publications.waset.org/search?q=deterioration" title=" deterioration"> deterioration</a>, <a href="https://publications.waset.org/search?q=small%20sized%20poultry%20farmers" title=" small sized poultry farmers"> small sized poultry farmers</a>, <a href="https://publications.waset.org/search?q=optimal%20price." title=" optimal price. "> optimal price. </a> </p> <a href="https://publications.waset.org/10008650/optimal-selling-prices-for-small-sized-poultry-farmers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10008650/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10008650/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10008650/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10008650/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10008650/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10008650/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10008650/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10008650/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10008650/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10008650/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10008650.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">807</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2720</span> Arabic and Islamic Education in Nigeria: The Case of Al-Majiri Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Abdul%20Ganiy%20A.%20S.%20Oladosu">Abdul Ganiy A. S. Oladosu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The AL-MAJIRI school system is a variant of private Arabic and Islamic schools which cater for the religious and moral development of Muslims. In the past, the system produced clerics, scholars, judges, religious reformers, eminent teachers and great men who are worthy of emulation, particularly in northern Nigeria. Gradually, the system lost its glory but continued to discharge its educational responsibilities to a certain extent. This paper takes a look at the activities of the AL-MAJIRI schools. The introduction provides background information about Nigeria where the schools operate. This is followed by an overview of the Nigerian educational system, the nature and the features of the AL-MAJIRI school system, its weaknesses and the current challenges facing the schools. The paper concludes with emphasis on the urgent need for a comprehensive reform of the curriculum content of the schools. The step by step procedure required for the reform is discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=AL-MAJIRI" title="AL-MAJIRI">AL-MAJIRI</a>, <a href="https://publications.waset.org/search?q=Arabic%20and%20Islamic%20schools" title=" Arabic and Islamic schools"> Arabic and Islamic schools</a>, <a href="https://publications.waset.org/search?q=Nigeria." title=" Nigeria."> Nigeria.</a> </p> <a href="https://publications.waset.org/4923/arabic-and-islamic-education-in-nigeria-the-case-of-al-majiri-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/4923/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/4923/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/4923/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/4923/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/4923/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/4923/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/4923/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/4923/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/4923/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/4923/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/4923.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">5128</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2719</span> Bridging Consumer-Farmer Mobile Application Divide</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=A.%20Hol">A. Hol</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Electronic mediums such as websites, feeds, blogs and social media sites are on a daily basis influencing our decision making, are improving our productivity and are shaping futures of many consumers and service/product providers. This research identifies that both customers and business providers heavily rely on smart phone applications. Based on this, mobile applications available on iTunes store were studied. It was identified that fruit and vegetable related applications used by consumers can broadly be categorized into purchase applications, diaries, tracking health applications, trip farm location and cooking applications. On the other hand, applications used by farmers can broadly be classified as: weather tracking, pests / fertilizer applications and general social media applications such as Facebook. To blur this farmer-consumer application divide, our research utilizes Context Specific eTransformation Framework and based on it identifies characteristic future consumer-farmer applications will need to have so that the current divide can be narrowed and consequently better farmerconsumer supply chain link established. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Smart%20Phone%20Applications" title="Smart Phone Applications">Smart Phone Applications</a>, <a href="https://publications.waset.org/search?q=SME" title=" SME"> SME</a>, <a href="https://publications.waset.org/search?q=Farmers" title=" Farmers"> Farmers</a>, <a href="https://publications.waset.org/search?q=Consumer" title=" Consumer"> Consumer</a>, <a href="https://publications.waset.org/search?q=Fruit%20and%20Vegetable" title=" Fruit and Vegetable"> Fruit and Vegetable</a>, <a href="https://publications.waset.org/search?q=Technology" title=" Technology"> Technology</a>, <a href="https://publications.waset.org/search?q=Business%20Innovation." title=" Business Innovation."> Business Innovation.</a> </p> <a href="https://publications.waset.org/10002766/bridging-consumer-farmer-mobile-application-divide" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10002766/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10002766/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10002766/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10002766/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10002766/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10002766/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10002766/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10002766/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10002766/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10002766/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10002766.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">1559</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2718</span> Collaborative Professional Education for e-Teaching in Networked Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ken%20Stevens">Ken Stevens</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Networked schools have become a feature of education systems in countries that seek to provide learning opportunities in schools located beyond major centres of population. The internet and e-learning have facilitated the development of virtual educational structures that complement traditional schools, encouraging collaborative teaching and learning to proceed. In rural New Zealand and in the Atlantic Canadian province of Newfoundland and Labrador, e-learning is able to provide new ways of organizing teaching, learning and the management of educational opportunities. However, the future of e-teaching and e-learning in networked schools depends on the development of professional education programs that prepare teachers for collaborative teaching and learning environments in which both virtual and traditional face to face instruction co-exist. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Advanced%20Placement" title="Advanced Placement">Advanced Placement</a>, <a href="https://publications.waset.org/search?q=Cybercells" title=" Cybercells"> Cybercells</a>, <a href="https://publications.waset.org/search?q=Extranet" title=" Extranet"> Extranet</a>, <a href="https://publications.waset.org/search?q=Intranet." title=" Intranet."> Intranet.</a> </p> <a href="https://publications.waset.org/3740/collaborative-professional-education-for-e-teaching-in-networked-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/3740/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/3740/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/3740/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/3740/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/3740/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/3740/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/3740/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/3740/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/3740/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/3740/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/3740.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">1410</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2717</span> "A Call for School Diversity": A Practical Response to the Supreme Court Decision on Race and American Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Nathaniel%20Bryan">Nathaniel Bryan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>American public schools should be the place that reflects America-s diverse society. The recent Supreme Court decision to discontinue the use of race as a factor in school admission policies has caused major setbacks in America-s effort to repair its racial divide, to improve public schools, and to provide opportunities for all people, regardless of race or creed. However, educators should not allow such legal decision to hinder their ability to teach children tolerance of others in schools and classrooms in America.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Race" title="Race">Race</a>, <a href="https://publications.waset.org/search?q=Supreme%20Court" title=" Supreme Court"> Supreme Court</a>, <a href="https://publications.waset.org/search?q=injustice" title=" injustice"> injustice</a>, <a href="https://publications.waset.org/search?q=racial%20quotas." title=" racial quotas."> racial quotas.</a> </p> <a href="https://publications.waset.org/671/a-call-for-school-diversity-a-practical-response-to-the-supreme-court-decision-on-race-and-american-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/671/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/671/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/671/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/671/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/671/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/671/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/671/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/671/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/671/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/671/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/671.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">1372</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2716</span> Strategies for Connectivity Configuration to Access e-Learning Resources: Case of Rural Secondary Schools in Tanzania</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=F.%20Simba">F. Simba</a>, <a href="https://publications.waset.org/search?q=L.%20Trojer"> L. Trojer</a>, <a href="https://publications.waset.org/search?q=N.H.%20Mvungi"> N.H. Mvungi</a>, <a href="https://publications.waset.org/search?q=B.M.%20Mwinyiwiwa"> B.M. Mwinyiwiwa</a>, <a href="https://publications.waset.org/search?q=E.M.%20Mjema"> E.M. Mjema</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In response to address different development challenges, Tanzania is striving to achieve its fourth attribute of the National Development Vision, i.e. to have a well educated and learned society by the year 2025. One of the most cost effective methods that can reach a large part of the society in a short time is to integrate ICT in education through e-learning initiatives. However, elearning initiatives are challenged by limited or lack of connectivity to majority of secondary schools, especially those in rural and remote areas. This paper has explores the possibility for rural secondary school to access online e-Learning resources from a centralized e- Learning Management System (e-LMS). The scope of this paper is limited to schools that have computers irrespective of internet connectivity, resulting in two categories schools; those with internet access and those without. Different connectivity configurations have been proposed according to the ICT infrastructure status of the respective schools. However, majority of rural secondary schools in Tanzania have neither computers nor internet connection. Therefore this is a challenge to be addressed for the disadvantaged schools to benefit from e-Learning initiatives.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=connectivity" title="connectivity">connectivity</a>, <a href="https://publications.waset.org/search?q=configuration" title=" configuration"> configuration</a>, <a href="https://publications.waset.org/search?q=e-Learning" title=" e-Learning"> e-Learning</a>, <a href="https://publications.waset.org/search?q=replication" title=" replication"> replication</a>, <a href="https://publications.waset.org/search?q=rural." title="rural.">rural.</a> </p> <a href="https://publications.waset.org/8011/strategies-for-connectivity-configuration-to-access-e-learning-resources-case-of-rural-secondary-schools-in-tanzania" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/8011/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/8011/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/8011/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/8011/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/8011/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/8011/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/8011/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/8011/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/8011/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/8011/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/8011.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">1966</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2715</span> Evaluation of the Quality of Education Offered to Students with Special Needs in Public Schools in the City of Bauru, Brazil</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=V.%20L.%20M.%20F.%20Capellini">V. L. M. F. Capellini</a>, <a href="https://publications.waset.org/search?q=A.%20P.%20P.%20M.%20Maturana"> A. P. P. M. Maturana</a>, <a href="https://publications.waset.org/search?q=N.%20C.%20M.%20Brondino"> N. C. M. Brondino</a>, <a href="https://publications.waset.org/search?q=M.%20B.%20C.%20L.%20B.%20M.%20Peixoto"> M. B. C. L. B. M. Peixoto</a>, <a href="https://publications.waset.org/search?q=A.%20J.%20Broughton"> A. J. Broughton</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>A paradigm shift is a process. The process of implementing inclusive education, a system constructed to support all learners, requires planning, identification, experimentation, and evaluation. In this vein, the purpose of the present study was to evaluate the capacity of one Brazilian state school systems to provide special education students with a quality inclusive education. This study originated at the behest of concerned families of students with special needs who filed complaints with the Municipality of Bauru, São Paulo. These families claimed, 1) children with learning differences and educational needs had not been identified for services, and 2) those who had been identified had not received sufficient specialized educational assistance (SEA) in schools across the City of Bauru. Hence, the Office of Civil Rights for the state of São Paulo (Ministério Público de São Paulo) summoned the local higher education institution, UNESP, to design a research study to investigate these allegations. In this exploratory study, descriptive data were gathered from all elementary and middle schools including 58 state schools and 17 city schools, for a total of 75 schools overall. Data collection consisted of each school's annual strategic action plan, surveys and interviews with all school stakeholders to determine their perceptions of the inclusive education available to students with Special Education Needs (SEN). The data were collected as one of four stages in a larger study which also included field observations of a focal students' experience and a continuing education course for all teachers and administrators in both state and city schools. For the purposes of this study, the researchers were interested in understanding the perceptions of school staff, parents, and students across all schools. Therefore, documents and surveys from 75 schools were analyzed for adherence to federal legislation guaranteeing students with SEN the right to special education assistance within the regular school setting. Results shows that while some schools recognized the legal rights of SEN students to receive special education, the plans to actually deliver services were absent. In conclusion, the results of this study revealed both school staff and families have insufficient planning and accessibility resources, and the schools have inadequate infrastructure for full-time support to SEN students, i.e., structures and systems to support the identification of SEN and delivery of services within schools of Bauru, SP. Having identified the areas of need, the city is now prepared to take next steps in the process toward preparing all schools to be inclusive.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Inclusive%20education" title="Inclusive education">Inclusive education</a>, <a href="https://publications.waset.org/search?q=special%20education" title=" special education"> special education</a>, <a href="https://publications.waset.org/search?q=special%20needs." title=" special needs. "> special needs. </a> </p> <a href="https://publications.waset.org/10010240/evaluation-of-the-quality-of-education-offered-to-students-with-special-needs-in-public-schools-in-the-city-of-bauru-brazil" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010240/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010240/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010240/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010240/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010240/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010240/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010240/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010240/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010240/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010240/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010240.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">1019</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2714</span> An Interactive e-Learning Management System (e-LMS): A Solution to Tanzanian Secondary Schools' Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=A.%20Ellen%20Kalinga">A. Ellen Kalinga</a>, <a href="https://publications.waset.org/search?q=R.%20B.%20Burchard%20Bagile"> R. B. Burchard Bagile</a>, <a href="https://publications.waset.org/search?q=Lena%20Trojer"> Lena Trojer </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Information and Communications Technologies (ICT) has been integrated in education in many developing and developed countries alike, but the use of ICT in Tanzanian schools is dismal. Many Tanzanian secondary schools have no computers. The few schools with computers use them primarily for secretarial services and computer literacy training. The Tanzanian education system at other levels like secondary school level has to undergo substantial transformation, underscored by the growing application of new information and communication technology. This paper presents the e-readiness survey result from secondary schools in Tanzania. The paper also suggests how Tanzania can make use of the few present ICT resources to support and improve teaching and learning functions to improve performance and acquisition of knowledge by using e-Learning Management System (e-LMS). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=e-Learning" title="e-Learning">e-Learning</a>, <a href="https://publications.waset.org/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/search?q=Object-Oriented" title=" Object-Oriented"> Object-Oriented</a>, <a href="https://publications.waset.org/search?q=Participatorydesign." title=" Participatorydesign."> Participatorydesign.</a> </p> <a href="https://publications.waset.org/14641/an-interactive-e-learning-management-system-e-lms-a-solution-to-tanzanian-secondary-schools-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/14641/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/14641/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/14641/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/14641/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/14641/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/14641/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/14641/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/14641/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/14641/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/14641/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/14641.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">2771</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2713</span> Schools of Thought in the Field of Social Entrepreneurship</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Cris%20Bravo">Cris Bravo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social entrepreneurship is a new and exciting topic that holds a great promise in helping alleviate the social problems of the world. As a new subject, the meaning of the term is too broad and this is counterproductive in trying to build understanding around the concept. The purpose of this study is to identify and compare the elements of social entrepreneurship as defined by seven international organizations leading social entrepreneurship projects: Ashoka Foundation, Skoll Foundation, Schwab Foundation and Yunus Center; as well as from three other institutions fostering social entrepreneurship: Global Social Benefit Institute, BRAC University, and Socialab. The study used document analysis from Skoll Foundation, Schwab Foundation, Yunus Center and Ashoka Foundation; and open ended interview to experts from the Global Social Benefit Institute at Santa Clara University in United States, BRAC University from Bangladesh, and Socialab from Argentina. The study identified three clearly differentiated schools of thought, based on their views on revenue, scalability, replicability and geographic location. While this study is by no means exhaustive, it provides an indication of the patterns of ideas fostered by important players in the field. By clearly identifying the similarities and differences in the concept of social entrepreneurship, research and practitioners are better equipped to build on the subject, and to promote more adequate and accurate social policies to foster the development of social entrepreneurship. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Replicability" title="Replicability">Replicability</a>, <a href="https://publications.waset.org/search?q=revenue" title=" revenue"> revenue</a>, <a href="https://publications.waset.org/search?q=scalability" title=" scalability"> scalability</a>, <a href="https://publications.waset.org/search?q=schools%20of%0D%0Athought" title=" schools of thought"> schools of thought</a>, <a href="https://publications.waset.org/search?q=social%20entrepreneurship." title=" social entrepreneurship."> social entrepreneurship.</a> </p> <a href="https://publications.waset.org/10004554/schools-of-thought-in-the-field-of-social-entrepreneurship" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004554/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004554/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004554/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004554/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004554/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004554/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004554/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004554/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004554/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004554/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004554.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">4314</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2712</span> Estimating Affected Croplands and Potential Crop Yield Loss of an Individual Farmer Due to Floods</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Shima%20Nabinejad">Shima Nabinejad</a>, <a href="https://publications.waset.org/search?q=Holger%20Sch%C3%BCttrumpf"> Holger Schüttrumpf</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Farmers who are living in flood-prone areas such as coasts are exposed to storm surges increased due to climate change. Crop cultivation is the most important economic activity of farmers, and in the time of flooding, agricultural lands are subject to inundation. Additionally, overflow saline water causes more severe damage outcomes than riverine flooding. Agricultural crops are more vulnerable to salinity than other land uses for which the economic damages may continue for a number of years even after flooding and affect farmers’ decision-making for the following year. Therefore, it is essential to assess what extent the agricultural areas are flooded and how much the associated flood damage to each individual farmer is. To address these questions, we integrated farmers’ decision-making at farm-scale with flood risk management. The integrated model includes identification of hazard scenarios, failure analysis of structural measures, derivation of hydraulic parameters for the inundated areas and analysis of the economic damages experienced by each farmer. The present study has two aims; firstly, it attempts to investigate the flooded cropland and potential crop damages for the whole area. Secondly, it compares them among farmers’ field for three flood scenarios, which differ in breach locations of the flood protection structure. To achieve its goal, the spatial distribution of fields and cultivated crops of farmers were fed into the flood risk model, and a 100-year storm surge hydrograph was selected as the flood event. The study area was Pellworm Island that is located in the German Wadden Sea National Park and surrounded by North Sea. Due to high salt content in seawater of North Sea, crops cultivated in the agricultural areas of Pellworm Island are 100% destroyed by storm surges which were taken into account in developing of depth-damage curve for analysis of consequences. As a result, inundated croplands and economic damages to crops were estimated in the whole Island which was further compared for six selected farmers under three flood scenarios. The results demonstrate the significance and the flexibility of the proposed model in flood risk assessment of flood-prone areas by integrating flood risk management and decision-making.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Crop%20damages" title="Crop damages">Crop damages</a>, <a href="https://publications.waset.org/search?q=flood%20risk%20analysis" title=" flood risk analysis"> flood risk analysis</a>, <a href="https://publications.waset.org/search?q=individual%20farmer" title=" individual farmer"> individual farmer</a>, <a href="https://publications.waset.org/search?q=inundated%20cropland" title=" inundated cropland"> inundated cropland</a>, <a href="https://publications.waset.org/search?q=Pellworm%20Island" title=" Pellworm Island"> Pellworm Island</a>, <a href="https://publications.waset.org/search?q=storm%20surges." title=" storm surges. "> storm surges. </a> </p> <a href="https://publications.waset.org/10008426/estimating-affected-croplands-and-potential-crop-yield-loss-of-an-individual-farmer-due-to-floods" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10008426/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10008426/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10008426/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10008426/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10008426/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10008426/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10008426/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10008426/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10008426/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10008426/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10008426.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">1443</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2711</span> Minimizing the Broadcast Traffic in the Jordanian Discovery Schools Network using PPPoE</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sameh%20H.%20Ghwanmeh">Sameh H. Ghwanmeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Discovery schools in Jordan are connected in one flat ATM bridge network. All Schools connected to the network will hear broadcast traffic. High percentage of unwanted traffic such as broadcast, consumes the bandwidth between schools and QRC. Routers in QRC have high CPU utilization. The number of connections on the router is very high, and may exceed recommend manufacturing specifications. One way to minimize number of connections to the routers in QRC, and minimize broadcast traffic is to use PPPoE. In this study, a PPPoE solution has been presented which shows high performance for the clients when accessing the school server resources. Despite the large number of the discovery schools at MoE, the experimental results show that the PPPoE solution is able to yield a satisfactory performance for each client at the school and noticeably reduce the traffic broadcast to the QRC. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Education" title="Education">Education</a>, <a href="https://publications.waset.org/search?q=networking" title=" networking"> networking</a>, <a href="https://publications.waset.org/search?q=performance" title=" performance"> performance</a>, <a href="https://publications.waset.org/search?q=e-content." title=" e-content."> e-content.</a> </p> <a href="https://publications.waset.org/12724/minimizing-the-broadcast-traffic-in-the-jordanian-discovery-schools-network-using-pppoe" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/12724/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/12724/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/12724/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/12724/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/12724/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/12724/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/12724/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/12724/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/12724/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/12724/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/12724.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">1640</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2710</span> Modeling Child Development Factors for the Early Introduction of ICTs in Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=K.%20E.%20Oyetade">K. E. Oyetade</a>, <a href="https://publications.waset.org/search?q=S.%20D.%20Eyono%20Obono"> S. D. Eyono Obono</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the fundamental characteristics of Information and Communication Technology (ICT) has been the ever-changing nature of continuous release and models of ICTs with its impact on the academic, social, and psychological benefits of its introduction in schools. However, there seems to be a growing concern about its negative impact on students when introduced early in schools for teaching and learning. This study aims to design a model of child development factors affecting the early introduction of ICTs in schools in an attempt to improve the understanding of child development and introduction of ICTs in schools. The proposed model is based on a sound theoretical framework. It was designed following a literature review of child development theories and child development factors. The child development theoretical framework that fitted to the best of all child development factors was then chosen as the basis for the proposed model. This study hence found that the Jean Piaget cognitive developmental theory is the most adequate theoretical frameworks for modeling child development factors for ICT introduction in schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Child%20development%20factors" title="Child development factors">Child development factors</a>, <a href="https://publications.waset.org/search?q=child%20development%0D%0Atheories" title=" child development theories"> child development theories</a>, <a href="https://publications.waset.org/search?q=ICTs" title=" ICTs"> ICTs</a>, <a href="https://publications.waset.org/search?q=theory." title=" theory."> theory.</a> </p> <a href="https://publications.waset.org/10002434/modeling-child-development-factors-for-the-early-introduction-of-icts-in-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10002434/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10002434/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10002434/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10002434/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10002434/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10002434/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10002434/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10002434/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10002434/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10002434/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10002434.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">2031</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2709</span> The Impact of the General Data Protection Regulation on Human Resources Management in Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Alexandra%20Aslanidou">Alexandra Aslanidou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The General Data Protection Regulation (GDPR), concerning the protection of natural persons within the European Union with regard to the processing of personal data and on the free movement of such data, became applicable in the European Union (EU) on 25 May 2018 and transformed the way personal data were being treated under the Data Protection Directive (DPD) regime, generating sweeping organizational changes to both public sector and business. A social practice that is considerably influenced in the way of its day-to-day operations is Human Resource (HR) management, for which the importance of GDPR cannot be underestimated. That is because HR processes personal data coming in all shapes and sizes from many different systems and sources. The significance of the proper functioning of an HR department, specifically in human-centered, service-oriented environments such as the education field, is decisive due to the fact that HR operations in schools, conducted effectively, determine the quality of the provided services and consequently have a considerable impact on the success of the educational system. The purpose of this paper is to analyze the decisive role that GDPR plays in HR departments that operate in schools and in order to practically evaluate the aftermath of the Regulation during the first months of its applicability; a comparative use cases analysis in five highly dynamic schools, across three EU Member States, was attempted.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=General%20data%20protection%20regulation" title="General data protection regulation">General data protection regulation</a>, <a href="https://publications.waset.org/search?q=human%20resource%20management" title=" human resource management"> human resource management</a>, <a href="https://publications.waset.org/search?q=educational%20system." title=" educational system."> educational system.</a> </p> <a href="https://publications.waset.org/10011488/the-impact-of-the-general-data-protection-regulation-on-human-resources-management-in-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011488/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011488/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011488/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011488/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011488/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011488/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011488/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011488/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011488/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011488/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011488.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">752</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2708</span> Evaluation of Indoor-Outdoor Particle Size Distribution in Tehran's Elementary Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=F.%20Halek">F. Halek</a>, <a href="https://publications.waset.org/search?q=A.%20Kavousi"> A. Kavousi</a>, <a href="https://publications.waset.org/search?q=F.%20Hassani"> F. Hassani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>A simultaneous study on indoor and outdoor particulate matter concentrations was done in five elementary schools in central parts of Tehran, Iran. Three sizes of particles including PM10, PM2.5 and PM1.0 were measured in 13 classrooms within this schools during winter (January, February and March) 2009. A laserbased portable aerosol spectrometer Model Grimm-1.108, was used for the continuous measurement of particles. The average indoor concentration of PM10, PM2.5 and PM1.0 in studied schools were 274 μg/m3, 42 μg/m3 and 19 μg/m3 respectively; and average outdoor concentrations of PM10, PM2.5 and PM1.0 were evaluated to be 22 μg/m3, 38 μg/m3 and 140 μg/m3 respectively.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Elementary%20school" title="Elementary school">Elementary school</a>, <a href="https://publications.waset.org/search?q=Indoor%20pollution" title=" Indoor pollution"> Indoor pollution</a>, <a href="https://publications.waset.org/search?q=particulate%20matter" title=" particulate matter"> particulate matter</a>, <a href="https://publications.waset.org/search?q=PM10" title=" PM10"> PM10</a>, <a href="https://publications.waset.org/search?q=PM2.5" title=" PM2.5"> PM2.5</a>, <a href="https://publications.waset.org/search?q=PM1.0" title=" PM1.0"> PM1.0</a>, <a href="https://publications.waset.org/search?q=outdoor%20pollution" title=" outdoor pollution"> outdoor pollution</a>, <a href="https://publications.waset.org/search?q=Tehran%20air%20pollution." title=" Tehran air pollution."> Tehran air pollution.</a> </p> <a href="https://publications.waset.org/8988/evaluation-of-indoor-outdoor-particle-size-distribution-in-tehrans-elementary-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/8988/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/8988/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/8988/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/8988/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/8988/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/8988/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/8988/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/8988/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/8988/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/8988/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/8988.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">1662</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2707</span> Detection and Analysis of Deficiencies in Groundnut Plant using Geometric Moments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sumeet%20S.%20Nisale">Sumeet S. Nisale</a>, <a href="https://publications.waset.org/search?q=Chandan%20J.%20Bharambe"> Chandan J. Bharambe</a>, <a href="https://publications.waset.org/search?q=Vidya%20N.More"> Vidya N.More</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We propose our genuine research of geometric moments which detects the mineral inadequacy in the frail groundnut plant. This plant is prone to many deficiencies as a result of the variance in the soil nutrients. By analyzing the leaves of the plant, we detect the visual symptoms that are not recognizable to the naked eyes. We have collected about 160 samples of leaves from the nearby fields. The images have been taken by keeping every leaf into a black box to avoid the external interference. For the first time, it has been possible to provide the farmer with the stages of deficiencies. This paper has applied the algorithms successfully to many other plants like Lady-s finger, Green Bean, Lablab Bean, Chilli and Tomato. But we submit the results of the groundnut predominantly. The accuracy of our algorithm and method is almost 93%. This will again pioneer a kind of green revolution in the field of agriculture and will be a boon to that field. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Component%20image" title="Component image">Component image</a>, <a href="https://publications.waset.org/search?q=geometric%20moments" title=" geometric moments"> geometric moments</a>, <a href="https://publications.waset.org/search?q=average%0Aintensity" title=" average intensity"> average intensity</a>, <a href="https://publications.waset.org/search?q=average%20affected%20area" title=" average affected area"> average affected area</a>, <a href="https://publications.waset.org/search?q=black%20box" title=" black box"> black box</a> </p> <a href="https://publications.waset.org/11356/detection-and-analysis-of-deficiencies-in-groundnut-plant-using-geometric-moments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11356/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11356/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11356/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11356/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11356/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11356/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11356/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11356/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11356/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11356/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11356.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">2132</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2706</span> Factors Militating the Organization of Intramural Sport Programs in Secondary Schools: A Case Study of the Ekiti West Local Government Area of Ekiti State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Adewole%20Taiwo%20Adelabu">Adewole Taiwo Adelabu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The study investigated the factors militating the organization of intramural sports programs in secondary schools in Ekiti State, Nigeria. The purpose of the study was to identify the factors affecting the organization of sports in secondary schools and also to proffer possible solutions to these factors. The study employed the inferential statistics of chi-square (x2). Five research hypotheses were formulated. The population for the study was all the students in the government-owned secondary schools in Ekiti West Local Government of Ekiti State Nigeria. The sample for the study was 60 students in three schools within the local government selected through simple random sampling techniques. The instrument used for the study was a self-developed questionnaire by the researcher for data collection. The instrument was presented to experts and academicians in the field of Human Kinetics and Health Education for construct and content validation. A reliability test was conducted which involves 10 students who are not part of the study. The test-retest coefficient of 0.74 was obtained which attested to the fact that the instrument was reliable enough for the study. The validated questionnaire was administered to the students in their various schools by the researcher with the help of two research assistants; the questionnaires were filled and returned to the researcher immediately. The data collected were analyzed using the descriptive statistics of frequency count, percentage and mean to analyze demographic data in section A of the questionnaire, while inferential statistics of chi-square was used to test the hypotheses at 0.05 alpha level. The results of the study revealed that personnel, fund, schedule (time) were significant factors that affect the organization of intramural sport programs among students in secondary schools in Ekiti West Local Government Area of the State. The study also revealed that organization of intramural sports programs among students of secondary schools will improve and motivate students’ participation in sports beyond the local level. However, facilities and equipment is not a significant factor affecting the organization of intramural sports among secondary school students in Ekiti West Local Government Area.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Challenge" title="Challenge">Challenge</a>, <a href="https://publications.waset.org/search?q=militating" title=" militating"> militating</a>, <a href="https://publications.waset.org/search?q=intramural%20sport" title=" intramural sport"> intramural sport</a>, <a href="https://publications.waset.org/search?q=programs." title=" programs."> programs.</a> </p> <a href="https://publications.waset.org/10010731/factors-militating-the-organization-of-intramural-sport-programs-in-secondary-schools-a-case-study-of-the-ekiti-west-local-government-area-of-ekiti-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010731/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010731/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010731/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010731/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010731/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010731/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010731/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010731/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010731/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010731/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010731.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">921</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2705</span> Practices of Self-Directed Professional Development of Teachers in South African Public Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Rosaline%20Govender">Rosaline Govender</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This research study is an exploration of the selfdirected professional development of teachers who teach in public schools in an era of democracy and educational change in South Africa. Amidst an ever-changing educational system, the teachers in this study position themselves as self-directed teacher-learners where they adopt particular learning practices which enable change within the broader discourses of public schooling. Life-story interviews were used to enter into the private and public spaces of five teachers which offer glimpses of how particular systems shaped their identities, and how the meanings of self-directed teacher-learner shaped their learning practices. Through the Multidimensional Framework of Analysis and Interpretation the teachers’ stories were analysed through three lenses: restorying the field texts - the self through story; the teacher-learner in relation to social contexts, and practices of self-directed learning. This study shows that as teacherlearners learn for change through self-directed learning practices, they develop their agency as transformative intellectuals, which is necessary for the reworking of South African public schools.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Professional%20development" title="Professional development">Professional development</a>, <a href="https://publications.waset.org/search?q=professionality" title=" professionality"> professionality</a>, <a href="https://publications.waset.org/search?q=professionalism" title=" professionalism"> professionalism</a>, <a href="https://publications.waset.org/search?q=self-directed%20learning." title=" self-directed learning."> self-directed learning.</a> </p> <a href="https://publications.waset.org/10000472/practices-of-self-directed-professional-development-of-teachers-in-south-african-public-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000472/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000472/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10000472/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10000472/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10000472/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10000472/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10000472/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10000472/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10000472/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10000472/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10000472.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">2544</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2704</span> Millennial Teachers of Canada: Innovation within the Boxed-In Constraints of Tradition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Lena%20Shulyakovskaya">Lena Shulyakovskaya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Every year, schools aim to develop and adopt new technology and pedagogy as a way to equip today's students with the needed 21st Century skills. However, the field of primary and secondary education may not be as open to embracing change in reality. Despite the drive to reform and innovation, the field of education in Canada is still very much steeped in tradition and uses many of the practices that came into effect over 50 years ago. Among those are employment and retention practices. Millennials are the youngest generation of professionals entering the workplace at this time and the ones leaving their jobs within just a few years. Almost half of new teachers leave Canadian schools within their first five years on the job. This paper discusses one of the contributing factors that lead Canadian millennial teachers to either leave or stay in the profession - standardized education system. Using an exploratory case study approach, in-depth interviews with former and current millennial teachers were conducted to learn about their experiences within the K-12 system. Among the findings were the young teachers' concerns about the constant changes to teaching practices and technological implementations that claimed to advance teaching and learning, and yet in reality only disguised and reiterated the same traditional, outdated, and standardized practices that already existed. Furthermore, while many millennial teachers aspired to be innovative with their curriculum and teaching practices, they felt trapped and helpless in the hands of school leaders who were very reluctant to change. While many new program ideas and technological advancements are being made openly available to teachers on a regular basis, it is important to consider the education field as a whole and how it plays into the teachers' ability to realistically implement changes. By the year 2025, millennials will make up approximately 75% of the North American workforce. It is important to examine generational differences among teachers and understand how millennial teachers may be shaping the future of primary and secondary schools, either by staying or leaving the profession. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=21st%20century%20skills" title="21st century skills">21st century skills</a>, <a href="https://publications.waset.org/search?q=millennials" title=" millennials"> millennials</a>, <a href="https://publications.waset.org/search?q=teacher%20attrition" title=" teacher attrition"> teacher attrition</a>, <a href="https://publications.waset.org/search?q=tradition." title=" tradition. "> tradition. </a> </p> <a href="https://publications.waset.org/10004958/millennial-teachers-of-canada-innovation-within-the-boxed-in-constraints-of-tradition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004958/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004958/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004958/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004958/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004958/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004958/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004958/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004958/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004958/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004958/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004958.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">1098</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2703</span> Factors Affecting Students’ Performance in Chemistry: Case Study in Zanzibar Secondary Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ahmed%20A.%20Hassan">Ahmed A. Hassan</a>, <a href="https://publications.waset.org/search?q=Hassan%20I.%20Ali"> Hassan I. Ali</a>, <a href="https://publications.waset.org/search?q=Abdallah%20A.%20Salum"> Abdallah A. Salum</a>, <a href="https://publications.waset.org/search?q=Asia%20M.%20Kassim"> Asia M. Kassim</a>, <a href="https://publications.waset.org/search?q=Yussuf%20N.%20Elmoge"> Yussuf N. Elmoge</a>, <a href="https://publications.waset.org/search?q=Ali%20A.%20Amour"> Ali A. Amour</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purpose of this study was to investigate the performance of chemistry in Zanzibar Secondary Schools. It was conducted in all regions of Zanzibar in public and private secondary schools and Ministry of Education officials. The objective of the study included finding out causes of poor performance in chemistry. Views, opinions, and suggestions of teachers and students to improve performance of chemistry and a descriptive survey was adopted for the study. 45 teachers and 200 students were randomly sampled from 15 secondary schools in Zanzibar and ten Ministry of Education officials were purposively sampled for the study. Questionnaires and open-ended interview schedules were the main instruments used in obtaining relevant data from respondents. Data collected from the field was analyzed both qualitatively and quantitatively. Qualitative analysis involved content analysis of the responses obtained through interviews and quantitative analysis involved generation of tables, frequencies and percentages. The results revealed that there were shortages of trained teachers, lack of proficiency in the language of instruction (English) and major facilities like laboratories and books. These led to poor delivery of subject matter and consequently resulting in poor performance. Based on the findings, this study recommends that provision of trained, competent, and effective teachers as vital aspects to be considered. Government through Ministry of Education should put effort to stalk libraries and equip laboratories with modern books and instruments. In addition, the ministry should strengthen teachers’ training and encourage use of instructional media in class and make conducive learning environment to both teachers and students.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Zanzibar" title="Zanzibar">Zanzibar</a>, <a href="https://publications.waset.org/search?q=secondary%20schools" title=" secondary schools"> secondary schools</a>, <a href="https://publications.waset.org/search?q=chemistry" title=" chemistry"> chemistry</a>, <a href="https://publications.waset.org/search?q=science" title=" science"> science</a>, <a href="https://publications.waset.org/search?q=performance%20and%20factors." title=" performance and factors."> performance and factors.</a> </p> <a href="https://publications.waset.org/10006159/factors-affecting-students-performance-in-chemistry-case-study-in-zanzibar-secondary-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10006159/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10006159/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10006159/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10006159/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10006159/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10006159/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10006159/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10006159/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10006159/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10006159/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10006159.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">7290</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2702</span> Using Technology with a New Model of Management Development by Simulation of Neural Network and its Application on Intelligent Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ahmad%20Ghayoumi">Ahmad Ghayoumi</a>, <a href="https://publications.waset.org/search?q=Mehdi%20Ghayoumi"> Mehdi Ghayoumi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Intelligent schools are those which use IT devices and technologies as media software, hardware and networks to improve learning process. On the other hand management improvement is best described as the process from which managers learn and improve their skills not only to benefit themselves but also their employing organizations Here, we present a model Management improvement System that has been applied on some schools and have made strict improvement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Intelligent%20school" title="Intelligent school">Intelligent school</a>, <a href="https://publications.waset.org/search?q=Management%20development%0Asystem" title=" Management development system"> Management development system</a>, <a href="https://publications.waset.org/search?q=Learning%20station" title=" Learning station"> Learning station</a>, <a href="https://publications.waset.org/search?q=Teaching%20station" title=" Teaching station"> Teaching station</a> </p> <a href="https://publications.waset.org/7833/using-technology-with-a-new-model-of-management-development-by-simulation-of-neural-network-and-its-application-on-intelligent-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/7833/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/7833/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/7833/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/7833/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/7833/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/7833/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/7833/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/7833/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/7833/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/7833/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/7833.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">1095</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2701</span> Impact of Long Term Application of Municipal Solid Waste on Physicochemical and Microbial Parameters and Heavy Metal Distribution in Soils in Accordance to Its Agricultural Uses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Rinku%20Dhanker">Rinku Dhanker</a>, <a href="https://publications.waset.org/search?q=Suman%20Chaudhary"> Suman Chaudhary</a>, <a href="https://publications.waset.org/search?q=Tanvi%20Bhatia"> Tanvi Bhatia</a>, <a href="https://publications.waset.org/search?q=Sneh%20Goyal"> Sneh Goyal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Municipal Solid Waste (MSW), being a rich source of organic materials, can be used for agricultural applications as an important source of nutrients for soil and plants. This is also an alternative beneficial management practice for MSW generated in developing countries. In the present study, MSW treated soil samples from last four to six years at farmer’s field in Rohtak and Gurgaon states (Haryana, India) were collected. The samples were analyzed for all-important agricultural parameters and compared with the control untreated soil samples. The treated soil at farmer’s field showed increase in total N by 48 to 68%, P by 45.7 to 51.3%, and K by 60 to 67% compared to untreated soil samples. Application of sewage sludge at different sites led to increase in microbial biomass C by 60 to 68% compared to untreated soil. There was significant increase in total Cu, Cr, Ni, Fe, Pb, and Zn in all sewage sludge amended soil samples; however, concentration of all the metals were still below the current permitted (EU) limits. To study the adverse effect of heavy metals accumulation on various soil microbial activities, the sewage sludge samples (from wastewater treatment plant at Gurgaon) were artificially contaminated with heavy metal concentration above the EU limits. They were then applied to soil samples with different rates (0.5 to 4.0%) and incubated for 90 days under laboratory conditions. The samples were drawn at different intervals and analyzed for various parameters like pH, EC, total N, P, K, microbial biomass C, carbon mineralization, and diethylenetriaminepentaacetic acid (DTPA) exactable heavy metals. The results were compared to the uncontaminated sewage sludge. The increasing level of sewage sludge from 0.5 to 4% led to build of organic C and total N, P and K content at the early stages of incubation. But, organic C was decreased after 90 days because of decomposition of organic matter. Biomass production was significantly increased in both contaminated and uncontaminated sewage soil samples, but also led to slight increases in metal accumulation and their bioavailability in soil. The maximum metal concentrations were found in treatment with 4% of contaminated sewage sludge amendment.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Heavy%20metals" title="Heavy metals">Heavy metals</a>, <a href="https://publications.waset.org/search?q=municipal%20sewage%20sludge" title=" municipal sewage sludge"> municipal sewage sludge</a>, <a href="https://publications.waset.org/search?q=sustainable%20agriculture" title=" sustainable agriculture"> sustainable agriculture</a>, <a href="https://publications.waset.org/search?q=soil%20fertility" title=" soil fertility"> soil fertility</a>, <a href="https://publications.waset.org/search?q=quality." title=" quality."> quality.</a> </p> <a href="https://publications.waset.org/10007184/impact-of-long-term-application-of-municipal-solid-waste-on-physicochemical-and-microbial-parameters-and-heavy-metal-distribution-in-soils-in-accordance-to-its-agricultural-uses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10007184/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10007184/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10007184/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10007184/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10007184/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10007184/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10007184/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10007184/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10007184/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10007184/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10007184.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">1306</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2700</span> Assessing the Actual Status and Farmer’s Attitude towards Agroforestry in Chiniot, Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=M.%20F.%20Nawaz">M. F. Nawaz</a>, <a href="https://publications.waset.org/search?q=S.%20Gul"> S. Gul</a>, <a href="https://publications.waset.org/search?q=T.%20H.%20Farooq"> T. H. Farooq</a>, <a href="https://publications.waset.org/search?q=M.%20T.%20Siddiqui"> M. T. Siddiqui</a>, <a href="https://publications.waset.org/search?q=M.%20Asif"> M. Asif</a>, <a href="https://publications.waset.org/search?q=I.%20Ahmad"> I. Ahmad</a>, <a href="https://publications.waset.org/search?q=N.%20K.%20Niazi"> N. K. Niazi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Pakistan, major demands of fuel wood and timber wood are fulfilled by agroforestry. However, the information regarding economic significance of agroforestry and its productivity in Pakistan is still insufficient and unreliable. Survey of field conditions to examine the agroforestry status at local level helps us to know the future trends and to formulate the policies for sustainable wood supply. The objectives of this research were to examine the actual status and potential of agroforestry and to point out the barriers that are faced by farmers in the adoption of agroforestry. Research was carried out in Chiniot district, Pakistan because it is the famous city for furniture industry that is largely dependent on farm trees. A detailed survey of district Chiniot was carried out from 150 randomly selected farmer respondents using multi-objective oriented and pre-tested questionnaire. It was found that linear tree planting method was more adopted (45%) as compared to linear + interplanting (42%) and/or compact planting (12.6%). Chi-square values at P-value <0.5 showed that age (11.35) and education (17.09) were two more important factors in the quick adoption of agroforestry as compared to land holdings (P-value of 0.7). The major reason of agroforestry adoption was to obtain income, fodder and fuelwood. The most dominant species in farmlands was shisham (<em>Dalbergia sissoo</em>) but since last five years, mostly farmers were growing Sufeida <em>(Eucalyptus camaldulensis)</em>, kikar (<em>Acacia nilotica</em>) and popular (<em>Populus deltoides</em>) on their fields due to “Shisham die-back” problem. It was found that agro-forestry can be increased by providing good quality planting material to farmers and improving wood markets. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Agroforestry" title="Agroforestry">Agroforestry</a>, <a href="https://publications.waset.org/search?q=trees" title=" trees"> trees</a>, <a href="https://publications.waset.org/search?q=services" title=" services"> services</a>, <a href="https://publications.waset.org/search?q=agriculture" title=" agriculture"> agriculture</a>, <a href="https://publications.waset.org/search?q=farmers." title=" farmers."> farmers.</a> </p> <a href="https://publications.waset.org/10005011/assessing-the-actual-status-and-farmers-attitude-towards-agroforestry-in-chiniot-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005011/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005011/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005011/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005011/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005011/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005011/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005011/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005011/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005011/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005011/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005011.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">1732</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2699</span> Universities Strategic Evaluation Using Balanced Scorecard</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=M.%20D.%20Nayeri">M. D. Nayeri</a>, <a href="https://publications.waset.org/search?q=M.%20M.%20Mashhadi"> M. M. Mashhadi</a>, <a href="https://publications.waset.org/search?q=K.%20Mohajeri"> K. Mohajeri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Defining strategic position of the organizations within the industry environment is one of the basic and most important phases of strategic planning to which extent that one of the fundamental schools of strategic planning is the strategic positioning school. In today-s knowledge-based economy and dynamic environment, it is essential for universities as the centers of education, knowledge creation and knowledge worker evolvement. Till now, variant models with different approaches to strategic positioning are deployed in defining the strategic position within the various industries. Balanced Scorecard as one of the powerful models for strategic positioning, analyzes all aspects of the organization evenly. In this paper with the consideration of BSC strength in strategic evaluation, it is used for analyzing the environmental position of the best-s Iranian Business Schools. The results could be used in developing strategic plans for these schools as well as other Iranian Management and Business Schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Strategic%20planning" title="Strategic planning">Strategic planning</a>, <a href="https://publications.waset.org/search?q=Strategic%20position" title=" Strategic position"> Strategic position</a>, <a href="https://publications.waset.org/search?q=Balancedscorecard" title=" Balancedscorecard"> Balancedscorecard</a>, <a href="https://publications.waset.org/search?q=Higher%20education%20institutions." title=" Higher education institutions."> Higher education institutions.</a> </p> <a href="https://publications.waset.org/4331/universities-strategic-evaluation-using-balanced-scorecard" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/4331/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/4331/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/4331/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/4331/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/4331/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/4331/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/4331/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/4331/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/4331/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/4331/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/4331.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">4442</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2698</span> Comparing Abused and Normal Male Students in Tehran Guidance Schools: Emphasizing the Co-Dependency of Their Mothers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Mohamad%20Saleh%20Sangin%20Ostadi">Mohamad Saleh Sangin Ostadi</a>, <a href="https://publications.waset.org/search?q=Esmail%20Safari"> Esmail Safari</a>, <a href="https://publications.waset.org/search?q=Somayeh%20Akbari"> Somayeh Akbari</a>, <a href="https://publications.waset.org/search?q=Kaveh%20Qaderi%20Bagajan"> Kaveh Qaderi Bagajan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The aim of this study is to compare abused and normal male students in Tehran guidance schools with emphasis on the co-dependency of their mothers. The method of this study is based on survey method and comparison (Ex-Post Facto). The method of sampling is also multi-stage cluster. Accordingly, we did sampling from secondary schools of education and training in Tehran, including 12 schools with levels of first, second and third. Each of the schools represents the three – high, medium and low- economic and social conditions. In the following, three classes from every school and 20 students from each class were randomly selected. By (CTQ) abused and normal students were separated that 670 children were recognized as normal and 50 children as abused. Then, 50 children were randomly selected from normal group and compared with abused group. Using Spanned-Fischer Co-dependency Scale, we compared mothers of abused and normal students. The results showed that mothers of the abused children have higher co- dependency average comparing to the mothers of the normal children.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Co-dependency" title="Co-dependency">Co-dependency</a>, <a href="https://publications.waset.org/search?q=child%20abuse" title=" child abuse"> child abuse</a>, <a href="https://publications.waset.org/search?q=abused%20children" title=" abused children"> abused children</a>, <a href="https://publications.waset.org/search?q=parental%20psychological%20health." title=" parental psychological health."> parental psychological health.</a> </p> <a href="https://publications.waset.org/10003548/comparing-abused-and-normal-male-students-in-tehran-guidance-schools-emphasizing-the-co-dependency-of-their-mothers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10003548/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10003548/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10003548/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10003548/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10003548/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10003548/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10003548/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10003548/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10003548/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10003548/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10003548.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">1721</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2697</span> The New Educators: The Reasons for Saudi Arabia to Invest More in Student Counseling Programs </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Turki%20Alotaibi">Turki Alotaibi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Student counseling programs can provide many benefits to students in schools all around the world. In theory, the government of the Kingdom of Saudi Arabia (Saudi Arabia) has committed itself to school counseling programs in educational institutions throughout the country. Student counselors face a number of burdens and obstacles that impact student counseling programs. It is also widely known that Saudi Arabia has extremely high prevalence rates for overweight and obesity, anxiety and depression, and diabetes in children. It has also been demonstrated that teachers and staff are inadequately prepared when dealing with health issues relating to diabetes in schools in Saudi Arabia. This study will clearly demonstrate how student counselors in Saudi Arabia could become 'New Educators' in Saudi schools in relation to these health issues. This would allow them to leverage their position as student counselor to improve the management of these health issues in Saudi schools, to improve the quality of care provided to school children, and to overcome burdens and obstacles that are currently negatively affecting student counseling in Saudi schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Anxiety" title="Anxiety">Anxiety</a>, <a href="https://publications.waset.org/search?q=depression" title=" depression"> depression</a>, <a href="https://publications.waset.org/search?q=diabetes" title=" diabetes"> diabetes</a>, <a href="https://publications.waset.org/search?q=overweight" title=" overweight"> overweight</a>, <a href="https://publications.waset.org/search?q=obesity" title=" obesity"> obesity</a>, <a href="https://publications.waset.org/search?q=policy%20recommendations" title=" policy recommendations"> policy recommendations</a>, <a href="https://publications.waset.org/search?q=student%20counseling" title=" student counseling"> student counseling</a>, <a href="https://publications.waset.org/search?q=The%20Kingdom%20of%20Saudi%20Arabia." title=" The Kingdom of Saudi Arabia."> The Kingdom of Saudi Arabia.</a> </p> <a href="https://publications.waset.org/10005489/the-new-educators-the-reasons-for-saudi-arabia-to-invest-more-in-student-counseling-programs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005489/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005489/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005489/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005489/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005489/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005489/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005489/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005489/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005489/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005489/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005489.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">1683</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2696</span> Effectiveness of School Strategic Planning: The Case of Fijian Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=G.%20Lingam">G. Lingam</a>, <a href="https://publications.waset.org/search?q=N.%20Lingam"> N. Lingam</a>, <a href="https://publications.waset.org/search?q=K.%20Raghuwaiya"> K. Raghuwaiya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In Fiji, notable among the recent spate of educational reforms has been the Ministry of Education’s (MoEs) requirement that all schools undertake a process of school strategic planning. This preliminary study explores perceptions of a sample of Fijian teachers on the way this exercise has been conducted in their schools. The analysis of both quantitative and qualitative data indicates that school leaders’ lack of knowledge and skills in school strategic planning is a major limitation. As an unsurprising consequence, the process(es) schools adopted did not conform to what the literature suggests as best planning practices. School leaders need more training to ensure they are better prepared to carry out this strategic planning effectively, especially in widening the opportunities for all who have a stake in education to contribute to the process. Implications of the findings are likely to be pertinent to other developing contexts within and beyond the Pacific region for the training of school leaders to ensure they are better equipped to orchestrate and benefit from educational reforms thrust upon them.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=School%20Strategic%20Planning" title="School Strategic Planning">School Strategic Planning</a>, <a href="https://publications.waset.org/search?q=educational%20reforms." title=" educational reforms."> educational reforms.</a> </p> <a href="https://publications.waset.org/9998732/effectiveness-of-school-strategic-planning-the-case-of-fijian-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9998732/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9998732/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9998732/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9998732/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9998732/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9998732/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9998732/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9998732/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9998732/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9998732/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9998732.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">5624</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2695</span> Web-GIS based Outdoor Education Program for Junior High Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Noriyoshi%20Hosoya">Noriyoshi Hosoya</a>, <a href="https://publications.waset.org/search?q=Kayoko%20Yamamoto"> Kayoko Yamamoto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study, focusing on the importance of encouraging outdoor activities for children, aims to propose and implement a Web-GIS based outdoor education program for junior high schools, which will then be evaluated by users. Specifically, for the purpose of improved outdoor activities in the junior high school education, the outdoor education program, with chiefly using the Web-GIS that provides a good information provision and sharing tool, is proposed and implemented before being evaluated by users. The conclusion of this study can be summarized in the following two points. (1) A five -step outdoor education program based on Web-GIS was proposed for a “second school" at junior high schools that was then implemented before being evaluated by teachers as users. (2) Based on the results of evaluation by teachers, it was clear that the general operation of Web-GIS based outdoor education program with them only is difficult due to their lack of knowledge regarding Web-GIS and that support staff who can effectively utilize Web-GIS are essential. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Outdoor%20Education" title="Outdoor Education">Outdoor Education</a>, <a href="https://publications.waset.org/search?q=Web-Based%20GIS%20%28Geographical%20Information%20Systems%29" title=" Web-Based GIS (Geographical Information Systems)"> Web-Based GIS (Geographical Information Systems)</a>, <a href="https://publications.waset.org/search?q=Junior%20High%20Schools" title=" Junior High Schools"> Junior High Schools</a>, <a href="https://publications.waset.org/search?q=School%20Education" title=" School Education"> School Education</a> </p> <a href="https://publications.waset.org/7923/web-gis-based-outdoor-education-program-for-junior-high-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/7923/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/7923/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/7923/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/7923/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/7923/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/7923/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/7923/mla" target="_blank" rel="nofollow" class="btn 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