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remembering</title> <meta name="description" content="Search results for: remembering"> <meta name="keywords" content="remembering"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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style="font-size:.9rem"><span class="badge badge-info">41</span> Remembering and Forgetting in Shakespeare Sonnets</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nasreddin%20Bushra%20Ahmed">Nasreddin Bushra Ahmed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Humans use language to externalize their mental perceptions and conceptions and thereby set up an interdependent consciousness about the concrete and abstract spheres of their existence. Language also represents a recording device whereby they capture the transient moment in their lives. Literature with it its various manifestations help keep the individual and collective memories alive. Works of the English literature’s prototypical figure, William Shakespeare provides the best illustration of this fact. Shakespeare’s sonnets abound in prescient insights about the intricacies of human relations. Though they have been the concern of scholars’ investigations for centuries, many of their thematic potentialities are yet to be tapped. The present study aspires to highlight the theme of remembering and forgetting in some of these sonnets as reverse faces of the same coin. Using close reading it is intended to demonstrate how Shakespeare, through imagery and literary tropes, plays with the issues of mortality and immortality, and how he has reaffirmed that literature can provide a locus for perennial presence despite the temporariness of individuals’ existence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=forgetting" title="forgetting">forgetting</a>, <a href="https://publications.waset.org/abstracts/search?q=immortality" title=" immortality"> immortality</a>, <a href="https://publications.waset.org/abstracts/search?q=literature" title=" literature"> literature</a>, <a href="https://publications.waset.org/abstracts/search?q=remembering" title=" remembering"> remembering</a>, <a href="https://publications.waset.org/abstracts/search?q=Shakespeare" title=" Shakespeare"> Shakespeare</a>, <a href="https://publications.waset.org/abstracts/search?q=sonnet" title=" sonnet"> sonnet</a> </p> <a href="https://publications.waset.org/abstracts/38356/remembering-and-forgetting-in-shakespeare-sonnets" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38356.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">362</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">40</span> Development of Visual Working Memory Precision: A Cross-Sectional Study of Simultaneously Delayed Responses Paradigm</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yao%20Fu">Yao Fu</a>, <a href="https://publications.waset.org/abstracts/search?q=Xingli%20Zhang"> Xingli Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Jiannong%20Shi"> Jiannong Shi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Visual working memory (VWM) capacity is the ability to maintain and manipulate short-term information which is not currently available. It is well known for its significance to form the basis of numerous cognitive abilities and its limitation in holding information. VWM span, the most popular measurable indicator, is found to reach the adult level (3-4 items) around 12-13 years’ old, while less is known about the precision development of the VWM capacity. By using simultaneously delayed responses paradigm, the present study investigates the development of VWM precision among 6-18-year-old children and young adults, besides its possible relationships with fluid intelligence and span. Results showed that precision and span both increased with age, and precision reached the maximum in 16-17 age-range. Moreover, when remembering 3 simultaneously presented items, the probability of remembering target item correlated with fluid intelligence and the probability of wrap errors (misbinding target and non-target items) correlated with age. When remembering more items, children had worse performance than adults due to their wrap errors. Compared to span, VWM precision was effective predictor of intelligence even after controlling for age. These results suggest that unlike VWM span, precision developed in a slow, yet longer fashion. Moreover, decreasing probability of wrap errors might be the main reason for the development of precision. Last, precision correlated more closely with intelligence than span in childhood and adolescence, which might be caused by the probability of remembering target item. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fluid%20intelligence" title="fluid intelligence">fluid intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=precision" title=" precision"> precision</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20working%20memory" title=" visual working memory"> visual working memory</a>, <a href="https://publications.waset.org/abstracts/search?q=wrap%20errors" title=" wrap errors"> wrap errors</a> </p> <a href="https://publications.waset.org/abstracts/72654/development-of-visual-working-memory-precision-a-cross-sectional-study-of-simultaneously-delayed-responses-paradigm" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72654.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">276</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">39</span> Nazik Al-Malaika and Nostalgic approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=sulmaz%20Mozaffari">sulmaz Mozaffari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nostalgia is one of the hot-debated issues in critical psychology which has been translated as the yearning or gloom in Persian. It is defined as the regret of the sweet past and the contrast of the present with the past. The feeling of alienation and being remote from the home, remembering death, the regret of childhood and youth, separation of the beloved, remembering the glorious era of history, desire for the ancient times, and the hope for Utopia are considered as its components. Nazik Al-Malaika, a contemporary poet of Arabic literature, has depicted some shapes and dimensions of sympathy, regret and anguish in her poems. Utilizing a nostalgic approach to the past, this paper has reflected upon love, memories of childhood and youth and hope for Utopia "and also aimed at explaining each one's manifestations through a comparative perspective. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nazik%20al-malaika" title="Nazik al-malaika">Nazik al-malaika</a>, <a href="https://publications.waset.org/abstracts/search?q=poem" title=" poem"> poem</a>, <a href="https://publications.waset.org/abstracts/search?q=nostalgia" title=" nostalgia"> nostalgia</a>, <a href="https://publications.waset.org/abstracts/search?q=personal%20memory" title=" personal memory"> personal memory</a>, <a href="https://publications.waset.org/abstracts/search?q=collective%20memory" title=" collective memory"> collective memory</a> </p> <a href="https://publications.waset.org/abstracts/30927/nazik-al-malaika-and-nostalgic-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30927.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">410</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">38</span> Remembering Route in an Unfamiliar Homogenous Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Sameer">Ahmed Sameer</a>, <a href="https://publications.waset.org/abstracts/search?q=Braj%20Bhushan"> Braj Bhushan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of our study was to compare two techniques (no landmark vs imaginary landmark) of remembering route while traversing in an unfamiliar homogenous environment. We used two videos each having nine identical turns with no landmarks. In the first video participant was required to remember the sequence of turns. In the second video participant was required to imagine a landmark at each turn and associate the turn with it. In both the task the participant was asked to recall the sequence of turns as it appeared in the video. Results showed that performance in the first condition i.e. without use of landmarks was better than imaginary landmark condition. The difference, however, became significant when the participant were tested again about 30 minutes later though performance was still better in no-landmark condition. The finding is surprising given the past research in memory and is explained in terms of cognitive factors such as mental workload. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=wayfinding" title="wayfinding">wayfinding</a>, <a href="https://publications.waset.org/abstracts/search?q=landmarks" title=" landmarks"> landmarks</a>, <a href="https://publications.waset.org/abstracts/search?q=unfamiliar%20environment" title=" unfamiliar environment"> unfamiliar environment</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20psychology" title=" cognitive psychology"> cognitive psychology</a> </p> <a href="https://publications.waset.org/abstracts/25660/remembering-route-in-an-unfamiliar-homogenous-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25660.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">476</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">37</span> Investigating the Influence of Critical Thinking Skills on Learning Achievement among Higher Education Students in Foreign Language Programs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mostafa%20Fanaei">Mostafa Fanaei</a>, <a href="https://publications.waset.org/abstracts/search?q=Shahram%20R.%20Sistani"> Shahram R. Sistani</a>, <a href="https://publications.waset.org/abstracts/search?q=Athare%20Nazri-Panjaki"> Athare Nazri-Panjaki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Critical thinking skills are increasingly recognized as vital for academic success, particularly in higher education. This study examines the influence of critical thinking on learning achievement among undergraduate and master's students enrolled in foreign language programs. By investigating this correlation, educators can gain valuable insights into optimizing teaching methodologies and enhancing academic outcomes. Methods: This cross-sectional study involved 150 students from the Shahid Bahonar University of Kerman, recruited via random sampling. Participants completed the Critical Thinking Questionnaire (CThQ), assessing dimensions such as analysis, evaluation, creation, remembering, understanding, and application. Academic performance was measured using the students' GPA (0-20). Results: The participants' mean age was 21.46 ± 5.2 years, with 62.15% being female. The mean scores for critical thinking subscales were as follows: Analyzing (13.2 ± 3.5), Evaluating (12.8 ± 3.4), Creating (18.6 ± 4.8), Remembering (9.4 ± 2.1), Understanding (12.9 ± 3.3), and Applying (12.5 ± 3.2). The overall critical thinking score was 79.4 ± 18.1, and the average GPA was 15.7 ± 2.4. Significant positive correlations were found between GPA and several critical thinking subscales: Analyzing (r = 0.45, p = 0.013), Creating (r = 0.52, p < 0.001), Remembering (r = 0.29, p = 0.021), Understanding (r = 0.41, p = 0.002), and the overall CThQ score (r = 0.54, p = 0.043). Conclusion: The study demonstrates a significant positive relationship between critical thinking skills and learning achievement in foreign language programs. Enhancing critical thinking skills through educational interventions could potentially improve academic performance. Further research is recommended to explore the underlying mechanisms and long-term impacts of critical thinking on academic success. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title="critical thinking">critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20achievement" title=" learning achievement"> learning achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20programs" title=" foreign language programs"> foreign language programs</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20success" title=" student success"> student success</a> </p> <a href="https://publications.waset.org/abstracts/186570/investigating-the-influence-of-critical-thinking-skills-on-learning-achievement-among-higher-education-students-in-foreign-language-programs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186570.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">38</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">36</span> Shadows and Symbols: The Tri-Level Importance of Memory in Jane Yolen's 'the Devil's Arithmetic' and Soon-To-Be-Published 'Mapping the Bones'</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kirsten%20A.%20Bartels">Kirsten A. Bartels</a> </p> <p class="card-text"><strong>Abstract:</strong></p> 'Never again' and 'Lest we forget' have long been messages associated with the events of the Shoah. Yet as we attempt to learn from the past, we must find new ways to engage with its memories. The preservation of the culture and the value of tradition are critical factors in Jane Yolen's works of Holocaust fiction, The Devil's Arithmetic and Mapping the Bones, emphasized through the importance of remembering. That word, in its multitude of forms (remember, remembering, memories), occurs no less than ten times in the first four pages and over one hundred times in the one hundred and sixty-four-page narrative The Devil’s Arithmetic. While Yolen takes a different approach to showcasing the importance of memory in Mapping the Bones, it is of equal import in this work and arguably to the future of Holocaust knowing. The idea of remembering, the desire to remember, and the ability to remember, are explored in three divergent ways in The Devil’s Arithmetic. First, in the importance to remember a past which is not her own – to understand history or acquired memories. Second, in the protagonist's actual or initial memories, those of her life in modern-day New York. Third, in a reverse mode of forgetting and trying to reacquire that which has been lost -- as Hannah is processed in the camp and she forgets everything, all worlds prior to the camp are lost to her. As numbers replace names, Yolen stresses the importance of self-identity or owned memories. In addition, the importance of relaying memory, the transitions of memory from perspective, and the ideas of reflective telling are explored in Mapping the Bones -- through the telling of the story through the lens of one of the twins as the events are unfolding; and then the through the reflective telling from the lens of the other twin. Parallel to the exploration of the intersemiosis of memory is the discussion of literary shadows (foreshadowing, backshadowing, and side-shadowing) and their impact on the reader's experience with Yolen's narrative. For in this type of exploration, one cannot look at the events described in Yolen's work and not also contemplate the figurative shadows cast. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=holocaust%20literature" title="holocaust literature">holocaust literature</a>, <a href="https://publications.waset.org/abstracts/search?q=memory" title=" memory"> memory</a>, <a href="https://publications.waset.org/abstracts/search?q=narrative" title=" narrative"> narrative</a>, <a href="https://publications.waset.org/abstracts/search?q=Yolen" title=" Yolen"> Yolen</a> </p> <a href="https://publications.waset.org/abstracts/81302/shadows-and-symbols-the-tri-level-importance-of-memory-in-jane-yolens-the-devils-arithmetic-and-soon-to-be-published-mapping-the-bones" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81302.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">237</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">35</span> Meta-Instruction Theory in Mathematics Education and Critique of Bloom’s Theory</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdollah%20Aliesmaeili">Abdollah Aliesmaeili</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research is to present a different perspective on the basic math teaching method called meta-instruction, which reverses the learning path. Meta-instruction is a method of teaching in which the teaching trajectory starts from brain education into learning. This research focuses on the behavior of the mind during learning. In this method, students are not instructed in mathematics, but they are educated. Another goal of the research is to "criticize Bloom's classification in the cognitive domain and reverse it", because it cannot meet the educational and instructional needs of the new generation and "substituting math education instead of math teaching". This is an indirect method of teaching. The method of research is longitudinal through four years. Statistical samples included students ages 6 to 11. The research focuses on improving the mental abilities of children to explore mathematical rules and operations by playing only with eight measurements (any years 2 examinations). The results showed that there is a significant difference between groups in remembering, understanding, and applying. Moreover, educating math is more effective than instructing in overall learning abilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=applying" title="applying">applying</a>, <a href="https://publications.waset.org/abstracts/search?q=Bloom%27s%20taxonomy" title=" Bloom's taxonomy"> Bloom's taxonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=brain%20education" title=" brain education"> brain education</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20teaching%20method" title=" mathematics teaching method"> mathematics teaching method</a>, <a href="https://publications.waset.org/abstracts/search?q=meta-instruction" title=" meta-instruction"> meta-instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=remembering" title=" remembering"> remembering</a>, <a href="https://publications.waset.org/abstracts/search?q=starmath%20method" title=" starmath method"> starmath method</a>, <a href="https://publications.waset.org/abstracts/search?q=understanding" title=" understanding"> understanding</a> </p> <a href="https://publications.waset.org/abstracts/191148/meta-instruction-theory-in-mathematics-education-and-critique-of-blooms-theory" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/191148.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">23</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">34</span> Post-Islamic Utopias, Contentious Memory and the Revolutionary Mobilization in Iran</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saeed%20Saffar-Heidari">Saeed Saffar-Heidari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article aims to study the recent Iranian national uprising of “Women, Life, Freedom” as a site of memory which renders the political possibility of imagining the post-Islamic futures in Iran. “Women, Life, Freedom” movement in Iran has been arguably the most pervasive social movement since the Islamic Revolution (1979) as it has posed serious issues and conflicts for the present Islamic state in Iran. The core argument of this article, however, is oriented toward the critical role of collective memory as a means of political transition and revolutionary mobilization. “Women, Life, Freedom” movement, among other things, has revitalized the popular binary opposition of pre-1979 and post-1979 Iran through which the Ancien Régime or the pre-1979 era is likely to be interpreted, read, and remembered in terms of present post-1979 cultural and political demands. As remembering involves everyday participation in shaping and reshaping the past through new codes, criteria, and values, it is argued that the presentist refashioning and remembering of the pre-1979 monarchical era has been one of the major facilitatory forces for the on-going revolutionary mobilization in Iran. The construction of the pre-1979 memory and the return of the dynastic specter has played a significant role in revolutionary mobilization as it has provided the protesters with the possible perspectives of post-Islamic regime in Iran. Additionally, the question of compulsory “Hijab” (veiling) as the prime mover of "Women, Life, Freedom” movement in Iran has strongly contributed to the everyday comparative discourse of pre/post 1979 memory. According to this presentist remembering of pre-1979, the Pahlavi dynasty would be conceived as a symbol of modernization, westernization, secularization, and non-compulsory Hijab. While the memory of the pre-revolutionary Iran is genuinely an imaginative as well as a constructed entity that finally culminates in the public condemnation of the very Islamic revolution (1979), it serves the enrichment of the Iranian political imagination as it paves the ways for the revolutionary mobilization and then the overthrowing of the Islamic regime in Iran. This article makes a case for the ways that the public narrative and discourse around the Islamic regime (especially the Islamic Hijab) led to the refashioning of the memory of pre-1979 era and inspired he revolutionary mobilization in Iran. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=post-islamic" title="post-islamic">post-islamic</a>, <a href="https://publications.waset.org/abstracts/search?q=utopias" title=" utopias"> utopias</a>, <a href="https://publications.waset.org/abstracts/search?q=memory" title=" memory"> memory</a>, <a href="https://publications.waset.org/abstracts/search?q=revolutionary" title=" revolutionary"> revolutionary</a>, <a href="https://publications.waset.org/abstracts/search?q=mobilization" title=" mobilization"> mobilization</a>, <a href="https://publications.waset.org/abstracts/search?q=Iran" title=" Iran"> Iran</a> </p> <a href="https://publications.waset.org/abstracts/165409/post-islamic-utopias-contentious-memory-and-the-revolutionary-mobilization-in-iran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165409.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">120</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">33</span> Evaluating the Effectiveness of Critical Thinking Skills on Job Performance among Neonatal Nurses: A Cross-Sectional Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mehrdad%20Akbarzadeh">Mehrdad Akbarzadeh</a>, <a href="https://publications.waset.org/abstracts/search?q=Afsaneh%20Abrisham"> Afsaneh Abrisham</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Critical thinking skills are crucial for nurses, particularly those working in neonatal care, where quick and informed decision-making is essential. This study aims to evaluate the effectiveness of critical thinking skills on job performance among neonatal nurses. Methods: A cross-sectional study was conducted with 450 neonatal nurses from a hospital in Mashhad. Participants were assessed using the Critical Thinking Questionnaire (CThQ) to measure their critical thinking abilities across various subscales, including Analyzing, Evaluating, Creating, Remembering, Understanding, and Applying. Additionally, a custom Job Performance Checklist completed by supervising nurses, was used to evaluate job performance across several dimensions. Data were collected and analyzed using SPSS V.23. Correlation analysis was conducted to determine the relationship between critical thinking skills and job performance. Results: The mean age of the nurses was 33.46 ± 14.2 years, with 79.15% being female. The nurses demonstrated high proficiency in critical thinking, with notable scores in the Creating (23.98 ± 4.8), Applying (17.35 ± 3.2), and Evaluating (16.67 ± 3.4) subscales. The results indicate a significant positive correlation between several critical thinking subscales and job performance. The Creating subscale exhibited the strongest correlation (R = 0.79, p < 0.001), followed by Overall CThQ (R = 0.68, p = 0.039) and Evaluating (R = 0.67, p = 0.041). Analyzing (R = 0.45, p = 0.013) and Understanding (R = 0.41, p = 0.015) also showed significant correlations with job performance. Remembering (R = 0.29, p = 0.061) and Applying (R = 0.43, p = 0.057) were not significantly correlated with job performance. Conclusion: The findings indicate that critical thinking skills, especially in creating and evaluating, are strongly associated with job performance in neonatal nurses. Enhancing these skills through targeted training programs could improve job performance, particularly in decision-making and time management. This study underscores the importance of critical thinking in neonatal care and its impact on nursing efficacy and patient outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title="critical thinking">critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20performance" title=" job performance"> job performance</a>, <a href="https://publications.waset.org/abstracts/search?q=neonatal%20nurses" title=" neonatal nurses"> neonatal nurses</a>, <a href="https://publications.waset.org/abstracts/search?q=healthcare%20quality" title=" healthcare quality"> healthcare quality</a> </p> <a href="https://publications.waset.org/abstracts/188469/evaluating-the-effectiveness-of-critical-thinking-skills-on-job-performance-among-neonatal-nurses-a-cross-sectional-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188469.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">23</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">32</span> Electroencephalography Correlates of Memorability While Viewing Advertising Content</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Victor%20N.%20Anisimov">Victor N. Anisimov</a>, <a href="https://publications.waset.org/abstracts/search?q=Igor%20E.%20Serov"> Igor E. Serov</a>, <a href="https://publications.waset.org/abstracts/search?q=Ksenia%20M.%20Kolkova"> Ksenia M. Kolkova</a>, <a href="https://publications.waset.org/abstracts/search?q=Natalia%20V.%20Galkina"> Natalia V. Galkina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The problem of memorability of the advertising content is closely connected with the key issues of neuromarketing. The memorability of the advertising content contributes to the marketing effectiveness of the promoted product. Significant directions of studying the phenomenon of memorability are the memorability of the brand (detected through the memorability of the logo) and the memorability of the product offer (detected through the memorization of dynamic audiovisual advertising content - commercial). The aim of this work is to reveal the predictors of memorization of static and dynamic audiovisual stimuli (logos and commercials). An important direction of the research was revealing differences in psychophysiological correlates of memorability between static and dynamic audiovisual stimuli. We assumed that static and dynamic images are perceived in different ways and may have a difference in the memorization process. Objective methods of recording psychophysiological parameters while watching static and dynamic audiovisual materials are well suited to achieve the aim. The electroencephalography (EEG) method was performed with the aim of identifying correlates of the memorability of various stimuli in the electrical activity of the cerebral cortex. All stimuli (in the groups of statics and dynamics separately) were divided into 2 groups – remembered and not remembered based on the results of the questioning method. The questionnaires were filled out by survey participants after viewing the stimuli not immediately, but after a time interval (for detecting stimuli recorded through long-term memorization). Using statistical method, we developed the classifier (statistical model) that predicts which group (remembered or not remembered) stimuli gets, based on psychophysiological perception. The result of the statistical model was compared with the results of the questionnaire. Conclusions: Predictors of the memorability of static and dynamic stimuli have been identified, which allows prediction of which stimuli will have a higher probability of remembering. Further developments of this study will be the creation of stimulus memory model with the possibility of recognizing the stimulus as previously seen or new. Thus, in the process of remembering the stimulus, it is planned to take into account the stimulus recognition factor, which is one of the most important tasks for neuromarketing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=memory" title="memory">memory</a>, <a href="https://publications.waset.org/abstracts/search?q=commercials" title=" commercials"> commercials</a>, <a href="https://publications.waset.org/abstracts/search?q=neuromarketing" title=" neuromarketing"> neuromarketing</a>, <a href="https://publications.waset.org/abstracts/search?q=EEG" title=" EEG"> EEG</a>, <a href="https://publications.waset.org/abstracts/search?q=branding" title=" branding"> branding</a> </p> <a href="https://publications.waset.org/abstracts/91017/electroencephalography-correlates-of-memorability-while-viewing-advertising-content" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91017.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">251</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">31</span> Abilitest Battery: Presentation of Tests and Psychometric Properties</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sylwia%20Sumi%C5%84ska">Sylwia Sumińska</a>, <a href="https://publications.waset.org/abstracts/search?q=%C5%81ukasz%20Kapica"> Łukasz Kapica</a>, <a href="https://publications.waset.org/abstracts/search?q=Grzegorz%20Szczepa%C5%84ski"> Grzegorz Szczepański</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Cognitive skills are a crucial part of everyday functioning. Cognitive skills include perception, attention, language, memory, executive functions, and higher cognitive skills. With the aging of societies, there is an increasing percentage of people whose cognitive skills decline. Cognitive skills affect work performance. The appropriate diagnosis of a worker’s cognitive skills reduces the risk of errors and accidents at work which is also important for senior workers. The study aimed to prepare new cognitive tests for adults aged 20-60 and assess the psychometric properties of the tests. The project responds to the need for reliable and accurate methods of assessing cognitive performance. Computer tests were developed to assess psychomotor performance, attention, and working memory. Method: Two hundred eighty people aged 20-60 will participate in the study in 4 age groups. Inclusion criteria for the study were: no subjective cognitive impairment, no history of severe head injuries, chronic diseases, psychiatric and neurological diseases. The research will be conducted from February - to June 2022. Cognitive tests: 1) Measurement of psychomotor performance: Reaction time, Reaction time with selective attention component; 2) Measurement of sustained attention: Visual search (dots), Visual search (numbers); 3) Measurement of working memory: Remembering words, Remembering letters. To assess the validity and the reliability subjects will perform the Vienna Test System, i.e., “Reaction Test” (reaction time), “Signal Detection” (sustained attention), “Corsi Block-Tapping Test” (working memory), and Perception and Attention Test (TUS), Colour Trails Test (CTT), Digit Span – subtest from The Wechsler Adult Intelligence Scale. Eighty people will be invited to a session after three months aimed to assess the consistency over time. Results: Due to ongoing research, the detailed results from 280 people will be shown at the conference separately in each age group. The results of correlation analysis with the Vienna Test System will be demonstrated as well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aging" title="aging">aging</a>, <a href="https://publications.waset.org/abstracts/search?q=attention" title=" attention"> attention</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20skills" title=" cognitive skills"> cognitive skills</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20tests" title=" cognitive tests"> cognitive tests</a>, <a href="https://publications.waset.org/abstracts/search?q=psychomotor%20performance" title=" psychomotor performance"> psychomotor performance</a>, <a href="https://publications.waset.org/abstracts/search?q=working%20memory" title=" working memory"> working memory</a> </p> <a href="https://publications.waset.org/abstracts/148384/abilitest-battery-presentation-of-tests-and-psychometric-properties" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148384.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">105</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">30</span> A Survey on Smart Security Mechanism Using Graphical Passwords</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aboli%20Dhanavade">Aboli Dhanavade</a>, <a href="https://publications.waset.org/abstracts/search?q=Shweta%20Bhimnath"> Shweta Bhimnath</a>, <a href="https://publications.waset.org/abstracts/search?q=Rutuja%20Jumale"> Rutuja Jumale</a>, <a href="https://publications.waset.org/abstracts/search?q=Ajay%20Nadargi"> Ajay Nadargi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Security to any of our personal thing is our most basic need. It is not possible to directly apply that standard Human-computer—interaction approaches. Important usability goal for authentication system is to support users in selecting best passwords. Users often select text-passwords that are easy to remember, but they are more open for attackers to guess. The human brain is good in remembering pictures rather than textual characters. So the best alternative is being designed that is Graphical passwords. However, Graphical passwords are still immature. Conventional password schemes are also vulnerable to Shoulder-surfing attacks, many shoulder-surfing resistant graphical passwords schemes have been proposed. Next, we have analyzed the security and usability of the proposed scheme, and show the resistance of the proposed scheme to shoulder-surfing and different accidental logins. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=shoulder-surfing" title="shoulder-surfing">shoulder-surfing</a>, <a href="https://publications.waset.org/abstracts/search?q=security" title=" security"> security</a>, <a href="https://publications.waset.org/abstracts/search?q=authentication" title=" authentication"> authentication</a>, <a href="https://publications.waset.org/abstracts/search?q=text-passwords" title=" text-passwords"> text-passwords</a> </p> <a href="https://publications.waset.org/abstracts/43659/a-survey-on-smart-security-mechanism-using-graphical-passwords" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43659.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">362</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">29</span> Freud’s Theories: Lie or a Symbolism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aakriti%20Lohiya">Aakriti Lohiya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sigmund Freud’s clinical theories were deeply influenced by his childhood and his environment before his exile in England. In this article, the author illuminates his different works and the metaphors in them. The clinical relevance of Freud’s theories is much disputed and chatted but rarely has any psychoanalytic writing touched upon the way in which his theories are linked with life experiences. Exploring the metaphors in Freud’s theories will take us into the uncharted paths of how the experience of life events meets experience in the clinic. A sincere and critical reflection of the ideas proposed by Freud would certainly help us to locate its unfamiliar stages. Many of his theories and ideas attempted to create contact with his early childhood experiences. Freud was Jewish by birth but atheist by nature, which was reflected in many of his theories. The ways in which Freud theorizes the psychosexual development of a being and many of his mammoth theories are elucidated in this study. On the other hand, some of his ideas remain a challenge, which requires remembering, restating, and functioning through the clinical and mystical elements in his writing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sigmund%20freud" title="sigmund freud">sigmund freud</a>, <a href="https://publications.waset.org/abstracts/search?q=exile" title=" exile"> exile</a>, <a href="https://publications.waset.org/abstracts/search?q=psychoanalytic%20theory" title=" psychoanalytic theory"> psychoanalytic theory</a>, <a href="https://publications.waset.org/abstracts/search?q=metaphor" title=" metaphor"> metaphor</a>, <a href="https://publications.waset.org/abstracts/search?q=psychosexual%20theory" title=" psychosexual theory"> psychosexual theory</a> </p> <a href="https://publications.waset.org/abstracts/174060/freuds-theories-lie-or-a-symbolism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174060.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">70</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">28</span> The Use of English Quantifiers in Writing: A Case Study of the NCE I Students of the Federal College of Education, Kano, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hadiza%20Lawan%20Ismail">Hadiza Lawan Ismail</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Academic writing in Nigeria is fraught with a lot of grammatical errors which brings backward to education specifically at the tertiary institution level. This paper deals with the use of English quantifiers in academic writing, with particular emphasis on the use of ‘MANY.’ NCEI students of the Federal College of Education, Kano were used as the case study. The paper attempts to highlight the problems that arise due to incorrect use of quantifiers as well as identifying the causes of difficulties in the use of English quantifiers by some NCE1 students. To achieve this objective, the data was collected through sentence writing test by testing the students’ use of quantifiers, using only one quantifier as the variable of the study, which is MANY. In analyzing the data, the sentence writing tests are analyzed item by item and the scores of the correct responses as well as the wrong responses are converted into percentage forms. The findings revealed that students have difficulty in remembering and grasping the grammatical restrictions that control the use of English quantifiers specifically MANY; mother tongue also affects the use of quantifiers by some NCE1 students to the extent that they use one word to represent about three or four English quantifiers. The causes of difficulty in the use of English quantifiers by the students are attributed to poor background and inadequate use of English language and quantifiers, because we cannot use quantifiers alone and get the desired meaning without putting them in a sentence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20writing" title="academic writing">academic writing</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20quantifiers" title=" English quantifiers"> English quantifiers</a>, <a href="https://publications.waset.org/abstracts/search?q=grammatical%20restrictions" title=" grammatical restrictions"> grammatical restrictions</a>, <a href="https://publications.waset.org/abstracts/search?q=tertiary%20institution%20students" title=" tertiary institution students"> tertiary institution students</a> </p> <a href="https://publications.waset.org/abstracts/42458/the-use-of-english-quantifiers-in-writing-a-case-study-of-the-nce-i-students-of-the-federal-college-of-education-kano-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42458.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">355</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">27</span> Cultural Influence on Social Cognition in Social and Educational Psychology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mbah%20Fidelix%20Njong">Mbah Fidelix Njong</a>, <a href="https://publications.waset.org/abstracts/search?q=Sabi%20Emile%20Forkwa"> Sabi Emile Forkwa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social cognition is an aspect of social psychology that focuses on how people process, store and apply information about others and social situations. It lay emphasis on how cognitive processes play in our social interactions. In this article, we try to show how culture can influence our ways of thinking about others, how we feel and interact with the world around us. Social cognitive processes involve perceiving people and how we learn about the people around us. It concerns the mental processes of remembering, thinking and attending to other people with different cultural backgrounds and how we attend to certain information about the world. Especially in an educational setting, students’ learning processes are most often than not influenced by their cultural background. We can also talk of social schemas. That’s people’s mental representation of social patterns and norms. This involves information about the societal role and the expectations of individuals within a group. These cognitive processes can also be influence by culture. There are important cultural differences in social cognition. In any social situation, two individuals may have different interpretations. Each person brings in a unique background of experiences, knowledge, social influence, feelings and cultural variations. Cultural differences can also affect how people interpret social situations. The same social behavior in one cultural setting might have completely different meaning and interpretation if observed or applied in another culture. However, as people interpret behaviors and bring out meaning from the interpretations, they act based on their beliefs about situations they are confronted with. This helps to reinforce and reproduce the cultural norms that influence their social cognition. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20cognition" title="social cognition">social cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20schema" title=" social schema"> social schema</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20influence" title=" cultural influence"> cultural influence</a>, <a href="https://publications.waset.org/abstracts/search?q=psychology" title=" psychology"> psychology</a> </p> <a href="https://publications.waset.org/abstracts/172627/cultural-influence-on-social-cognition-in-social-and-educational-psychology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172627.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">92</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">26</span> The Effects of Emotional Working Memory Training on Trait Anxiety</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gabrielle%20Veloso">Gabrielle Veloso</a>, <a href="https://publications.waset.org/abstracts/search?q=Welison%20Ty"> Welison Ty</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Trait anxiety is a pervasive tendency to attend to and experience fears and worries to a disproportionate degree, across various situations. This study sought to determine if participants who undergo emotional working memory training will have significantly lower scores on the trait anxiety scales post-intervention. The study also sought to determine if emotional regulation mediated the relationship between working memory training and trait anxiety. Forty-nine participants underwent 20 days of computerized emotional working memory training called Emotional Dual n-back, which involves viewing a continuous stream of emotional content on a grid, and then remembering the location and color of items presented on the grid. Participants of the treatment group had significantly lower trait anxiety compared to controls post-intervention. Mediation analysis determined that working memory training had no significant relationship to anxiety as measured by the Beck’s Anxiety Inventory-Trait (BAIT), but was significantly related to anxiety as measured by form Y2 of the Spielberger State-Trait Anxiety Inventory (STAI-Y2). Emotion regulation, as measured by the Emotional Regulation Questionnaire (ERQ), was found not to mediate between working memory training and trait anxiety reduction. Results suggest that working memory training may be useful in reducing psychoemotional symptoms rather than somatic symptoms of trait anxiety. Moreover, it proposes for future research to further look into the mediating role of emotion regulation via neuroimaging and the development of more comprehensive measures of emotion regulation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anxiety" title="anxiety">anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion%20regulation" title=" emotion regulation"> emotion regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=working-memory" title=" working-memory"> working-memory</a>, <a href="https://publications.waset.org/abstracts/search?q=working-memory%20training" title=" working-memory training"> working-memory training</a> </p> <a href="https://publications.waset.org/abstracts/124425/the-effects-of-emotional-working-memory-training-on-trait-anxiety" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/124425.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">151</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">25</span> Disclosure in the Defence of Sexual Assault</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tony%20Zipp">Tony Zipp</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper will identify developments in the law in British Columbia, Canada, to disclosure to be provided to the defense in cases of sexual misconduct and sexual assault. Disclosure is the keystone to providing a full and robust defense to such charges. The investigation of sexual misconduct and sexual assault involving children usually involves multiple government agencies. This includes child welfare agencies, police and other social service participants. This paper will examine situations in which Courts have ordered disclosure of material from non-police agencies in criminal cases of charges of sexual assault when that material is ‘obviously relevant’ to the charges to enable the defense to present full answer and defense to the charges. The methodology of the oral presentation/paper will be a case analysis of decisions of the Supreme Court of British Columbia, the British Columbia Court of Appeal and the Supreme Court of Canada in the area of disclosure to the defense in criminal trials, including those for sexual assault and sexual misconduct. The emphasis will be on the decisions that expand the disclosure available. The robust defense of these charges is significant to the rule of law as it engenders public confidence in the Judicial system by remembering to protect the innocent while prosecuting these allegations. As such, disclosure is fundamental to human rights and human security. Human rights and human security cannot exclusively be confined to alleged victims but must also protect the rights of those charged to a fair Judicial process. This oral presentation/paper will illustrate that fulsome disclosure enhances the rule of law and law enforcement rather than hinders the prosecution of charges. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=defence" title="defence">defence</a>, <a href="https://publications.waset.org/abstracts/search?q=law" title=" law"> law</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20rights" title=" human rights"> human rights</a>, <a href="https://publications.waset.org/abstracts/search?q=sexual%20assault" title=" sexual assault"> sexual assault</a>, <a href="https://publications.waset.org/abstracts/search?q=sexual%20misconduct" title=" sexual misconduct"> sexual misconduct</a> </p> <a href="https://publications.waset.org/abstracts/189376/disclosure-in-the-defence-of-sexual-assault" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189376.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">24</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24</span> Gaining Insight into Body Esteem through Time Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anthony%20Schmiedeler">Anthony Schmiedeler</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Reliable measurements for body esteem and time perspective have been constructed to acquire additional knowledge into these two distinct and personal domains of individuals. The Body Esteem Scale (BES) assesses the multidimensional body self-esteems of males and females and produces a particular score. A higher BES score indicates an individual has strong positive feelings relating to particular aspects of the individual’s body. The Zimbardo Time Perspective Inventory (ZTPI) measures individuals’ time perspectives and identifies their dominant time perspective profiles. Higher scores in a time perspective profile, such as Past Positive (i.e., nostalgically remembering the past), suggest an individuals’ inclination toward that specific way of orienting oneself with respect to time. Both scales rely on measurements that are similarly grounded in personality traits and reveal valuable insight into individuals’ personalities. Studying the two scales could provide insight into a possible relationship and allow for a better comprehension and more nuanced understanding of the utilities of the instruments. In a completed study, 69 adults completed both the ZTPI and BES. Analyses show that adult females’ higher BES scores positively correlate with higher scores of the Past Positive and Present Hedonistic time perspective profiles of the ZTPI. Male participants also had higher overall BES scores positively correlate with the Present Hedonistic profile in addition to the Positive Future time perspective profile. The results of this study suggest that individuals with certain body esteem scores have a pattern of corresponding with certain time orientations. These correlations could help in explaining the rationales behind individuals’ varying levels of body esteem. With a foundation for better understanding of body esteem by incorporating these time perspectives, future research could be conducted to develop instruments that more accurately reflect individuals’ body esteem measurements. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=BES" title="BES">BES</a>, <a href="https://publications.waset.org/abstracts/search?q=body%20esteem" title=" body esteem"> body esteem</a>, <a href="https://publications.waset.org/abstracts/search?q=time%20perspective" title=" time perspective"> time perspective</a>, <a href="https://publications.waset.org/abstracts/search?q=ZTPI" title=" ZTPI"> ZTPI</a> </p> <a href="https://publications.waset.org/abstracts/83142/gaining-insight-into-body-esteem-through-time-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83142.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">123</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">23</span> The Effect of the COVID-19 on Alzheimer’s Disease</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ay%C5%9Fe%20Defne%20%C3%96z">Ayşe Defne Öz</a>, <a href="https://publications.waset.org/abstracts/search?q=%C3%96zlem%20Bozkurt"> Özlem Bozkurt</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Alzheimer's Disease (AD) is counted as one of the most important global health problems and the main cause of dementia. The term dementia refers to a wide spectrum of disorders characterized by global, chronic, and generally irreversible cognitive deterioration. It is estimated that %60 % to 80 of the cases of dementia are because of AD. Alzheimer's is a slowly progressive brain disease. The reason for AD is unknown to the author's best knowledge, yet it is one of the topics that is most researched. AD shows the histopathologically abnormal accumulation of the protein beta-amyloid (plague) outside neurons and twisted strands of the protein tau (tangles) inside neurons in the brain. These changes are accompanied by damage to the brain tissue and the death of neurons. AD causes people to have difficulty remembering names or conversations. Some of the later symptoms are difficulty in talking and walking. Alzheimer's Disease is elevated by the illness and mortality of COVID-19. COVID-19 has affected many lives globally and had profound effects on human lives. COVID-19 is caused by SARS-CoV-2, which is a virus that attacks the respiratory and central nervous system and has neuroinvasive potential. More than %80 of COVID-19 patients have ageusia or anosmia, representing the pathognomic features of the disease. Patients with dementia are frail, and with the COVID-19 pandemic, including isolation, cognitive decline may exacerbate. Furthermore, patients with AD can be unable to follow the directions, such as covering their mouth and nose while coughing and can live in nursing homes which makes them more open to being infected. As COVID-19 is highly infectious and its management requires isolation and quarantine, the need for caregivers for AD management conflicts with that of COVID-19 and adds an extra burden on AD patients, caregivers, families, society, and the economy. Due to the entry of SARS-CoV-2 into the central nervous system, inflammation caused by COVID-19, prolonged hospitalization, and delirium, it has been reported that COVID-19 causes many neurological disorders and predisposition to AD. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alzheimer%27s%20disease" title="Alzheimer's disease">Alzheimer's disease</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19" title=" COVID-19"> COVID-19</a>, <a href="https://publications.waset.org/abstracts/search?q=dementia" title=" dementia"> dementia</a>, <a href="https://publications.waset.org/abstracts/search?q=SARS-CoV-2" title=" SARS-CoV-2"> SARS-CoV-2</a> </p> <a href="https://publications.waset.org/abstracts/161071/the-effect-of-the-covid-19-on-alzheimers-disease" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161071.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">76</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22</span> Exploring the Aesthetics of Sexual Violence in Therese Park’s ‘A Gift of the Emperor’: A Brief Study on Korean Comfort Women</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khushboo%20Verma">Khushboo Verma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of rape as a weapon of war has been in existence for as early as the middle ages. Women, during the conflict, have been treated as the spoils of war, a reward for the conquering soldiers granted to them by their superiors which is, arguably, most often overlooked as part of the collateral damage that is unavoidable in conflict zones. Korean-born Therese Park’s first novel, A Gift of the Emperor (1997), describes one such atrocious incidence wherein she highlights the active role the Japanese military played in procuring and condoning trafficking of women, who were euphemistically referred to as ‘comfort women’, for prostitution during World War II. This paper thus aims to look at the remembering and reckonings of these women, which fueled a range of creative gestures in the artistic representations and knowledge production by Korean American artists and writers. The essay divides into three parts wherein first it tries to highlight the relationship of the state and the self in relation to the ‘comfort women’ as to who bears the onus of the exploitation of these women, or the responsibility for the redressal with the present-day notions of human rights as studied through Ueno Chizuko’s ‘The Politics of Memory: Nation, Individual and Self’ (1999). There are several narratological elements of the text that are of interest here which shall be viewed and analysed throughout the paper as well. The second part of the paper talks about the aesthetics of rape and sexual violence as represented or (mis)represented by Park in her novel as she attempts to give voice to the victim and retain her and her suffering as the central focus of the narrative. Finally, the third part of the novel explores as well as places the novel in the context of debates over the highly contested issue of ‘comfort women’ and the actual ‘comfort women’ survivors’ testimonies. For this purpose, the present study focuses on Dori Laub’s ‘Truth and Testimony: The Process and the Struggle’ (1991). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Korean%20comfort%20women" title="Korean comfort women">Korean comfort women</a>, <a href="https://publications.waset.org/abstracts/search?q=survivors%E2%80%99%20testimonies" title=" survivors’ testimonies"> survivors’ testimonies</a>, <a href="https://publications.waset.org/abstracts/search?q=sexual%20slavery" title=" sexual slavery"> sexual slavery</a>, <a href="https://publications.waset.org/abstracts/search?q=aesthetics%20of%20sexual%20violence" title=" aesthetics of sexual violence"> aesthetics of sexual violence</a>, <a href="https://publications.waset.org/abstracts/search?q=horrible%20memories" title=" horrible memories"> horrible memories</a> </p> <a href="https://publications.waset.org/abstracts/134633/exploring-the-aesthetics-of-sexual-violence-in-therese-parks-a-gift-of-the-emperor-a-brief-study-on-korean-comfort-women" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/134633.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">159</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">21</span> Consumers Perception of Slogans/ Taglines: A Study of Higher Education Sector in India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Puja%20Mahesh">Puja Mahesh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: A good slogan captures the essence of your brand's promised consumer benefit in one short phrase. A good slogan conjures up positive imagery about your business or your product. A good slogan has the element of immediacy. Immediacy does not necessarily mean that the slogan will inspire consumers to run right out and buy your product. It does mean, however, that your slogan has an immediate cognitive impact. It forces your audience to "stop-and-think" after exposure as a necessary first step toward remembering your slogan promise. A good slogan is memorable and durability. When your slogan promise is occupying prime real estate in the consumer's subconscious, it aids in recall and activates preference for your brand when you want it -when consumers are ready to buy. The objective of current study is to understand the consumer perception of slogans/taglines of higher education sector in India. Design/Methodology/Approach: Survey of 500 consumers (largely comprising of youth) will be done using questionnaire. Universities and institutes will be chosen on the basis of various streams and Credible Rankings. The perception will be taken from the respondents on the basis of scale. Findings: Catchy phrases, rhymes, music, jingles, avatars (visual representations) and unique imagery are just a few of the mnemonic clutter-busting tactics commonly used in slogans to stand apart from the competition and to aid in memory recall. The study will reveal whether it is true that catchy phrases, rhymes, music, jingles, avatars (visual representations) and unique imagery across disciplines and universities help in building stronger brands. It will also be found whether consumers pay more attention to reputation of University/ College or brand identity. Originality/Value: Researcher has not come across any study of Consumer Perception of Slogans/Taglines of Higher Education Brands in India. Also, it would be interesting to understand Consumer Perception of various colleges/streams particularly Management colleges who invest a lot of time in branding exercise. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=consumer%20perception" title="consumer perception">consumer perception</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=slogans" title=" slogans"> slogans</a>, <a href="https://publications.waset.org/abstracts/search?q=taglines" title=" taglines"> taglines</a> </p> <a href="https://publications.waset.org/abstracts/23549/consumers-perception-of-slogans-taglines-a-study-of-higher-education-sector-in-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23549.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">424</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">20</span> Quantification and Evaluation of Tumors Heterogeneity Utilizing Multimodality Imaging</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ramin%20Ghasemi%20Shayan">Ramin Ghasemi Shayan</a>, <a href="https://publications.waset.org/abstracts/search?q=Morteza%20Janebifam"> Morteza Janebifam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Tumors are regularly inhomogeneous. Provincial varieties in death, metabolic action, multiplication and body part are watched. There’s expanding proof that strong tumors may contain subpopulations of cells with various genotypes and phenotypes. These unmistakable populaces of malignancy cells can connect during a serious way and may contrast in affectability to medications. Most tumors show organic heterogeneity1–3 remembering heterogeneity for genomic subtypes, varieties inside the statement of development variables and genius, and hostile to angiogenic factors4–9 and varieties inside the tumoural microenvironment. These can present as contrasts between tumors in a few people. for instance, O6-methylguanine-DNA methyltransferase, a DNA fix compound, is hushed by methylation of the quality advertiser in half of glioblastoma (GBM), adding to chemosensitivity, and improved endurance. From the outset, there includes been specific enthusiasm inside the usage of dissemination weighted imaging (DWI) and dynamic complexity upgraded MRI (DCE-MRI). DWI sharpens MRI to water dispersion inside the extravascular extracellular space (EES) and is wiped out with the size and setup of the cell populace. Additionally, DCE-MRI utilizes dynamic obtaining of pictures during and after the infusion of intravenous complexity operator. Signal changes are additionally changed to outright grouping of differentiation permitting examination utilizing pharmacokinetic models. PET scan modality gives one of a kind natural particularity, permitting dynamic or static imaging of organic atoms marked with positron emanating isotopes (for example, 15O, 18F, 11C). The strategy is explained to a colossal radiation portion, which points of confinement rehashed estimations, particularly when utilized together with PC tomography (CT). At long last, it's of incredible enthusiasm to quantify territorial hemoglobin state, which could be joined with DCE-CT vascular physiology estimation to create significant experiences for understanding tumor hypoxia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=heterogeneity" title="heterogeneity">heterogeneity</a>, <a href="https://publications.waset.org/abstracts/search?q=computerized%20tomography%20scan" title=" computerized tomography scan"> computerized tomography scan</a>, <a href="https://publications.waset.org/abstracts/search?q=magnetic%20resonance%20imaging" title=" magnetic resonance imaging"> magnetic resonance imaging</a>, <a href="https://publications.waset.org/abstracts/search?q=PET" title=" PET"> PET</a> </p> <a href="https://publications.waset.org/abstracts/122895/quantification-and-evaluation-of-tumors-heterogeneity-utilizing-multimodality-imaging" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122895.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">146</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19</span> A Reading Attempt of the Urban Memory of Jordan University of Science and Technology Campus by Cognitive Mapping</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bsma%20Adel%20Bany%20Mohammad">Bsma Adel Bany Mohammad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The University campuses are a small city containing basic city functions such as educational spaces, accommodations, services and transportation. They are spaces of functional and social life with different activities, different occupants. The campus designed and transformed like cities so both experienced and memorized in same way. Campus memory is the ability of individuals to maintain and reveal the spatial components of designed physical spaces, which form the understandings, experiences, sensations of the environment in all. ‘Cognitive mapping’ is used to decode the physical interaction and emotional relationship between individuals and the city; Cognitive maps are created graphically using geometric and verbal elements on paper by remembering the images of the Urban Environment. In this study, to determine the emotional urban identity belonging to Jordan University of science and technology Campus, architecture students Asked to identify the areas they interact with in the campus by drawing a cognitive map. ‘Campus memory items’ are identified by analyzing the cognitive maps of the campus, then the spatial identity result of such data. The analysis based on the five basic elements of Lynch: paths, districts, edges, nodes, and landmarks. As a result of this analysis, it found that Spatial Identity constructed by the shared elements of the maps. The memory of most students listed the gates structure- which is a large desirable structure, located at the main entrances within the campus defined as major landmarks, then the square spaces defined as nodes, in addition to both stairs and corridors defined as paths. Finally, the districts, edges of educational buildings and service spaces are listed correspondingly in cognitive maps. Findings suggest that the spatial identity of the campus design is related mainly to the gates structures, squares and stairs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20maps" title="cognitive maps">cognitive maps</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20campus" title=" university campus"> university campus</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20memory" title=" urban memory"> urban memory</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a> </p> <a href="https://publications.waset.org/abstracts/92995/a-reading-attempt-of-the-urban-memory-of-jordan-university-of-science-and-technology-campus-by-cognitive-mapping" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92995.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">148</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18</span> 'I Broke the Line Back to the Ancient Ones': Rethinking Intersectional Theory through Wounded Histories in Once Were Warriors (1994) and Whale Rider (2002). </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kerry%20Mackereth">Kerry Mackereth</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Kimberle Crenshaw’s theory of intersectionality has become immensely influential in the fields of women’s and gender studies. However, intersectionality’s widespread use among feminist scholars and activists has been accompanied by critiques of its reliance upon subject categorization. These critiques are of particular import when connected to Wendy Brown’s characterization of identity politics as static 'wounded attachments'. Together, these critiques show how the gridlock model proposed by intersectionality’s primary metaphor, the traffic accident at the intersection, is useful for identifying discrimination but not for remembering historical injustices or imagining feminist and anti-racist resistance. Through the lens of New Zealand Maori film, focusing upon Once Were Warriors (1994) and Whale Rider (2002), this article examines how wounded histories need not be passively reproduced by contemporaneously oppressed groups. Instead, the metaphor of the traffic intersection should be complemented by the metaphor of the wound. Against Brown’s characterization of wounded attachments as negative, static identities, Gloria Anzaldua’s account of the borderland between the United States and Mexico as “una herida abierta”, an open wound, offers an alternative reading of the wound. Through Anzaldua’s and Hortense Spillers’ political thought, the wound is reconceptualized as not only a site of suffering but also as a regenerative space. The coexistence of deterioration and regeneration at the site of the wound underpins the narrative arc of both Once Were Warriors and Whale Rider. In both films, the respective child protagonists attempt to reconcile the pain of wounded histories with the imagination of cultural regeneration. The metaphor of the wound thus serves as an alternative theoretical resource for mapping experiences of oppression, one that enriches feminist theory by balancing the remembrance of historical grievance with the forging of hopeful political projects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gender%20theory" title="gender theory">gender theory</a>, <a href="https://publications.waset.org/abstracts/search?q=historical%20grievance" title=" historical grievance"> historical grievance</a>, <a href="https://publications.waset.org/abstracts/search?q=intersectionality" title=" intersectionality"> intersectionality</a>, <a href="https://publications.waset.org/abstracts/search?q=New%20Zealand%20film" title=" New Zealand film"> New Zealand film</a>, <a href="https://publications.waset.org/abstracts/search?q=postcolonialism" title=" postcolonialism"> postcolonialism</a> </p> <a href="https://publications.waset.org/abstracts/89856/i-broke-the-line-back-to-the-ancient-ones-rethinking-intersectional-theory-through-wounded-histories-in-once-were-warriors-1994-and-whale-rider-2002" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89856.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">253</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17</span> Just Not Seeing It: Exploring the Relationship between Inattention Blindness and Banner Blindness</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carie%20Cunningham">Carie Cunningham</a>, <a href="https://publications.waset.org/abstracts/search?q=Krsiten%20Lynch"> Krsiten Lynch</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite a viewer’s thought that they may be paying attention, many times they are missing out on their surrounds-- a phenomenon referred to as inattentional blindness. Inattention blindness refers to the failure of an individual to orient their attention to a particular item in their visual field. This well-defined in the psychology literature. Similarly, this phenomenon has been evaluated in media types in advertising. In advertising, not comprehending/remembering items in one’s field of vision is known as banner blindness. On the other hand, banner blindness is a phenomenon that occurs when individuals habitually see a banner in a specific area on a webpage, and thus condition themselves to ignore those habitual areas. Another reason that individuals avoid these habitual areas (usually on the top or sides of a webpage) is due to the lack of personal relevance or pertinent information to the viewer. Banner blindness, while a web-based concept, may also relate this inattention blindness. This paper is proposing an analysis of the true similarities and differences between these concepts bridging the two dimensions of thinking together. Forty participants participated in an eye-tracking and post-survey experiment to test attention and memory measures in both a banner blindness and inattention blindness condition. The two conditions were conducted between subjects semi-randomized order. Half of participants were told to search through the content ignoring the advertising banners; the other half of participants were first told to search through the content ignoring the distractor icon. These groups were switched after 5 trials and then 5 more trials were completed. In review of the literature, sustainability communication was found to have many inconsistencies with message production and viewer awareness. For the purpose of this study, we used advertising materials as stimuli. Results suggest that there are gaps between the two concepts and that more research should be done testing these effects in a real world setting versus an online environment. This contributes to theory by exploring the overlapping concepts—inattention blindness and banner blindness and providing the advertising industry with support that viewers can still fall victim to ignoring items in their field of view even if not consciously, which will impact message development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attention" title="attention">attention</a>, <a href="https://publications.waset.org/abstracts/search?q=banner%20blindness" title=" banner blindness"> banner blindness</a>, <a href="https://publications.waset.org/abstracts/search?q=eye%20movement" title=" eye movement"> eye movement</a>, <a href="https://publications.waset.org/abstracts/search?q=inattention%20blindness" title=" inattention blindness"> inattention blindness</a> </p> <a href="https://publications.waset.org/abstracts/48280/just-not-seeing-it-exploring-the-relationship-between-inattention-blindness-and-banner-blindness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48280.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">275</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16</span> Creativity, Formative Assessment and Students’ Writing of Subject-Specific Texts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Per%20Blomqvist">Per Blomqvist</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is part of a larger research project on creativity and writing cultures in upper secondary schools in Sweden, with the purpose of exploring how formative assessment practices can be developed to better support students' writing of subject-specific texts. The purpose of the study is to shed light on how writing has changed over time in the subjects of Social Studies and Swedish, especially regarding changes in the formative assessment practice in relation to students opportunities to take part in creative writing processes that can develop their subject specific-writing. Theoretically, the study is based on concepts and models concerning creativity, writing instructions and formative assessment, especially regarding scaffolding in relation to the development of students' subject-specific writing. The empirical data consists of video recordings of teacher groups' conversations from five upper secondary schools in Sweden, compromising a total of twenty teachers. The conversations were conducted as so-called collective remembering interviews, a method to stimulate the participants' memory through social interaction, and focused on addressing issues on how writing assessment has changed over time. Topic analysis was used to analyze the conversations in order to identify common descriptions and expressions among the teachers in each group. The result highlights two different assessment practices that are described as giving students different opportunities to take part in creative writing processes to develop their writing of subject-specific texts. One of the assessment practices is characterized by teachers focusing on explaining to the students what the grading criteria mean and showing sample texts that correspond to a certain grade. The teachers describe that this assessment practice has led to a formalized, instrumental and product-oriented writing culture that has negative consequences for the student's development of their subject-specific writing, which often lacks independent reasoning, own conclusions and understanding of concepts. The other assessment practice is characterized by students examining text qualities and discussing a variety of sample texts to understand what different texts require. These teachers describe the assessment practice as an exploratory work that leads to more creative writing processes where the students gradually deepen their understanding of subject-specific texts and develop their writing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teaching%20for%20creativity" title="teaching for creativity">teaching for creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20processes" title=" writing processes"> writing processes</a>, <a href="https://publications.waset.org/abstracts/search?q=formative%20assessment" title=" formative assessment"> formative assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=subject-specific%20writing" title=" subject-specific writing"> subject-specific writing</a> </p> <a href="https://publications.waset.org/abstracts/162258/creativity-formative-assessment-and-students-writing-of-subject-specific-texts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162258.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">55</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15</span> Using Mind Map Technique to Enhance Medical Vocabulary Retention for the First Year Nursing Students at a Higher Education Institution</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nguyen%20Quynh%20Trang">Nguyen Quynh Trang</a>, <a href="https://publications.waset.org/abstracts/search?q=Nguy%E1%BB%85n%20Th%E1%BB%8B%20H%C3%B4ng%20Nhung"> Nguyễn Thị Hông Nhung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study aimed to identify the effectiveness of using the mind map technique to enhance students’ medical vocabulary retention among a group of students at a higher education institution - Thai Nguyen University of Medicine and Pharmacy during the first semester of the school year 2022-2023. The research employed a quasi-experimental method, exploring primary sources such as questionnaires and the analyzed results of pre-and-post tests. Almost teachers and students showed high preferences for the implementation of the mind map technique in language teaching and learning. Furthermore, results from the pre-and-post tests between the experimental group and control one pointed out that this technique brought back positive academic performance in teaching and learning English. The research findings revealed that there should be more supportive policies to evoke the use of the mind map technique in a pedagogical context. Aim of the Study: The purpose of this research was to investigate whether using mind mapping can help students to enhance nursing students’ medical vocabulary retention and to assess the students’ attitudes toward using mind mapping as a tool to improve their vocabulary. The methodology of the study: The research employed a quasi-experimental method, exploring primary sources such as questionnaires and the analyzed results of pre-and-post tests. The contribution of the study: The research contributed to the innovation of teaching vocabulary methods for English teachers at a higher education institution. Moreover, the research helped the English teachers and the administrators at a university evoke and maintain the motivation of students not only in English classes but also in other subjects. The findings of this research were beneficial to teachers, students, and researchers interested in using mind mapping to teach and learn English vocabulary. The research explored and proved the effectiveness of applying mind mapping in teaching and learning English vocabulary. Therefore, teaching and learning activities were conducted more and more effectively and helped students overcome challenges in remembering vocabulary and creating motivation to learn English vocabulary. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=medical%20vocabulary%20retention" title="medical vocabulary retention">medical vocabulary retention</a>, <a href="https://publications.waset.org/abstracts/search?q=mind%20map%20technique" title=" mind map technique"> mind map technique</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20students" title=" nursing students"> nursing students</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20vocabulary" title=" medical vocabulary"> medical vocabulary</a> </p> <a href="https://publications.waset.org/abstracts/160648/using-mind-map-technique-to-enhance-medical-vocabulary-retention-for-the-first-year-nursing-students-at-a-higher-education-institution" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160648.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">75</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14</span> Promoting Public Participation in the Digital Memory Project: Experience from My Peking Memory Project(MPMP)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xiaoshuang%20Jia">Xiaoshuang Jia</a>, <a href="https://publications.waset.org/abstracts/search?q=Huiling%20Feng"> Huiling Feng</a>, <a href="https://publications.waset.org/abstracts/search?q=Li%20Niu"> Li Niu</a>, <a href="https://publications.waset.org/abstracts/search?q=Wei%20Hai"> Wei Hai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Led by Humanistic Beijing Studies Center in Renmin University of China, My Peking Memory Project(MPMP) is a long-time digital memory project under guarantee of public participation to enable the cultural and intellectual memory of Beijing to be collected, organized, preserved and promoted for discovery and research. Taking digital memory as a new way, MPMP is an important part of Peking Memory Project(PMP) which is aimed at using digital technologies to protect and (re)present the cultural heritage in Beijing. The key outcome of MPMP is the co-building of a total digital collection of knowledge assets about Beijing. Institutional memories are central to Beijing’s collection and consist of the official published documentary content of Beijing. These have already fall under the archival collection purview. The advances in information and communication technology and the knowledge form social memory theory have allowed us to collect more comprehensively beyond institutional collections. It is now possible to engage citizens on a large scale to collect private memories through crowdsourcing in digital formats. Private memories go beyond official published content to include personal narratives, some of which are just in people’s minds until they are captured by MPMP. One aim of MPMP is to engage individuals, communities, groups or institutions who have formed memories and content about Beijing, and would like to contribute them. The project hopes to build a culture of remembering and it believes ‘Every Memory Matters’. Digital memory contribution was achieved through the development of the MPMP. In reducing barriers to digital contribution and promoting high public Participation, MPMP has taken explored the harvesting of transcribe service for digital ingestion, mobile platform and some off-line activities like holding social forum. MPMP has also cooperated with the ‘Implementation Plan of Support Plan for Growth of Talents in Renmin University of China’ to get manpower and intellectual support. After six months of operation, now MPMP have more than 2000 memories added and 7 Special Memory Collections now online. The work of MPMP has ultimately helped to highlight the important role in safeguarding the documentary heritage and intellectual memory of Beijing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20memory" title="digital memory">digital memory</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20participation" title=" public participation"> public participation</a>, <a href="https://publications.waset.org/abstracts/search?q=MPMP" title=" MPMP"> MPMP</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20heritage" title=" cultural heritage"> cultural heritage</a>, <a href="https://publications.waset.org/abstracts/search?q=collection" title=" collection"> collection</a> </p> <a href="https://publications.waset.org/abstracts/87156/promoting-public-participation-in-the-digital-memory-project-experience-from-my-peking-memory-projectmpmp" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87156.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">169</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13</span> Monitoring Memories by Using Brain Imaging</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Deniz%20Er%C3%A7elen">Deniz Erçelen</a>, <a href="https://publications.waset.org/abstracts/search?q=%C3%96zlem%20Selcuk%20Bozkurt"> Özlem Selcuk Bozkurt</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The course of daily human life calls for the need for memories and remembering the time and place for certain events. Recalling memories takes up a substantial amount of time for an individual. Unfortunately, scientists lack the proper technology to fully understand and observe different brain regions that interact to form or retrieve memories. The hippocampus, a complex brain structure located in the temporal lobe, plays a crucial role in memory. The hippocampus forms memories as well as allows the brain to retrieve them by ensuring that neurons fire together. This process is called “neural synchronization.” Sadly, the hippocampus is known to deteriorate often with age. Proteins and hormones, which repair and protect cells in the brain, typically decline as the age of an individual increase. With the deterioration of the hippocampus, an individual becomes more prone to memory loss. Many memory loss starts off as mild but may evolve into serious medical conditions such as dementia and Alzheimer’s disease. In their quest to fully comprehend how memories work, scientists have created many different kinds of technology that are used to examine the brain and neural pathways. For instance, Magnetic Resonance Imaging - or MRI- is used to collect detailed images of an individual's brain anatomy. In order to monitor and analyze brain functions, a different version of this machine called Functional Magnetic Resonance Imaging - or fMRI- is used. The fMRI is a neuroimaging procedure that is conducted when the target brain regions are active. It measures brain activity by detecting changes in blood flow associated with neural activity. Neurons need more oxygen when they are active. The fMRI measures the change in magnetization between blood which is oxygen-rich and oxygen-poor. This way, there is a detectable difference across brain regions, and scientists can monitor them. Electroencephalography - or EEG - is also a significant way to monitor the human brain. The EEG is more versatile and cost-efficient than an fMRI. An EEG measures electrical activity which has been generated by the numerous cortical layers of the brain. EEG allows scientists to be able to record brain processes that occur after external stimuli. EEGs have a very high temporal resolution. This quality makes it possible to measure synchronized neural activity and almost precisely track the contents of short-term memory. Science has come a long way in monitoring memories using these kinds of devices, which have resulted in the inspections of neurons and neural pathways becoming more intense and detailed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=brain" title="brain">brain</a>, <a href="https://publications.waset.org/abstracts/search?q=EEG" title=" EEG"> EEG</a>, <a href="https://publications.waset.org/abstracts/search?q=fMRI" title=" fMRI"> fMRI</a>, <a href="https://publications.waset.org/abstracts/search?q=hippocampus" title=" hippocampus"> hippocampus</a>, <a href="https://publications.waset.org/abstracts/search?q=memories" title=" memories"> memories</a>, <a href="https://publications.waset.org/abstracts/search?q=neural%20pathways" title=" neural pathways"> neural pathways</a>, <a href="https://publications.waset.org/abstracts/search?q=neurons" title=" neurons"> neurons</a> </p> <a href="https://publications.waset.org/abstracts/161066/monitoring-memories-by-using-brain-imaging" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161066.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">85</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12</span> Barriers and Opportunities in Apprenticeship Training: How to Complete a Vocational Upper Secondary Qualification with Intermediate Finnish Language Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Inkeri%20Jaaskelainen">Inkeri Jaaskelainen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study is to shed light on what is it like to study in apprenticeship training using intermediate (or even lower level) Finnish. The aim is to find out and describe these students' experiences and feelings while acquiring a profession in Finnish as it is important to understand how immigrant background adult learners learn and how their needs could be better taken into account. Many students choose apprenticeships and start vocational training while their language skills in Finnish are still very weak. At work, students should be able to simultaneously learn Finnish and do vocational studies in a noisy, demanding, and stressful environment. Learning and understanding new things is very challenging under these circumstances, and sometimes students get exhausted and experience a lot of stress - which makes learning even more difficult. Students are different from each other, and so are their ways to learn. Both duties at work and school assignments require reasonably good general language skills, and, especially at work, language skills are also a safety issue. The empirical target of this study is a group of students with an immigrant background who studied in various fields with intensive L2 support in 2016–2018 and who by now have completed a vocational upper secondary qualification. The interview material for this narrative study was collected from those who completed apprenticeship training in 2019–2020. The data collection methods used are a structured thematic interview, a questionnaire, and observational data. Interviewees with an immigrant background have an inconsistent cultural and educational background - some have completed an academic degree in their country of origin while others have learned to read and write only in Finland. The analysis of the material utilizes thematic analysis, which is used to examine learning and related experiences. Learning a language at work is very different from traditional classroom teaching. With evolving language skills, at an intermediate level at best, rushing and stressing makes it even more difficult to understand and increases the fear of failure. Constant noise, rapidly changing situations, and uncertainty undermine the learning and well-being of apprentices. According to preliminary results, apprenticeship training is well suited to the needs of an adult immigrant student. In apprenticeship training, students need a lot of support for learning and understanding a new communication and working culture. Stress can result in, e.g., fatigue, frustration, and difficulties in remembering and understanding. Apprenticeship training can be seen as a good path to working life. However, L2 support is a very important part of apprenticeship training, and it indeed helps students to believe that one day they will graduate and even get employed in their new country. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=apprenticeship%20training" title="apprenticeship training">apprenticeship training</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20basic%20degree" title=" vocational basic degree"> vocational basic degree</a>, <a href="https://publications.waset.org/abstracts/search?q=Finnish%20learning" title=" Finnish learning"> Finnish learning</a>, <a href="https://publications.waset.org/abstracts/search?q=wee-being" title=" wee-being"> wee-being</a> </p> <a href="https://publications.waset.org/abstracts/134129/barriers-and-opportunities-in-apprenticeship-training-how-to-complete-a-vocational-upper-secondary-qualification-with-intermediate-finnish-language-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/134129.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">133</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=remembering&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=remembering&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a 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