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study</title> <meta name="description" content="Search results for: naturalistic study"> <meta name="keywords" content="naturalistic study"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="naturalistic study"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 50102</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: naturalistic study</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50102</span> Examining Criminology via Diverse Philosophical Paradigms: Considering the Nomological-Deductive Model of Science versus the Humanistic Tradition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=William%20R.%20Crawley">William R. Crawley</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current paper provides an examination of the primary conceptual and historical foundations leading to contemporary perspectives in criminological theory. This subject area involves the examination of theory that is vast and highly interdisciplinary but must, at its core, consider several postulates. The following areas of consideration will be the focus of this examination: presentation of various definitions of criminology as a discipline and attention to a dialogue which inquires as to whether criminological modes of explanation can be regarded as scientific with respect to focus, methods, and findings – e.g., conceptualization, operationalization, measurement strategies, analytical techniques, etc. Specifically, two opposing philosophical frameworks—naturalistic and anti-naturalistic philosophy—are examined by means of conceptual analysis for their necessary and sufficient conditions. Like all academic disciplines, for practitioners and students of criminology to understand and effectively use insights and discoveries, it is imperative that disciplinary axioms and methodologies are critically scrutinized. This paper provides a primer to this critique. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anti-naturalistic%20philosophy" title="anti-naturalistic philosophy">anti-naturalistic philosophy</a>, <a href="https://publications.waset.org/abstracts/search?q=humanistic%20tradition" title=" humanistic tradition"> humanistic tradition</a>, <a href="https://publications.waset.org/abstracts/search?q=is%20criminology%20a%20science" title=" is criminology a science"> is criminology a science</a>, <a href="https://publications.waset.org/abstracts/search?q=naturalistic%20philosophy" title=" naturalistic philosophy"> naturalistic philosophy</a>, <a href="https://publications.waset.org/abstracts/search?q=nomological-deductive%20model" title=" nomological-deductive model"> nomological-deductive model</a> </p> <a href="https://publications.waset.org/abstracts/166386/examining-criminology-via-diverse-philosophical-paradigms-considering-the-nomological-deductive-model-of-science-versus-the-humanistic-tradition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166386.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">69</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">50101</span> A Priori, Transcendental and Naturalistic Argument: Three Defense Strategies for Realism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=SanXi%20Wu">SanXi Wu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A priori argument is a kind of reductio ad absurdum provided by Colin McGinn on the premise of accepting the basic rules of Dummett. The core part of the theory is to analyze the three joint positions besides realism and make them invalid, thus proving the rationality of the stance of realism. However, this argument strategy is vulnerable to skepticism because it delays the skeptical problem. In addition to McGinn, John Searle offers a linguistic transcendental argument strategy, which regards realism as the comprehensible condition that all normal activities of understanding must assume, while skepticism does not enjoy the same status. However, Searle's transcendental argument does not solve the problem of the relationship between realist presupposition and representational presupposition. Strawson, Hume, Reid, Wittgenstein, and others provide a naturalistic argument for realism. In this argument, realism is either a priori commitment from nature, or our second nature, or even a background belief that is fundamentally immovable. The key to this argument is to provide a quietistic treatment that ultimately invalidates our anti-realist myths. In comparison, the naturalistic argument is a more promising one. In this paper, methods of theoretical analysis and comparative research are used in order to demonstrate that in the face of skepticism, McGinn's a priori strategy and Searle's transcendental strategy are untenable, while Strawson and others' naturalistic strategy may resist the pressure of skepticism and make realism possible. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=a%20priori%20argument" title="a priori argument">a priori argument</a>, <a href="https://publications.waset.org/abstracts/search?q=transcendental%20argument" title=" transcendental argument"> transcendental argument</a>, <a href="https://publications.waset.org/abstracts/search?q=naturalism" title=" naturalism"> naturalism</a>, <a href="https://publications.waset.org/abstracts/search?q=realism" title=" realism"> realism</a>, <a href="https://publications.waset.org/abstracts/search?q=skepticism" title=" skepticism"> skepticism</a> </p> <a href="https://publications.waset.org/abstracts/183268/a-priori-transcendental-and-naturalistic-argument-three-defense-strategies-for-realism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183268.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">50</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">50100</span> Hanna Arendt and Al-Farabi’s Non-Naturalistic Political Philosophy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Hossein%20Badamchi">Mohammad Hossein Badamchi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As Leo Strauss demonstrates in his works, Political Philosophy in the western tradition is an epistemic-naturalistic tradition insofar Hanna Arendt mentioning the deep conflict between philosophy and politics, opposed to be named “political philosopher” prefer the title “political thinker” for herself. In fact, the Western political philosophy’s tendency to derive politics from natural law and epistemic argumentations makes a paradox between the actual “the political” and the theoretical “natural politics” in the western tradition. In this paper, we want to show that Hanna Arendt, in her exploration to find a new realm of the non-naturalistic way of thinking about the political is walking on a completely different tradition of political philosophy which was first established by Al-Farabi, the founder of Islamic political philosophy around thousand years after Greek Philosophy. Despite Aristotelian Polis which is a Natural community based on true natural rationality to reach the natural purposes of mankind, Al-Farabi’s Madine (his reconstructed concept of Aristotelian Polis) is completely constructed against natural cities, which are formulated by necessity logic of natural arguments and natural deception of humanity. In fact, Farabi considers the natural understanding of politics as Ignorant ideologies used by governments to suppress people. Madine in Farabi’s work is not a natural institution but is a collaborative constitution founded by citizens. So despite Aristotelian thinking, here we don’t have just A Polis that is the one true polis, but we have various multiple Madines among one, is virtuous not by definition but by real action of citizens and civil relations. Al-Farabi’s political philosophy is not a Naturalistic-epistemic Political Philosophy but is a Phronetic Political Philosophy which Hanna Arendt wants to establish outside of western contemplative anti-active political philosophy tradition. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=al-farabi" title="al-farabi">al-farabi</a>, <a href="https://publications.waset.org/abstracts/search?q=hanna%20arendt" title=" hanna arendt"> hanna arendt</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20politics" title=" natural politics"> natural politics</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20political" title=" the political"> the political</a>, <a href="https://publications.waset.org/abstracts/search?q=political%20philosophy" title=" political philosophy"> political philosophy</a> </p> <a href="https://publications.waset.org/abstracts/141173/hanna-arendt-and-al-farabis-non-naturalistic-political-philosophy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141173.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">295</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">50099</span> Holistic and Naturalistic Traditions of British Hygiene and Medicine, Reflected in E. W. Lane's Hygienic Medicine, 1859</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Min%20Bae">Min Bae</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Hygiene had traditionally meant ways of healthy and right living. However, the nineteenth century was the time when a gradual shift in medical and hygienic paradigms took place from holism to reductionism. Against this medical and social background, E. W. Lane (MD, Edinburgh, 1853) formulated his own medical philosophies in his book Hydropathy: Or Hygienic Medicine (1859). Until the 1880s when he published his last book on the hygienic medicine, he consistently intended to raise the importance of hygienic holism in medicine, while adopting hydropathy as his main therapeutic measure. Lane’s case reflects the mid-nineteenth century trend in which since the 1840s, the rational and holistic facets in medicine had significantly transferred to hydropathy, which was the most naturalistic healing system in the medical market. Hygiene for Lane was no longer the ancient form of ‘six non-naturals’. He emphasised physiology as the rational grounds for his project of the medicalisation of hygiene. His medical philosophy was profoundly naturalistic and holistic against the opposite trend of the contemporary hygiene and medicine. Conflicting aspects may often be best embodied in persons who stood on the boundaries between inside and outside. Lane’s theories on hygienic medicine did not develop into a new medical system which he believed would reconciliate orthodox medicine and hydropathy of his time had also adopted increasingly reductionist approaches since 1860s. Nevertheless, the naturalistic philosophies and approaches in Lane’s hygienic medicine demonstrates a continuous effort for a theoretical reformulation of hydropathy during its stagnant and declining period to constantly fit into the holistic paradigm of medicine and hygiene. Considering the fact that the nature cure concept in hydropathy and its individualistic approach were succeeded by naturopathy at the end of the century, analysis of Lane’s medical thoughts reveals part of a ‘thin red line’ of naturalism in the battleground between reductionism and holism during the nineteenth century in the history of medicine and hygiene. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=E.%20W.%20Lane" title="E. W. Lane">E. W. Lane</a>, <a href="https://publications.waset.org/abstracts/search?q=hygienic%20medicine" title=" hygienic medicine"> hygienic medicine</a>, <a href="https://publications.waset.org/abstracts/search?q=hydropathy" title=" hydropathy"> hydropathy</a>, <a href="https://publications.waset.org/abstracts/search?q=naturopath" title=" naturopath"> naturopath</a> </p> <a href="https://publications.waset.org/abstracts/89802/holistic-and-naturalistic-traditions-of-british-hygiene-and-medicine-reflected-in-e-w-lanes-hygienic-medicine-1859" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89802.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">334</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">50098</span> Frank Norris’ McTeague: An Entropic Melodrama</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohsen%20Masoomi">Mohsen Masoomi</a>, <a href="https://publications.waset.org/abstracts/search?q=Fazel%20Asadi%20Amjad"> Fazel Asadi Amjad</a>, <a href="https://publications.waset.org/abstracts/search?q=Monireh%20Arvin"> Monireh Arvin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> According to Naturalistic principles, human destiny in the form of blind chance and determinism, entraps the individual, so man is a defenceless creature unable to escape from the ruthless paws of a stoical universe. In Naturalism; nonetheless, melodrama mirrors a conscious alternative with a peculiar function. A typical American Naturalistic character thus cannot be a subject for social criticism of American society since they are not victims of the ongoing virtual slavery, capitalist system, nor of a ruined milieu, but of their own volition, and more importantly, their character frailty. Through a Postmodern viewpoint, each Naturalistic work can encompass some entropic trends and changes culminating in an entire failure and devastation. Frank Norris in <em>McTeague</em> displays the futile struggles of ordinary men and how they end up brutes. <em>McTeague</em> encompasses intoxication, abuse, violation, and ruthless homicides. Norris’ depictions of the falling individual as a demon represent the entropic dimension of Naturalistic novels. McTeague’s defeat is somewhat his own fault, the result of his own blunders and resolution, not the result of sheer accident. Throughout the novel, each character is a kind of insane quester indicating McTeague’s decadence and, by inference, the decadence of Western civilisation. <em>McTeague</em> seems to designate Norris’ solicitude for a community fabricated by the elements of human negative demeanours and conducts hauling acute symptoms of infectious dehumanisation. The aim of this article is to illustrate how one specific negative human disposition gradually, like a running fire, can spread everywhere and burn everything in itself. The author applies the concept of entropy metaphorically to describe the individual devolutions that necessarily comprise community entropy in <em>McTeague</em>, a dying universe. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=animal%20imagery" title="animal imagery">animal imagery</a>, <a href="https://publications.waset.org/abstracts/search?q=entropy" title=" entropy"> entropy</a>, <a href="https://publications.waset.org/abstracts/search?q=Gypsy" title=" Gypsy"> Gypsy</a>, <a href="https://publications.waset.org/abstracts/search?q=melodrama" title=" melodrama"> melodrama</a> </p> <a href="https://publications.waset.org/abstracts/55286/frank-norris-mcteague-an-entropic-melodrama" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55286.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">279</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">50097</span> Evaluation of the Impact of Telematics Use on Young Drivers’ Driving Behaviour: A Naturalistic Driving Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=WonSun%20Chen">WonSun Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=James%20Boylan"> James Boylan</a>, <a href="https://publications.waset.org/abstracts/search?q=Erwin%20Muharemovic"> Erwin Muharemovic</a>, <a href="https://publications.waset.org/abstracts/search?q=Denny%20Meyer"> Denny Meyer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Australia, drivers aged between 18 and 24 remained at high risk of road fatality over the last decade. Despite the successful implementation of the Graduated Licensing System (GLS) that supports young drivers in their early phases of driving, the road fatality statistics for these drivers remains high. In response to these statistics, studies conducted in Australia prior to the start of the COVID-19 pandemic have demonstrated the benefits of using telematics devices for improving driving behaviour, However, the impact of COVID-19 lockdown on young drivers’ driving behaviour has emerged as a global concern. Therefore, this naturalistic study aimed to evaluate and compare the driving behaviour(such as acceleration, braking, speeding, etc.) of young drivers with the adoption of in-vehicle telematics devices. Forty-two drivers aged between 18 and 30 and residing in the Australian state of Victoria participated in this study during the period of May to October 2022. All participants drove with the telematics devices during the first 30-day. At the start of the second 30-day, twenty-one participants were randomised to an intervention group where they were provided with an additional telematics ray device that provided visual feedback to the drivers, especially when they committed to aggressive driving behaviour. The remaining twenty-one participants remined their driving journeys without the extra telematics ray device (control group). Such trustworthy data enabled the assessment of changes in the driving behaviour of these young drivers using a machine learning approach in Python. Results are expected to show participants from the intervention group will show improvements in their driving behaviour compared to those from the control group.Furthermore, the telematics data enable the assessment and quantification of such improvements in driving behaviour. The findings from this study are anticipated to shed some light in guiding the development of customised campaigns and interventions to further address the high road fatality among young drivers in Australia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=driving%20behaviour" title="driving behaviour">driving behaviour</a>, <a href="https://publications.waset.org/abstracts/search?q=naturalistic%20study" title=" naturalistic study"> naturalistic study</a>, <a href="https://publications.waset.org/abstracts/search?q=telematics%20data" title=" telematics data"> telematics data</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20drivers" title=" young drivers"> young drivers</a> </p> <a href="https://publications.waset.org/abstracts/158415/evaluation-of-the-impact-of-telematics-use-on-young-drivers-driving-behaviour-a-naturalistic-driving-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158415.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">124</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">50096</span> Automotive Emotions: An Investigation of Their Natures, Frequencies of Occurrence and Causes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marlene%20Weber">Marlene Weber</a>, <a href="https://publications.waset.org/abstracts/search?q=Joseph%20Giacomin"> Joseph Giacomin</a>, <a href="https://publications.waset.org/abstracts/search?q=Alessio%20Malizia"> Alessio Malizia</a>, <a href="https://publications.waset.org/abstracts/search?q=Lee%20Skrypchuk"> Lee Skrypchuk</a>, <a href="https://publications.waset.org/abstracts/search?q=Voula%20Gkatzidou"> Voula Gkatzidou </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Technological and sociological developments in the automotive sector are shifting the focus of design towards developing a better understanding of driver needs, desires and emotions. Human centred design methods are being more frequently applied to automotive research, including the use of systems to detect human emotions in real-time. One method for a non-contact measurement of emotion with low intrusiveness is Facial-Expression Analysis (FEA). This paper describes a research study investigating emotional responses of 22 participants in a naturalistic driving environment by applying a multi-method approach. The research explored the possibility to investigate emotional responses and their frequencies during naturalistic driving through real-time FEA. Observational analysis was conducted to assign causes to the collected emotional responses. In total, 730 emotional responses were measured in the collective study time of 440 minutes. Causes were assigned to 92% of the measured emotional responses. This research establishes and validates a methodology for the study of emotions and their causes in the driving environment through which systems and factors causing positive and negative emotional effects can be identified. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=affective%20computing" title="affective computing">affective computing</a>, <a href="https://publications.waset.org/abstracts/search?q=case%20study" title=" case study"> case study</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion%20recognition" title=" emotion recognition"> emotion recognition</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20computer%20interaction" title=" human computer interaction"> human computer interaction</a> </p> <a href="https://publications.waset.org/abstracts/90955/automotive-emotions-an-investigation-of-their-natures-frequencies-of-occurrence-and-causes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90955.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">203</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">50095</span> A Multimodal Measurement Approach Using Narratives and Eye Tracking to Investigate Visual Behaviour in Perceiving Naturalistic and Urban Environments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khizar%20Z.%20Choudhrya">Khizar Z. Choudhrya</a>, <a href="https://publications.waset.org/abstracts/search?q=Richard%20Coles"> Richard Coles</a>, <a href="https://publications.waset.org/abstracts/search?q=Salman%20Qureshi"> Salman Qureshi</a>, <a href="https://publications.waset.org/abstracts/search?q=Robert%20Ashford"> Robert Ashford</a>, <a href="https://publications.waset.org/abstracts/search?q=Salim%20Khan"> Salim Khan</a>, <a href="https://publications.waset.org/abstracts/search?q=Rabia%20R.%20Mir"> Rabia R. Mir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Abstract: The majority of existing landscape research has been derived by conducting heuristic evaluations, without having empirical insight of real participant visual response. In this research, a modern multimodal measurement approach (using narratives and eye tracking) was applied to investigate visual behaviour in perceiving naturalistic and urban environments. This research is unique in exploring gaze behaviour on environmental images possessing different levels of saliency. Eye behaviour is predominantly attracted by salient locations. The concept of methodology of this research on naturalistic and urban environments is drawn from the approaches in market research. Borrowing methodologies from market research that examine visual responses and qualities provided a critical and hitherto unexplored approach. This research has been conducted by using mixed methodological quantitative and qualitative approaches. On the whole, the results of this research corroborated existing landscape research findings, but they also identified potential refinements. The research contributes both methodologically and empirically to human-environment interaction (HEI). This study focused on initial impressions of environmental images with the help of eye tracking. Taking under consideration the importance of the image, this study explored the factors that influence initial fixations in relation to expectations and preferences. In terms of key findings of this research it is noticed that each participant has his own unique navigation style while surfing through different elements of landscape images. This individual navigation style is given the name of ‘visual signature’. This study adds the necessary clarity that would complete the picture and bring an insight for future landscape researchers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=human-environment%20interaction%20%28HEI%29" title="human-environment interaction (HEI)">human-environment interaction (HEI)</a>, <a href="https://publications.waset.org/abstracts/search?q=multimodal%20measurement" title=" multimodal measurement"> multimodal measurement</a>, <a href="https://publications.waset.org/abstracts/search?q=narratives" title=" narratives"> narratives</a>, <a href="https://publications.waset.org/abstracts/search?q=eye%20tracking" title=" eye tracking"> eye tracking</a> </p> <a href="https://publications.waset.org/abstracts/12630/a-multimodal-measurement-approach-using-narratives-and-eye-tracking-to-investigate-visual-behaviour-in-perceiving-naturalistic-and-urban-environments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12630.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">339</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">50094</span> Comparing Two Interventions for Teaching Math to Pre-School Students with Autism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hui%20Fang%20Huang%20Su">Hui Fang Huang Su</a>, <a href="https://publications.waset.org/abstracts/search?q=Jia%20Borror"> Jia Borror</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study compared two interventions for teaching math to preschool-aged students with autism spectrum disorder (ASD). The first is considered the business as usual (BAU) intervention, which uses the Strategies for Teaching Based on Autism Research (STAR) curriculum and discrete trial teaching as the instructional methodology. The second is the Math is Not Difficult (Project MIND) activity-embedded, naturalistic intervention. These interventions were randomly assigned to four preschool students with ASD classrooms and implemented over three months for Project Mind. We used measurement gained during the same three months for the STAR intervention. In addition, we used A quasi-experimental, pre-test/post-test design to compare the effectiveness of these two interventions in building mathematical knowledge and skills. The pre-post measures include three standardized instruments: the Test of Early Math Ability-3, the Problem Solving and Calculation subtests of the Woodcock-Johnson Test of Achievement IV, and the Bracken Test of Basic Concepts-3 Receptive. The STAR curriculum-based assessment is administered to all Baudhuin students three times per year, and we used the results in this study. We anticipated that implementing these two approaches would improve the mathematical knowledge and skills of children with ASD. Still, it is crucial to see whether a behavioral or naturalistic teaching approach leads to more significant results. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20learning" title="early learning">early learning</a>, <a href="https://publications.waset.org/abstracts/search?q=autism" title=" autism"> autism</a>, <a href="https://publications.waset.org/abstracts/search?q=math%20for%20pre-schoolers" title=" math for pre-schoolers"> math for pre-schoolers</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20education" title=" special education"> special education</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20strategies" title=" teaching strategies"> teaching strategies</a> </p> <a href="https://publications.waset.org/abstracts/143308/comparing-two-interventions-for-teaching-math-to-pre-school-students-with-autism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143308.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">165</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">50093</span> Naturalistic Neuroimaging: From Film to Learning Disorders</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Asha%20Dukkipati">Asha Dukkipati</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cognitive neuroscience explores neural functioning and aberrant brain activity during cognitive and perceptual tasks. Neurocinematics is a subfield of cognitive neuroscience that observes neural responses of individuals watching a film to see similarities and differences between individuals. This method is typically used for commercial use, allowing directors and filmmakers to produce better visuals and increasing their results in the box office. However, neurocinematics is increasingly becoming a common tool for neuroscientists interested in studying similar patterns of brain activity across viewers outside of the film industry. In this review, it argue that neurocinematics provides an easy, naturalistic approach for studying and diagnosing learning disorders. While the neural underpinnings of developmental learning disorders are traditionally assessed with well-established methods like EEG and fMRI that target particular cognitive domains, such as simple visual and attention tasks, there is initial evidence and theoretical background in support of neurocinematics as a biomarker for learning differences. By using ADHD, dyslexia, and autism as case studies, this literature review discusses the potential advantages of neurocinematics as a new tool for learning disorders research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=behavioral%20and%20social%20sciences" title="behavioral and social sciences">behavioral and social sciences</a>, <a href="https://publications.waset.org/abstracts/search?q=neuroscience" title=" neuroscience"> neuroscience</a>, <a href="https://publications.waset.org/abstracts/search?q=neurocinematics" title=" neurocinematics"> neurocinematics</a>, <a href="https://publications.waset.org/abstracts/search?q=biomarkers" title=" biomarkers"> biomarkers</a>, <a href="https://publications.waset.org/abstracts/search?q=neurobehavioral%20disorders" title=" neurobehavioral disorders"> neurobehavioral disorders</a> </p> <a href="https://publications.waset.org/abstracts/156890/naturalistic-neuroimaging-from-film-to-learning-disorders" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156890.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">96</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">50092</span> A Comprehensive Methodology for Voice Segmentation of Large Sets of Speech Files Recorded in Naturalistic Environments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ana%20Londral">Ana Londral</a>, <a href="https://publications.waset.org/abstracts/search?q=Burcu%20Demiray"> Burcu Demiray</a>, <a href="https://publications.waset.org/abstracts/search?q=Marcus%20Cheetham"> Marcus Cheetham</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Speech recording is a methodology used in many different studies related to cognitive and behaviour research. Modern advances in digital equipment brought the possibility of continuously recording hours of speech in naturalistic environments and building rich sets of sound files. Speech analysis can then extract from these files multiple features for different scopes of research in Language and Communication. However, tools for analysing a large set of sound files and automatically extract relevant features from these files are often inaccessible to researchers that are not familiar with programming languages. Manual analysis is a common alternative, with a high time and efficiency cost. In the analysis of long sound files, the first step is the voice segmentation, i.e. to detect and label segments containing speech. We present a comprehensive methodology aiming to support researchers on voice segmentation, as the first step for data analysis of a big set of sound files. Praat, an open source software, is suggested as a tool to run a voice detection algorithm, label segments and files and extract other quantitative features on a structure of folders containing a large number of sound files. We present the validation of our methodology with a set of 5000 sound files that were collected in the daily life of a group of voluntary participants with age over 65. A smartphone device was used to collect sound using the Electronically Activated Recorder (EAR): an app programmed to record 30-second sound samples that were randomly distributed throughout the day. Results demonstrated that automatic segmentation and labelling of files containing speech segments was 74% faster when compared to a manual analysis performed with two independent coders. Furthermore, the methodology presented allows manual adjustments of voiced segments with visualisation of the sound signal and the automatic extraction of quantitative information on speech. In conclusion, we propose a comprehensive methodology for voice segmentation, to be used by researchers that have to work with large sets of sound files and are not familiar with programming tools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=automatic%20speech%20analysis" title="automatic speech analysis">automatic speech analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=behavior%20analysis" title=" behavior analysis"> behavior analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=naturalistic%20environments" title=" naturalistic environments"> naturalistic environments</a>, <a href="https://publications.waset.org/abstracts/search?q=voice%20segmentation" title=" voice segmentation"> voice segmentation</a> </p> <a href="https://publications.waset.org/abstracts/61854/a-comprehensive-methodology-for-voice-segmentation-of-large-sets-of-speech-files-recorded-in-naturalistic-environments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61854.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">281</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">50091</span> Roadway Infrastructure and Bus Safety</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Richard%20J.%20Hanowski">Richard J. Hanowski</a>, <a href="https://publications.waset.org/abstracts/search?q=Rebecca%20L.%20Hammond"> Rebecca L. Hammond</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Very few studies have been conducted to investigate safety issues associated with motorcoach/bus operations. The current study investigates the impact that roadway infrastructure, including locality, roadway grade, traffic flow and traffic density, have on bus safety. A naturalistic driving study was conducted in the U.S.A that involved 43 motorcoaches. Two fleets participated in the study and over 600,000 miles of naturalistic driving data were collected. Sixty-five bus drivers participated in this study; 48 male and 17 female. The average age of the drivers was 49 years. A sophisticated data acquisition system (DAS) was installed on each of the 43 motorcoaches and a variety of kinematic and video data were continuously recorded. The data were analyzed by identifying safety critical events (SCEs), which included crashes, near-crashes, crash-relevant conflicts, and unintentional lane deviations. Additionally, baseline (normative driving) segments were also identified and analyzed for comparison to the SCEs. This presentation highlights the need for bus safety research and the methods used in this data collection effort. With respect to elements of roadway infrastructure, this study highlights the methods used to assess locality, roadway grade, traffic flow, and traffic density. Locality was determined by manual review of the recorded video for each event and baseline and was characterized in terms of open country, residential, business/industrial, church, playground, school, urban, airport, interstate, and other. Roadway grade was similarly determined through video review and characterized in terms of level, grade up, grade down, hillcrest, and dip. The video was also used to make a determination of the traffic flow and traffic density at the time of the event or baseline segment. For traffic flow, video was used to assess which of the following best characterized the event or baseline: not divided (2-way traffic), not divided (center 2-way left turn lane), divided (median or barrier), one-way traffic, or no lanes. In terms of traffic density, level-of-service categories were used: A1, A2, B, C, D, E, and F. Highlighted in this abstract are only a few of the many roadway elements that were coded in this study. Other elements included lighting levels, weather conditions, roadway surface conditions, relation to junction, and roadway alignment. Note that a key component of this study was to assess the impact that driver distraction and fatigue have on bus operations. In this regard, once the roadway elements had been coded, the primary research questions that were addressed were (i) “What environmental condition are associated with driver choice of engagement in tasks?”, and (ii) “what are the odds of being in a SCE while engaging in tasks while encountering these conditions?”. The study may be of interest to researchers and traffic engineers that are interested in the relationship between roadway infrastructure elements and safety events in motorcoach bus operations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bus%20safety" title="bus safety">bus safety</a>, <a href="https://publications.waset.org/abstracts/search?q=motorcoach" title=" motorcoach"> motorcoach</a>, <a href="https://publications.waset.org/abstracts/search?q=naturalistic%20driving" title=" naturalistic driving"> naturalistic driving</a>, <a href="https://publications.waset.org/abstracts/search?q=roadway%20infrastructure" title=" roadway infrastructure"> roadway infrastructure</a> </p> <a href="https://publications.waset.org/abstracts/38379/roadway-infrastructure-and-bus-safety" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38379.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">180</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">50090</span> Efficacy of Task Based Language Teaching in a Second Language Classroom Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wajiha%20Fatima">Wajiha Fatima</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Various approaches and methods for second language classroom teaching have been proposed since the nineteenth century. Task Based Language Teaching has been prevailing approach in a second language classroom context. It is an approach which immerses students in a naturalistic setting. Tasks are the core unit of planning and instruction. This paper aims at expounding the concept of Task Based Language Teaching and how it has been evolved. In this study, researcher will highlight the usefulness of TBLT and the role it played as a powerful tool for learning and teaching in a second language setting. The article will reflect the implementation of various tasks based activities as well as the roles played by learners and teachers and the problems faced by them. In the end, researcher will discuss how TBLT can be implemented in second language classroom pedagogy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=implementation" title="implementation">implementation</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20classroom" title=" second language classroom"> second language classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=tasks" title=" tasks"> tasks</a>, <a href="https://publications.waset.org/abstracts/search?q=task%20based%20language%20teaching" title=" task based language teaching"> task based language teaching</a> </p> <a href="https://publications.waset.org/abstracts/75867/efficacy-of-task-based-language-teaching-in-a-second-language-classroom-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75867.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">352</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">50089</span> Political Perspectives Regarding International Laws</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hamid%20Vahidkia">Hamid Vahidkia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This exposition investigates the connection between two viewpoints on the nature of human rights. Agreeing with the “political” or “practical” point of view, human rights are claims that people have against certain regulation structures in specific present-day states, in the ethicalness of interface they have in settings that incorporate them. Agreeing with the more conventional “humanist” or “naturalistic” viewpoint, human rights are pre-institutional claims that people have against all other people in the ethicalness of interface characteristic of their common humankind. This paper contends that once we recognize the two viewpoints in their best light, we are able to see that they are complementary, and, in reality, we require both to form a great standardizing sense of the modern home of human rights. It clarifies how humanist and political contemplations can and ought to work in couple to account for the concept, substance, and legitimization of human rights. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=politics" title="politics">politics</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=humanities" title=" humanities"> humanities</a>, <a href="https://publications.waset.org/abstracts/search?q=mankind" title=" mankind"> mankind</a>, <a href="https://publications.waset.org/abstracts/search?q=law" title=" law"> law</a> </p> <a href="https://publications.waset.org/abstracts/183717/political-perspectives-regarding-international-laws" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183717.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">59</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50088</span> Response to Name Training in Autism Spectrum Disorder (ASD): A New Intervention Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=E.%20Verduci">E. Verduci</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20Aguglia"> I. Aguglia</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Filocamo"> A. Filocamo</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20Macr%C3%AC"> I. Macrì</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Scala"> R. Scala</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Vinci"> A. Vinci</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the first indicator of autism spectrum disorder (ASD) is a decreasing tendency or failure to respond to name (RTN) call. Despite RTN is important for social and language developmentand it’s a common target for early interventions for children with ASD, research on specific treatments is insufficient and does not consider the importance of the discrimination between the own name and other names. The purpose of the current study was to replicate an assessment and treatment model proposed by Conine et al. (2020) to teach children with ASD to respond to their own name and to not respond to other names (RTO). The model includes three different phases (baseline/screening, treatment, and generalization), and itgradually introduces the different treatment components, starting with the most naturalistic ones (such as social interaction) and adding more intrusive components (such as tangible reinforcements, prompt and fading procedures) if necessary. The participants of this study were three children with ASD diagnosis: D. (5 years old) with a low frequency of RTN, M. (7 years old) with a RTN unstable and no ability of discrimination between his name and other names, S. (3 years old) with a strong RTN but a constant response to other names. Moreover, the treatment for D. and M. consisted of social and tangible reinforcements (treatment T1), for S. the purpose of the treatment was to teach the discrimination between his name and the others. For all participants, results suggest the efficacy of the model to acquire the ability to selectively respond to the own name and the generalization of the behavior with other people and settings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=response%20to%20name" title="response to name">response to name</a>, <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorder" title=" autism spectrum disorder"> autism spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=progressive%20training" title=" progressive training"> progressive training</a>, <a href="https://publications.waset.org/abstracts/search?q=ABA" title=" ABA"> ABA</a> </p> <a href="https://publications.waset.org/abstracts/151511/response-to-name-training-in-autism-spectrum-disorder-asd-a-new-intervention-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151511.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">84</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">50087</span> OPEN-EmoRec-II-A Multimodal Corpus of Human-Computer Interaction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Stefanie%20Rukavina">Stefanie Rukavina</a>, <a href="https://publications.waset.org/abstracts/search?q=Sascha%20Gruss"> Sascha Gruss</a>, <a href="https://publications.waset.org/abstracts/search?q=Steffen%20Walter"> Steffen Walter</a>, <a href="https://publications.waset.org/abstracts/search?q=Holger%20Hoffmann"> Holger Hoffmann</a>, <a href="https://publications.waset.org/abstracts/search?q=Harald%20C.%20Traue"> Harald C. Traue</a> </p> <p class="card-text"><strong>Abstract:</strong></p> OPEN-EmoRecII is an open multimodal corpus with experimentally induced emotions. In the first half of the experiment, emotions were induced with standardized picture material and in the second half during a human-computer interaction (HCI), realized with a wizard-of-oz design. The induced emotions are based on the dimensional theory of emotions (valence, arousal and dominance). These emotional sequences - recorded with multimodal data (mimic reactions, speech, audio and physiological reactions) during a naturalistic-like HCI-environment one can improve classification methods on a multimodal level. This database is the result of an HCI-experiment, for which 30 subjects in total agreed to a publication of their data including the video material for research purposes. The now available open corpus contains sensory signal of: video, audio, physiology (SCL, respiration, BVP, EMG Corrugator supercilii, EMG Zygomaticus Major) and mimic annotations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=open%20multimodal%20emotion%20corpus" title="open multimodal emotion corpus">open multimodal emotion corpus</a>, <a href="https://publications.waset.org/abstracts/search?q=annotated%20labels" title=" annotated labels"> annotated labels</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligent%20interaction" title=" intelligent interaction"> intelligent interaction</a> </p> <a href="https://publications.waset.org/abstracts/29365/open-emorec-ii-a-multimodal-corpus-of-human-computer-interaction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29365.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">416</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">50086</span> Immersive and Interactive Storytelling: Exploring Narratives and Online Multisensory Experience for Cultural Memory and Collective Awareness through Graphic Novel</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cristina%20Greco">Cristina Greco</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The spread of the digital and we-based technologies has led to a transformation process, which has coincided with an increase in the number of cases who are beyond the mainstream storytelling and its codes on the interaction with the user. On the base of a previous research on i-docs and virtual museums, this study analyses interactive and immersive online Graphic Novel – one-page, animated, illustrated, and hybrid – to reflect on the transformational implications of this expressive form on the user perception, remembrance, and awareness. The way in which the user experiences a certain level of interaction with the story and immersion in the semantic and figurative universe would bring user’s attention, activating introspection and self-reflection processes, perception, imagination, and creativity. This would have to do with the involvement of different senses – visual, proprioceptive, tactile, auditory, and vestibular – and the activation of a phenomenon of synaesthesia (involuntary cross-modal sensory association) – where, for example, the aural reconnect the user to another sense, providing a multisensory experience. The case studies show specific forms of interactive and immersive graphic novel and reflect on application that has sought to engage innovative ways to communicate different messages and stimulate cultural memory and collective awareness. The visual semiotic and narrative analysis of the distinctive traits of such a complex textuality, along with a study of the user’s experience through observation in naturalistic settings and interviews, allows us to question the functioning of these configurations, with regard to the relationships between the figurative dimension, the perceptive activity, and their impact on the user’s engagement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collective%20awareness" title="collective awareness">collective awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20memory" title=" cultural memory"> cultural memory</a>, <a href="https://publications.waset.org/abstracts/search?q=graphic%20novel" title=" graphic novel"> graphic novel</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20and%20immersive%20storytelling" title=" interactive and immersive storytelling"> interactive and immersive storytelling</a> </p> <a href="https://publications.waset.org/abstracts/113110/immersive-and-interactive-storytelling-exploring-narratives-and-online-multisensory-experience-for-cultural-memory-and-collective-awareness-through-graphic-novel" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/113110.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">149</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">50085</span> Evaluating the Effectiveness of Combined Psychiatric and Psychotherapeutic Care versus Psychotherapy Alone in the Treatment of Depression and Anxiety in Cancer Patients</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nathen%20A.%20Spitz">Nathen A. Spitz</a>, <a href="https://publications.waset.org/abstracts/search?q=Dennis%20Martin%20Kivlighan%20III"> Dennis Martin Kivlighan III</a>, <a href="https://publications.waset.org/abstracts/search?q=Arwa%20Aburizik"> Arwa Aburizik</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background and Purpose: Presently, there is a paucity of naturalistic studies that directly compare the effectiveness of psychotherapy versus concurrent psychotherapy and psychiatric care for the treatment of depression and anxiety in cancer patients. Informed by previous clinical trials examining the efficacy of concurrent approaches, this study sought to test the hypothesis that a combined approach would result in the greatest reduction of depression and anxiety symptoms. Methods: Data for this study consisted of 433 adult cancer patients, with 252 receiving only psychotherapy and 181 receiving concurrent psychotherapy and psychiatric care at the University of Iowa Hospitals and Clinics. Longitudinal PHQ9 and GAD7 data were analyzed between both groups using latent growth curve analyses. Results: After controlling for treatment length and provider effects, results indicated that concurrent care was more effective than psychotherapy alone for depressive symptoms (γ₁₂ = -0.12, p = .037). Specifically, the simple slope for concurrent care was -0.25 (p = .022), and the simple slope for psychotherapy alone was -0.13 (p = .006), suggesting that patients receiving concurrent care experienced a greater reduction in depressive symptoms compared to patients receiving psychotherapy alone. In contrast, there were no significant differences between psychotherapy alone and concurrent psychotherapy and psychiatric care in the reduction of anxious symptoms. Conclusions: Overall, as both psychotherapy and psychiatric care may address unique aspects of mental health conditions, in addition to potentially providing synergetic support to each other, a combinatorial approach to mental healthcare for cancer patients may improve outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=psychiatry" title="psychiatry">psychiatry</a>, <a href="https://publications.waset.org/abstracts/search?q=psychology" title=" psychology"> psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=psycho-oncology" title=" psycho-oncology"> psycho-oncology</a>, <a href="https://publications.waset.org/abstracts/search?q=combined%20care" title=" combined care"> combined care</a>, <a href="https://publications.waset.org/abstracts/search?q=psychotherapy" title=" psychotherapy"> psychotherapy</a>, <a href="https://publications.waset.org/abstracts/search?q=behavioral%20psychology" title=" behavioral psychology"> behavioral psychology</a> </p> <a href="https://publications.waset.org/abstracts/147440/evaluating-the-effectiveness-of-combined-psychiatric-and-psychotherapeutic-care-versus-psychotherapy-alone-in-the-treatment-of-depression-and-anxiety-in-cancer-patients" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147440.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">118</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">50084</span> Satisfaction of Distance Education University Students with the Use of Audio Media as a Medium of Instruction: The Case of Mountains of the Moon University in Uganda</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mark%20Kaahwa">Mark Kaahwa</a>, <a href="https://publications.waset.org/abstracts/search?q=Chang%20Zhu"> Chang Zhu</a>, <a href="https://publications.waset.org/abstracts/search?q=Moses%20Muhumuza"> Moses Muhumuza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the satisfaction of distance education university students (DEUS) with the use of audio media as a medium of instruction. Studying students’ satisfaction is vital because it shows whether learners are comfortable with a certain instructional strategy or not. Although previous studies have investigated the use of audio media, the satisfaction of students with an instructional strategy that combines radio teaching and podcasts as an independent teaching strategy has not been fully investigated. In this study, all lectures were delivered through the radio and students had no direct contact with their instructors. No modules or any other material in form of text were given to the students. They instead, revised the taught content by listening to podcasts saved on their mobile electronic gadgets. Prior to data collection, DEUS received orientation through workshops on how to use audio media in distance education. To achieve objectives of the study, a survey, naturalistic observations and face-to-face interviews were used to collect data from a sample of 211 undergraduate and graduate students. Findings indicate that there was no statistically significant difference in the levels of satisfaction between male and female students. The results from post hoc analysis show that there is a statistically significant difference in the levels of satisfaction regarding the use of audio media between diploma and graduate students. Diploma students are more satisfied compared to their graduate counterparts. T-test results reveal that there was no statistically significant difference in the general satisfaction with audio media between rural and urban-based students. And ANOVA results indicate that there is no statistically significant difference in the levels of satisfaction with the use of audio media across age groups. Furthermore, results from observations and interviews reveal that DEUS found learning using audio media a pleasurable medium of instruction. This is an indication that audio media can be considered as an instructional strategy on its own merit. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=audio%20media" title="audio media">audio media</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title=" distance education"> distance education</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20education%20university%20students" title=" distance education university students"> distance education university students</a>, <a href="https://publications.waset.org/abstracts/search?q=medium%20of%20instruction" title=" medium of instruction"> medium of instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=satisfaction" title=" satisfaction"> satisfaction</a> </p> <a href="https://publications.waset.org/abstracts/100030/satisfaction-of-distance-education-university-students-with-the-use-of-audio-media-as-a-medium-of-instruction-the-case-of-mountains-of-the-moon-university-in-uganda" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100030.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">122</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">50083</span> Towards an Adornian Critical Theory of the Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dominic%20Roulx">Dominic Roulx</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many scholars have in the past decade emphasized the relevance of Adorno’s criticism of the rationalized domination of nature (Naturbeherrschung) for thinking the environmental crisis. Beyond the intersubjective critical models of thinkers such as Habermas and Honneth, Adorno’s critical theory has the benefit, according to them, of disclosing the entwinement of social and natural domination in a critically productive way. The author will be arguing in this paper that Adorno’s model of critical theory displays a theoretical framework that is both original and relevant for thinking the ins and outs of the currentenvironmental crisis. To do so, he first construe Adorno’s understanding of the historical domination of nature and argue that Adorno’s method for its criticizing is immanent critique. He puts emphasis on how his understanding of the domination of nature implicitly implies an account of thedialectical relationship between reason and nature. In doing so, he presents a naturalistic understanding of his idea of the primacy of the object. Second, regarding Adorno’s concept of nature, he discusses what he sees as the shortcomings of many commentators’ understanding of the concept of nature in Adorno. He contends that they tend to fall short of Adorno’s concept of nature in failing to make sense of its thoroughly negative signification, thereby falling into an uncritical and fetichized comprehension of “nature. Third, he discusses the prospect for a possible “reconciliation” (Versöhnung) of nature with society. Highlighting how the domination of nature proves to produce the necessary conditions for its own overcoming, he contends that reconciliation with nature relies mainly on the subject’s capacity for critical self-reflection. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=german%20philosophy" title="german philosophy">german philosophy</a>, <a href="https://publications.waset.org/abstracts/search?q=adorno" title=" adorno"> adorno</a>, <a href="https://publications.waset.org/abstracts/search?q=nature" title=" nature"> nature</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20crisis" title=" environmental crisis"> environmental crisis</a> </p> <a href="https://publications.waset.org/abstracts/154918/towards-an-adornian-critical-theory-of-the-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154918.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">97</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50082</span> Unstructured Learning: Development of Free Form Construction in Waldorf and Normative Preschools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Salam%20Kodsi">Salam Kodsi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this research, we sought to focus on constructive play and examine its components in the context of two different educational approaches: Waldorf and normative schools. When they are free to choose, construction is one of the forms of play most favored by children. Its short-term and long-term cognitive contributions are apparent in various areas of development. The lack of empirical studies about play in Waldorf schools, which addresses the possibility of this incidental learning inspired the need to enrich the body of existing knowledge. 90 children (4-6 yrs.old) four preschools ( two normative, two Waldorf) participated in a small homogeneous city. Naturalistic observations documented the time frame, physical space, and construction materials related to the freeform building; processes of construction among focal representative children and its products. The study’s main finding with respect to the construction output points to a connection between educational approach and level of construction sophistication. Higher levels of sophistication were found at the Waldorf preschools than at the mainstream preschools. This finding emerged due to the differences in the level of sophistication among the older children in the two types of preschools, while practically no differences emerged among the younger children. Discussion of the research findings considered the differences between the play environments in terms of time, physical space, and construction materials. The construction processes were characterized according to the design model stages. The construction output was characterized according to the sophistication scale dimensions and the connections between approach, age and gender, and sophistication level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=constructive%20play" title="constructive play">constructive play</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool" title=" preschool"> preschool</a>, <a href="https://publications.waset.org/abstracts/search?q=design%20process%20model" title=" design process model"> design process model</a>, <a href="https://publications.waset.org/abstracts/search?q=complexity" title=" complexity"> complexity</a> </p> <a href="https://publications.waset.org/abstracts/110487/unstructured-learning-development-of-free-form-construction-in-waldorf-and-normative-preschools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110487.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">118</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">50081</span> Impulsivity Leads to Compromise Effect</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sana%20Maidullah">Sana Maidullah</a>, <a href="https://publications.waset.org/abstracts/search?q=Ankita%20Sharma"> Ankita Sharma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study takes naturalistic decision-making approach to examine the role of personality in information processing in consumer decision making. In the technological era, most of the information comes in form of HTML or similar language via the internet; processing of this situation could be ambiguous, laborious and painful. The present study explores the role of impulsivity in creating an extreme effect on consumer decision making. Specifically, the study explores the role of impulsivity in extreme effect, i.e., extremeness avoidance (compromise effect) and extremeness seeking; the role of demographic variables, i.e. age and gender, in the relation between impulsivity and extreme effect. The study was conducted with the help of a questionnaire and two experiments. The experiment was designed in the form of two shopping websites with two product types: Hotel choice and Mobile choice. Both experimental interfaces were created with the Xampp software, the frontend of interfaces was HTML CSS JAVASCRIPT and backend was PHP MySQL. The mobile experiment was designed to measure the extreme effect and hotel experiment was designed to measure extreme effect with alignability of attributes. To observe the possibilities of the combined effect of individual difference and context effects, the manipulation of price, a number of alignable attributes and number of the non-alignable attributes is done. The study was conducted on 100 undergraduate and post-graduate engineering students within the age range of 18-35. The familiarity and level of use of internet and shopping website were assessed and controlled in the analysis. The analysis was done by using a t-test, ANOVA and regression analysis. The results indicated that the impulsivity leads to compromise effect and at the same time it also increases the relationship between alignability of attribute among choices and the compromise effect. The demographic variables were found to play a significant role in the relationship. The subcomponents of impulsivity were significantly influencing compromise effect, but the cognitive impulsivity was significant for women, and motor impulsivity was significant for males only. The impulsivity was significantly positively predicted by age, though there were no significant gender differences in impulsivity. The results clearly indicate the importance of individual factors in decision making. The present study, with precise and direct results, provides a significant suggestion for market analyst and business providers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=impulsivity" title="impulsivity">impulsivity</a>, <a href="https://publications.waset.org/abstracts/search?q=extreme%20effect" title=" extreme effect"> extreme effect</a>, <a href="https://publications.waset.org/abstracts/search?q=personality" title=" personality"> personality</a>, <a href="https://publications.waset.org/abstracts/search?q=alignability" title=" alignability"> alignability</a>, <a href="https://publications.waset.org/abstracts/search?q=consumer%20decision%20making" title=" consumer decision making"> consumer decision making</a> </p> <a href="https://publications.waset.org/abstracts/87306/impulsivity-leads-to-compromise-effect" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87306.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">189</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">50080</span> Engineering Academics’ Strategies of Modelling Mathematical Concepts into Their Teaching of an Antenna Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vojo%20George%20Fasinu">Vojo George Fasinu</a>, <a href="https://publications.waset.org/abstracts/search?q=Nadaraj%20Govender"> Nadaraj Govender</a>, <a href="https://publications.waset.org/abstracts/search?q=Predeep%20Kumar"> Predeep Kumar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An Antenna, which remains the hub of technological development in Africa had been found to be a course that is been taught and designed in an abstract manner in some universities. One of the reasons attached to this is that the appropriate approach of teaching antenna design is not yet understood by many engineering academics in some universities in South Africa. Also, another problem reported is the main difficulty encountered when interpreting and applying some of the mathematical concepts learned into their practical antenna design course. As a result of this, some engineering experts classified antenna as a mysterious technology that could not be described by anybody using mathematical concepts. In view of this, this paper takes it as its point of departure in explaining what an antenna is all about with a strong emphasis on its mathematical modelling. It also argues that the place of modelling mathematical concepts into the teaching of engineering design cannot be overemphasized. Therefore, it explains the mathematical concepts adopted during the teaching of an antenna design course, the Strategies of modelling those mathematics concepts, the behavior of antennas, and their mathematics usage were equally discussed. More so, the paper also sheds more light on mathematical modelling in South Africa context, and also comparative analysis of mathematics concepts taught in mathematics class and mathematics concepts taught in engineering courses. This paper focuses on engineering academics teaching selected topics in electronic engineering (Antenna design), with special attention on the mathematical concepts they teach and how they teach them when teaching the course. A qualitative approach was adopted as a means of collecting data in order to report the naturalistic views of the engineering academics teaching Antenna design. The findings of the study confirmed that some mathematical concepts are being modeled into the teaching of an antenna design with the adoption of some teaching approaches. Furthermore, the paper reports a didactical-realistic mathematical model as a conceptual framework used by the researchers in describing how academics teach mathematical concepts during their teaching of antenna design. Finally, the paper concludes with the importance of mathematical modelling to the engineering academics and recommendations for further researchers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=modelling" title="modelling">modelling</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20concepts" title=" mathematical concepts"> mathematical concepts</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering" title=" engineering"> engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=didactical" title=" didactical"> didactical</a>, <a href="https://publications.waset.org/abstracts/search?q=realistic%20model" title=" realistic model"> realistic model</a> </p> <a href="https://publications.waset.org/abstracts/114354/engineering-academics-strategies-of-modelling-mathematical-concepts-into-their-teaching-of-an-antenna-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114354.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">184</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">50079</span> Teacher Agency in Media Literacy: A Qualitative Study of Bolivian Teachers and Their Room to Manoeuvre </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Daniela%20Lamaison%20Sepulveda">Daniela Lamaison Sepulveda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Critical media literacy teaches people to think analytically about the information they receive through the media. It is heavily influenced by Paulo Freire’s critical pedagogy and the necessity of becoming conscious of one’s reality in order to transform it. This qualitative research examines the case of Bolivia, which experienced dramatic political change after the first indigenous president, Evo Morales, was elected in 2006. In 2010, the government passed an education reform — the Avelino Siñani Elizardo Pérez (ASEP) —that draws heavily on decolonial thought and the Freirean notion of critical consciousness. The extent to which these theories were implemented in practice is evaluated in context of a media literacy project, run by an NGO, that trains secondary school teachers from public schools across Bolivia through yearly workshops ranging from producing media to identifying fake news. This context is examined against the backdrop of the highly contested general elections in October 2019. While there is plenty of literature that outlines the benefits of teaching media literacy in the classroom and different ways to apply it, little research has been done analysing implementation at an institutional level and how to best enable teachers who are motivated to teach the subject. Through semi-structured interviews, document analysis and naturalistic observations, this study aims to identify the struggles faced by teachers who are dedicated to teaching critical media literacy in their classrooms and how they navigate educational spaces while being subject to a demanding national curriculum that supposedly also seeks to promote critical thinking. The interplay between the aspirations of teachers and NGOs in contrast to the top-down discourse and policy of governmental institutions provides for a very enlightening case. By exploring these institutional, cultural, sociopolitical and economic barriers the teachers face, this research attempts to contribute to the debate in media literacy theories concerned with implementing the practice in schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=media%20literacy" title="media literacy">media literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20pedagogy" title=" critical pedagogy"> critical pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20agency" title=" teacher agency"> teacher agency</a>, <a href="https://publications.waset.org/abstracts/search?q=misinformation" title=" misinformation"> misinformation</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20reform" title=" education reform"> education reform</a>, <a href="https://publications.waset.org/abstracts/search?q=Bolivia" title=" Bolivia"> Bolivia</a> </p> <a href="https://publications.waset.org/abstracts/128359/teacher-agency-in-media-literacy-a-qualitative-study-of-bolivian-teachers-and-their-room-to-manoeuvre" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128359.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">126</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50078</span> Politics in Academia: How the Diffusion of Innovation Relates to Professional Capital </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Autumn%20Rooms%20Cypres">Autumn Rooms Cypres</a>, <a href="https://publications.waset.org/abstracts/search?q=Barbara%20Driver"> Barbara Driver</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to extend discussions about innovations and career politics. Research questions that grounded this effort were: How does an academic learn the unspoken rules of the academy? What happens politically to an academic’s career when their research speaks against the grain of society? Do professors perceive signals that it is time to move on to another institution or even to another career? Epistemology and Methods: This qualitative investigation was focused on examining perceptions of academics. Therefore an open-ended field study, based on Grounded Theory, was used. This naturalistic paradigm (Lincoln & Guba,1985) was selected because it tends to understand information in terms of whole, of patterns, and in relations to the context of the environment. The technique for gathering data was the process of semi-structured, in-depth interviewing. Twenty five academics across the United States were interviewed relative to their career trajectories and the politics and opportunities they have encountered in relation to their research efforts. Findings: The analysis of interviews revealed four themes: Academics are beholden to 2 specific networks of power that influence their sense of job security; the local network based on their employing university and the national network of scholars who share the same field of research. The fights over what counts as research can and does drift from the intellectual to the political, and personal. Academic were able to identify specific instances of shunning and or punishment from their colleagues related directly to the dissemination of research that spoke against the grain of the local or national networks. Academics identified specific signals from both of these networks indicating that their career was flourishing or withering. Implications: This research examined insights from those who persevered when the fights over what and who counts drifted from the intellectual to the political, and the personal. Considerations of why such drifts happen were offered in the form of a socio-political construct called Fit, which included thoughts on hegemony, discourse, and identity. This effort reveals the importance of understanding what professional capital is relative to job security. It also reveals that fear is an enmeshed and often unspoken part of the culture of Academia. Further research to triangulate these findings would be helpful within international contexts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=politics" title="politics">politics</a>, <a href="https://publications.waset.org/abstracts/search?q=academia" title=" academia"> academia</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20security" title=" job security"> job security</a>, <a href="https://publications.waset.org/abstracts/search?q=context" title=" context"> context</a> </p> <a href="https://publications.waset.org/abstracts/11454/politics-in-academia-how-the-diffusion-of-innovation-relates-to-professional-capital" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11454.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">321</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50077</span> Multiple Intelligences as Basis for Differentiated Classroom Instruction in Technology Livelihood Education: An Impact Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sheila%20S.%20Silang">Sheila S. Silang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research seeks to make an impact analysis on multiple intelligence as the basis for differentiated classroom instruction in TLE. It will also address the felt need of how TLE subject could be taught effectively exhausting all the possible means.This study seek the effect of giving different instruction according to the ability of the students in the following objectives: 1. student’s technological skills enhancement, 2. learning potential improvements 3. having better linkage between school and community in a need for soliciting different learning devices and materials for the learner’s academic progress. General Luna, Quezon is composed of twenty seven barangays. There are only two public high schools. We are aware that K-12 curriculum is focused on providing sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship. The challenge is with TLE offerring a vast area of specializations, how would Multiple Intelligence play its vital role as basis in classroom instruction in acquiring the requirement of the said curriculum? 1.To what extent do the respondent students manifest the following types of intelligences: Visual-Spatial, Body-Kinesthetic, Musical, Interpersonal, Intrapersonal, Verbal-Linguistic, Logical-Mathematical and Naturalistic. What media should be used appropriate to the student’s learning style? Visual, Printed Words, Sound, Motion, Color or Realia 3. What is the impact of multiple intelligence as basis for differentiated instruction in T.L.E. based on the following student’s ability? Learning Characteristic and Reading Ability and Performance 3. To what extent do the intelligences of the student relate with their academic performance? The following were the findings derived from the study: In consideration of the vast areas of study of TLE, and the importance it plays in the school curriculum coinciding with the expectation of turning students to technologically competent contributing members of the society, either in the field of Technical/Vocational Expertise or Entrepreneurial based competencies, as well as the government’s concern for it, we visualize TLE classroom teachers making use of multiple intelligence as basis for differentiated classroom instruction in teaching the subject .Somehow, multiple intelligence sample such as Linguistic, Logical-Mathematical, Bodily-Kinesthetic, Interpersonal, Intrapersonal, and Spatial abilities that an individual student may have or may not have, can be a basis for a TLE teacher’s instructional method or design. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=multiple" title=" multiple"> multiple</a>, <a href="https://publications.waset.org/abstracts/search?q=differentiated%20classroom%20instruction" title=" differentiated classroom instruction"> differentiated classroom instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=impact%20analysis" title=" impact analysis"> impact analysis</a> </p> <a href="https://publications.waset.org/abstracts/22650/multiple-intelligences-as-basis-for-differentiated-classroom-instruction-in-technology-livelihood-education-an-impact-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22650.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">445</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">50076</span> Designing a Combined Outpatient and Day Treatment Eating Disorder Program for Adolescents and Transitional Aged Youth: A Naturalistic Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Deanne%20McArthur">Deanne McArthur</a>, <a href="https://publications.waset.org/abstracts/search?q=Melinda%20Wall"> Melinda Wall</a>, <a href="https://publications.waset.org/abstracts/search?q=Claire%20Hanlon"> Claire Hanlon</a>, <a href="https://publications.waset.org/abstracts/search?q=Dana%20Agnolin"> Dana Agnolin</a>, <a href="https://publications.waset.org/abstracts/search?q=Krista%20Davis"> Krista Davis</a>, <a href="https://publications.waset.org/abstracts/search?q=Melanie%20Dennis"> Melanie Dennis</a>, <a href="https://publications.waset.org/abstracts/search?q=Elizabeth%20Glidden"> Elizabeth Glidden</a>, <a href="https://publications.waset.org/abstracts/search?q=Anne%20Marie%20Smith"> Anne Marie Smith</a>, <a href="https://publications.waset.org/abstracts/search?q=Claudette%20Thomson"> Claudette Thomson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background and significance: Patients with eating disorders have traditionally been an underserviced population within the publicly-funded Canadian healthcare system. This situation was worsened by the COVID-19 pandemic and accompanying public health measures, such as “lockdowns” which led to increased isolation, changes in routine, and other disruptions. Illness severity and prevalence rose significantly with corresponding increases in patient suffering and poor outcomes. In Ontario, Canada, the provincial government responded by increasing funding for the treatment of eating disorders, including the launch of a new day program at an intermediate, regional health centre that already housed an outpatient treatment service. The funding was received in March 2022. The care team sought to optimize this opportunity by designing a program that would fit well within the resource-constrained context in Ontario. Methods: This case study will detail how the team consulted the literature and sought patient and family input to design a program that optimizes patient outcomes and supports for patients and families while they await treatment. Early steps include a review of the literature, expert consultation and patient and family focus groups. Interprofessional consensus was sought at each step with the team adopting a shared leadership and patient-centered approach. Methods will include interviews, observations and document reviews to detail a rich description of the process undertaken to design the program, including evaluation measures adopted. Interim findings pertaining to the early stages of the program-building process will be detailed as well as early lessons and ongoing evolution of the program and design process. Program implementation and outcome evaluation will continue throughout 2022 and early 2023 with further publication and presentation of study results expected in the summer of 2023. The aim of this study is to contribute to the body of knowledge pertaining to the design and implementation of eating disorder treatment services that combine outpatient and day treatment services in a resource-constrained context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=eating%20disorders" title="eating disorders">eating disorders</a>, <a href="https://publications.waset.org/abstracts/search?q=day%20program" title=" day program"> day program</a>, <a href="https://publications.waset.org/abstracts/search?q=interprofessional" title=" interprofessional"> interprofessional</a>, <a href="https://publications.waset.org/abstracts/search?q=outpatient" title=" outpatient"> outpatient</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescents" title=" adolescents"> adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=transitional%20aged%20youth" title=" transitional aged youth"> transitional aged youth</a> </p> <a href="https://publications.waset.org/abstracts/149603/designing-a-combined-outpatient-and-day-treatment-eating-disorder-program-for-adolescents-and-transitional-aged-youth-a-naturalistic-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149603.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">108</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">50075</span> Safety Tolerance Zone for Driver-Vehicle-Environment Interactions under Challenging Conditions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Matja%C5%BE%20%C5%A0raml">Matjaž Šraml</a>, <a href="https://publications.waset.org/abstracts/search?q=Marko%20Ren%C4%8Delj"> Marko Renčelj</a>, <a href="https://publications.waset.org/abstracts/search?q=Toma%C5%BE%20Tollazzi"> Tomaž Tollazzi</a>, <a href="https://publications.waset.org/abstracts/search?q=Chiara%20Gruden"> Chiara Gruden</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Road safety is a worldwide issue with numerous and heterogeneous factors influencing it. On the side, driver state – comprising distraction/inattention, fatigue, drowsiness, extreme emotions, and socio-cultural factors highly affect road safety. On the other side, the vehicle state has an important role in mitigating (or not) the road risk. Finally, the road environment is still one of the main determinants of road safety, defining driving task complexity. At the same time, thanks to technological development, a lot of detailed data is easily available, creating opportunities for the detection of driver state, vehicle characteristics and road conditions and, consequently, for the design of ad hoc interventions aimed at improving driver performance, increase awareness and mitigate road risks. This is the challenge faced by the i-DREAMS project. i-DREAMS, which stands for a smart Driver and Road Environment Assessment and Monitoring System, is a 3-year project funded by the European Union’s Horizon 2020 research and innovation program. It aims to set up a platform to define, develop, test and validate a ‘Safety Tolerance Zone’ to prevent drivers from getting too close to the boundaries of unsafe operation by mitigating risks in real-time and after the trip. After the definition and development of the Safety Tolerance Zone concept and the concretization of the same in an Advanced driver-assistance system (ADAS) platform, the system was tested firstly for 2 months in a driving simulator environment in 5 different countries. After that, naturalistic driving studies started for a 10-month period (comprising a 1-month pilot study, 3-month baseline study and 6 months study implementing interventions). Currently, the project team has approved a common evaluation approach, and it is developing the assessment of the usage and outcomes of the i-DREAMS system, which is turning positive insights. The i-DREAMS consortium consists of 13 partners, 7 engineering universities and research groups, 4 industry partners and 2 partners (European Transport Safety Council - ETSC - and POLIS cities and regions for transport innovation) closely linked to transport safety stakeholders, covering 8 different countries altogether. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=advanced%20driver%20assistant%20systems" title="advanced driver assistant systems">advanced driver assistant systems</a>, <a href="https://publications.waset.org/abstracts/search?q=driving%20simulator" title=" driving simulator"> driving simulator</a>, <a href="https://publications.waset.org/abstracts/search?q=safety%20tolerance%20zone" title=" safety tolerance zone"> safety tolerance zone</a>, <a href="https://publications.waset.org/abstracts/search?q=traffic%20safety" title=" traffic safety"> traffic safety</a> </p> <a href="https://publications.waset.org/abstracts/162481/safety-tolerance-zone-for-driver-vehicle-environment-interactions-under-challenging-conditions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162481.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">67</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50074</span> Living with Functional Movement Disorder: An Exploratory Study of the Lived Experience of Five Individuals with Functional Movement Disorder</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Stephanie%20Zuba-Bates">Stephanie Zuba-Bates</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: This qualitative research study explored the lived experience of people with functional movement disorder (FMD) including how it impacts their quality of life and participation in life activities. It aims to educate health care professionals about FMD from the perspective of those living with the disorder. Background: Functional movement disorder is characterized by abnormal motor movements including tremors, abnormal gait, paresis, and dystonia with no known underlying pathophysiological cause. Current research estimates that FMD may account for 2-20% of clients seen by neurologists. Getting a diagnosis of FMD is typically long and difficult. In addition, many healthcare professionals are unfamiliar with the disorder which may delay treatment. People living with FMD face great disruption in major areas of life including activities of daily living (ADLs), work, leisure, and community participation. OT practitioners have expertise in working with people with both physical disabilities as well as mental illness and this expertise has the potential to guide treatment and become part of the standard of care. In order for occupational therapists to provide these services, they must be aware of the disorder and must advocate for clients to be referred to OT services. In addition, referring physicians and other health professionals need to understand how having FMD impacts the daily functioning of people living with the disorder and how OT services can intervene to improve their quality of life. This study aimed to answer the following research questions: 1) What is the lived experience of individuals with FMD?; 2) How has FMD impacted their participation in major areas of life?; and, 3) What treatment have they found to be effective in improving their quality of life? Method: A naturalistic approach was used to collect qualitative data through semi-structured telephone interviews of five individuals living with FMD. Subjects were recruited from social media websites and resources for people with FMD. Data was analyzed for common themes among participants. Results: Common themes including the variability of symptoms of the disorder; challenges to receiving a diagnosis; frustrations with and distrust of health care professionals; the impact of FMD on the participant’s ability to perform daily activities; and, strategies for living with the symptoms of FMD. Conclusion: All of the participants in the study had to modify their daily activities, roles and routines as a result of the disorder. This is an area where occupational therapists may intervene to improve the quality of life of these individuals. Additionally, participants reported frustration with the medical community regarding the awareness of the disorder and how they were treated by medical professionals. Much more research and awareness of the disorder is in order. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=functional%20movement%20disorder" title="functional movement disorder">functional movement disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=occupational%20therapy" title=" occupational therapy"> occupational therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=participation" title=" participation"> participation</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20life" title=" quality of life"> quality of life</a> </p> <a href="https://publications.waset.org/abstracts/96483/living-with-functional-movement-disorder-an-exploratory-study-of-the-lived-experience-of-five-individuals-with-functional-movement-disorder" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96483.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">168</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">50073</span> Teacher’s Role in the Process of Identity Construction in Language Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gaston%20Bacquet">Gaston Bacquet</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research is to explore how language and culture shape a learner’s identity as they immerse themselves in the world of second language learning and how teachers can assist in the process of identity construction within a classroom setting. The study will be conducted as an in-classroom ethnography, using a qualitative methods approach and analyzing students’ experiences as language learners, their degree of investment, inclusion/exclusion, and attitudes, both towards themselves and their social context; the research question the study will attempt to answer is: What kind of pedagogical interventions are needed to help language learners in the process of identity construction so they can offset unequal conditions of power and gain further social inclusion? The following methods will be used for data collection: i) Questionnaires to investigate learners’ attitudes and feelings in different areas divided into four strands: themselves, their classroom, learning English and their social context. ii) Participant observations, conducted in a naturalistic manner. iii) Journals, which will be used in two different ways: on the one hand, learners will keep semi-structured, solicited diaries to record specific events as requested by the researcher (event-contingent). On the other, the researcher will keep his journal to maintain a record of events and situations as they happen to reduce the risk of inaccuracies. iv) Person-centered interviews, which will be conducted at the end of the study to unearth data that might have been occluded or be unclear from the methods above. The interviews will aim at gaining further data on experiences, behaviors, values, opinions, feelings, knowledge and sensory, background and demographic information. This research seeks to understand issues of socio-cultural identities and thus make a significant contribution to knowledge in this area by investigating the type of pedagogical interventions needed to assist language learners in the process of identity construction to achieve further social inclusion. It will also have applied relevance for those working with diverse student groups, especially taking our present social context into consideration: we live in a highly mobile world, with migrants relocating to wealthier, more developed countries that pose their own particular set of challenges for these communities. This point is relevant because an individual’s insight and understanding of their own identity shape their relationship with the world and their ability to continue constructing this relationship. At the same time, because a relationship is influenced by power, the goal of this study is to help learners feel and become more empowered by increasing their linguistic capital, which we hope might result in a greater ability to integrate themselves socially. Exactly how this help will be provided will vary as data is unearthed through questionnaires, focus groups and the actual participant observations being carried out. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=identity%20construction" title="identity construction">identity construction</a>, <a href="https://publications.waset.org/abstracts/search?q=second-language%20learning" title=" second-language learning"> second-language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=investment" title=" investment"> investment</a>, <a href="https://publications.waset.org/abstracts/search?q=second-language%20culture" title=" second-language culture"> second-language culture</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20inclusion" title=" social inclusion"> social inclusion</a> </p> <a href="https://publications.waset.org/abstracts/116972/teachers-role-in-the-process-of-identity-construction-in-language-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/116972.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">103</span> </span> </div> </div> <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=naturalistic%20study&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=naturalistic%20study&page=3">3</a></li> <li class="page-item"><a class="page-link" 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