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skills</title> <meta name="description" content="Search results for: movement skills"> <meta name="keywords" content="movement skills"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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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="movement skills"> <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> 4730</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: movement skills</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4730</span> Sports for the Children with Autism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20A.%20Abdelnaby">Mohamed A. Abdelnaby</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Relevance of the research: A few people known about Autism and also about Sports for Autism. Children with Autism have difficult experience with sport that makes many problems during the sports activities. There are several areas of motor skills development essential for participating daily life and several sports activities. The object of the research is describe the program for the sports activities for children with Autism, and the aim is to improving their movement skills, motor skills and social skills. Research methods and organization: Twenty-five children with Autism perceived barriers to sports activities participation, and functioning. All the program inside the Pegasus Dreamland Sports Club and all the facilities available for the research. Results and discussion: Standard, children were reported to meet or exceeded general PA occurrence guidelines, belonged to active participated in a variety of sports activities. We identified several barriers to optimal sports activities for their children. Conclusions: Children with Autism can achieve optimal sports activities. Exposure to a variety of sports activities opportunities and experiences aids in identifying the model activity for each individual child. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=sports%20activates" title=" sports activates"> sports activates</a>, <a href="https://publications.waset.org/abstracts/search?q=movement%20skills" title=" movement skills"> movement skills</a>, <a href="https://publications.waset.org/abstracts/search?q=motor%20skills" title=" motor skills "> motor skills </a> </p> <a href="https://publications.waset.org/abstracts/26865/sports-for-the-children-with-autism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26865.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">552</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">4729</span> The Effect of a 12 Week Rhythmic Movement Intervention on Selected Biomotor Abilities on Academy Rugby Players</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jocelyn%20Solomons">Jocelyn Solomons</a>, <a href="https://publications.waset.org/abstracts/search?q=Kraak"> Kraak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Rhythmic movement, also referred to as “dance”, involves the execution of different motor skills as well as the integration and sequencing of actions between limbs, timing and spatial precision. The aim of this study was therefore to investigate and compare the effect of a 16-week rhythmic movement intervention on flexibility, dynamic balance, agility, power and local muscular endurance of academy rugby players in the Western Cape, according to positional groups. Players (N ¼ 54) (age 18.66 0.81 years; height 1.76 0.69 cm; weight 76.77 10.69 kg), were randomly divided into a treatment-control [TCA] (n ¼ 28) and a control-treatment [CTB] (n ¼ 26) group. In this crossover experimental design, the interaction effect of the treatment order and the treatment time between the TCA and CTB group, was determined. Results indicated a statistically significant improvement (p < 0.05) in agility2 (p ¼ 0.06), power2 (p ¼ 0.05), local muscular endurance1 (p ¼ 0.01) & 3 (p ¼ 0.01) and dynamic balance (p < 0.01). Likewise, forwards and backs also showed statistically significant improvements (p < 0.05) per positional groups. Therefore, a rhythmic movement intervention has the potential to improve rugby-specific bio-motor skills and furthermore, improve positional specific skills should it be designed with positional groups in mind. Future studies should investigate, not only the effect of rhythmic movement on improving specific rugby bio-motor skills, but the potential of its application as an alternative training method during off- season (or detraining phases) or as a recovery method. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=agility" title="agility">agility</a>, <a href="https://publications.waset.org/abstracts/search?q=dance" title=" dance"> dance</a>, <a href="https://publications.waset.org/abstracts/search?q=dynamic%20balance" title=" dynamic balance"> dynamic balance</a>, <a href="https://publications.waset.org/abstracts/search?q=flexibility" title=" flexibility"> flexibility</a>, <a href="https://publications.waset.org/abstracts/search?q=local%20muscular%20endurance" title=" local muscular endurance"> local muscular endurance</a>, <a href="https://publications.waset.org/abstracts/search?q=power" title=" power"> power</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a> </p> <a href="https://publications.waset.org/abstracts/169785/the-effect-of-a-12-week-rhythmic-movement-intervention-on-selected-biomotor-abilities-on-academy-rugby-players" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169785.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">62</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">4728</span> Management Competency in Logistical Function: The Skills That Will Master a Logistical Manager</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fatima%20Ibnchahid">Fatima Ibnchahid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Competence approach is considered, since the early 80's as one of the major development of HR policies. Many approaches to manage the professional skills were declined. Some processes are mature whereas the others have been abandoned. Competence can be defined as the set of knowledge (theoretical and practical), know-how (experience) and life skills (personality traits) mobilized by a person in the company. The skills must master a logistics manager are divided into two main categories: depending on whether technical skills, or managerial skills and human. The firsts are broken down into skills on logistical techniques and on general skills in business, seconds in social skills (self with others) and personal (with oneself). Logisticians are faced with new challenges and new constraints that are revolutionizing the way to treat the physical movement of goods and operations related to information flows that trigger, they control and guide the physical movements of these major changes, we can mention the development of information technology and communication, the emergence of strong environmental and security constraints. These changes have important effects on the skills needs of the members of the logistical function and sensitive development for training requested by logistical managers to perform better in their job changes. In this article, we will address two main points, first, a brief overview of the management skills and secondly answer the question asked in the title of the article to know what are the skills that will master a logistical manager. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=skills" title="skills">skills</a>, <a href="https://publications.waset.org/abstracts/search?q=competence" title=" competence"> competence</a>, <a href="https://publications.waset.org/abstracts/search?q=management" title=" management"> management</a>, <a href="https://publications.waset.org/abstracts/search?q=logistical%20function" title=" logistical function"> logistical function</a> </p> <a href="https://publications.waset.org/abstracts/14953/management-competency-in-logistical-function-the-skills-that-will-master-a-logistical-manager" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14953.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">4727</span> Aquatic Intervention Research for Children with Autism Spectrum Disorders</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mehmet%20Yanardag">Mehmet Yanardag</a>, <a href="https://publications.waset.org/abstracts/search?q=Ilker%20Yilmaz"> Ilker Yilmaz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Children with autism spectrum disorders (ASD) enjoy and success the aquatic-based exercise and play skills in a pool instead of land-based exercise in a gym. Some authors also observed that many children with ASD experience more success in attaining movement skills in aquatic environment. Properties of the water and hydrodynamic principles cause buoyancy of the water and decrease effects of gravity and it leads to allow a child to practice important aquatic skills with limited motor skills. Also, some authors experience that parents liked the effects of the aquatic intervention program on children with ASD such as improving motor performance, movement capacity and learning basic swimming skills. The purpose of this study was to investigate the effects of aquatic exercise training on water orientation and underwater working capacity were measured in the pool. This study included in four male children between 5 and 7 years old with ASD and 6.25±0.5 years old. Aquatic exercise skills were applied by using one of the error less teaching which is called the 'most to least prompt' procedure during 12-week, three times a week and 60 minutes a day. The findings of this study indicated that there were improvements test results both water orientation skill and underwater working capacity of children with ASD after 12-weeks exercise training. It was seen that the aquatic exercise intervention would be affected to improve working capacity and orientation skills with the special education approaches applying children with ASD in multidisciplinary team-works. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aquatic" title="aquatic">aquatic</a>, <a href="https://publications.waset.org/abstracts/search?q=autism" title=" autism"> autism</a>, <a href="https://publications.waset.org/abstracts/search?q=orientation" title=" orientation"> orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=ASD" title=" ASD"> ASD</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children "> children </a> </p> <a href="https://publications.waset.org/abstracts/3252/aquatic-intervention-research-for-children-with-autism-spectrum-disorders" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3252.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">432</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">4726</span> Resistance towards Education System through Street Library Movement: A Study in Sukabumi, Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Inbar%20Daeribi">M. Inbar Daeribi</a>, <a href="https://publications.waset.org/abstracts/search?q=Vara%20Leoni"> Vara Leoni</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Street Library Movement has been established and started to grow in some cities in Indonesia as a social movement. In the beginning, this movement emerged as a response to Indonesian lack of reading culture. Nevertheless, this study found out that street library movement is not only a literacy movement for developing reading culture. Furthermore, this movement is also a resistance towards education system in Indonesia. Street library movement is a critical consciousness driven by autonomous working group (community) as counter-public form towards Indonesia’s education condition legitimated by the government. This study, conducted in qualitative method with street library movement in Sukabumi, West Java, Indonesia as the object of study, will examine resistance forms of this movement and its social impacts. By studying this paper, it can be explained how street library movement served as an engine for social development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=street%20library%20movement" title="street library movement">street library movement</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20movement" title=" social movement"> social movement</a>, <a href="https://publications.waset.org/abstracts/search?q=resistance" title=" resistance"> resistance</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20system" title=" education system"> education system</a> </p> <a href="https://publications.waset.org/abstracts/64764/resistance-towards-education-system-through-street-library-movement-a-study-in-sukabumi-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64764.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">341</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">4725</span> An Analysis of Twitter Use of Slow Food Movement in the Context of Online Activism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kubra%20Sultan%20Yuzuncuyil">Kubra Sultan Yuzuncuyil</a>, <a href="https://publications.waset.org/abstracts/search?q=Aytekin%20%C4%B0sman"> Aytekin İsman</a>, <a href="https://publications.waset.org/abstracts/search?q=Berkay%20Bulus"> Berkay Bulus</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the developments of information and communication technologies, the forms of molding public opinion have changed. In the presence of Internet, the notion of activism has been endowed with digital codes. Activists have engaged the use of Internet into their campaigns and the process of creating collective identity. Activist movements have been incorporating the relevance of new communication technologies for their goals and opposition. Creating and managing activism through Internet is called Online Activism. In this main, Slow Food Movement which was emerged within the philosophy of defending regional, fair and sustainable food has been engaging Internet into their activist campaign. This movement supports the idea that a new food system which allows strong connections between plate and planet is possible. In order to make their voices heard, it has utilized social networks and develop particular skills in the framework online activism. This study analyzes online activist skills of Slow Food Movement (SFM) develop and attempts to measure its effectiveness. To achieve this aim, it adopts the model proposed by Sivitandies and Shah and conduct both qualitiative and quantiative content analysis on social network use of Slow Food Movement. In this regard, the sample is chosen as the official profile and analyzed between in a three month period respectively March-May 2017. It was found that SFM develops particular techniques that appeal to the model of Sivitandies and Shah. The prominent skill in this regard was found as hyperlink abbreviation and use of multimedia elements. On the other hand, there are inadequacies in hashtag and interactivity use. The importance of this study is that it highlights and discusses how online activism can be engaged into a social movement. It also reveals current online activism skills of SFM and their effectiveness. Furthermore, it makes suggestions to enhance the related abilities and strengthen its voice on social networks. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=slow%20food%20movement" title="slow food movement">slow food movement</a>, <a href="https://publications.waset.org/abstracts/search?q=Twitter" title=" Twitter"> Twitter</a>, <a href="https://publications.waset.org/abstracts/search?q=internet" title=" internet"> internet</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20activism" title=" online activism"> online activism</a> </p> <a href="https://publications.waset.org/abstracts/75600/an-analysis-of-twitter-use-of-slow-food-movement-in-the-context-of-online-activism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75600.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">4724</span> Discuss the Relationship Between Floor Movement and the Mental and Physical Health - Case Study on Movement Flow</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joyce%20Chieh%20Hsin%20Lo">Joyce Chieh Hsin Lo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the forthcoming paper, we aim to comprehensively investigate the relation between floor movement and the health condition. We embark on an extensive exploration of the innovative Movement Flow system, a contemporary paradigm that is reshaping the landscape of physical fitness and well-being. Our primary aim is to dissect the profound potential of this groundbreaking approach, not only as a means to enhance our physical fitness but also as a transformative tool for nurturing mental health. Within the scope of this comprehensive analysis, we will delve into the multifaceted aspects of Movement Flow, highlighting its versatility and adaptability to various individuals' needs and objectives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=prehab" title="prehab">prehab</a>, <a href="https://publications.waset.org/abstracts/search?q=floor%20movement" title=" floor movement"> floor movement</a>, <a href="https://publications.waset.org/abstracts/search?q=proprioception" title=" proprioception"> proprioception</a>, <a href="https://publications.waset.org/abstracts/search?q=movement%20flow" title=" movement flow"> movement flow</a> </p> <a href="https://publications.waset.org/abstracts/172707/discuss-the-relationship-between-floor-movement-and-the-mental-and-physical-health-case-study-on-movement-flow" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172707.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">89</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4723</span> Improving Fine Motor Skills in the Hands of Children with ASD with Applying the Fine Motor Activities in Montessori Method of Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yeganeh%20Faraji">Yeganeh Faraji</a>, <a href="https://publications.waset.org/abstracts/search?q=Ned%20Faraji"> Ned Faraji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the present study is to search for the effects of training on improving fine hand skills in children with autistic spectrum disorder through the case study statistic method. The sample group was selected by the available sampling method and included four participants. The methodology of this research was a single-subject semi-experimental of AB design. The data were gathered by natural observation. In the next stage, the data were recorded on data record sheets and then presented on diagrams. The sample group was evaluated by an assessment which the researcher created based on Lincoln-Oseretsky’ motor development scale in two pre-test and post-test phases. In order to promote fingers’ fine movement, the Montessori method was applied. Collecting and analyzing data which were shown by the data presentation method and diagrams, proved that it had no significant effect on improving fingers’ fine movement. Therefore, based on the current research findings, it is suggested that future researchers can apply various teaching methods and different tests for improving fine hand skills or increasing the period of training. <p class="card-text"><strong>Keywords:</strong> <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=Montessori%20method" title=" Montessori method"> Montessori method</a>, <a href="https://publications.waset.org/abstracts/search?q=fine%20motor%20skills" title=" fine motor skills"> fine motor skills</a>, <a href="https://publications.waset.org/abstracts/search?q=Lincoln-Oseretsky%20assessment" title=" Lincoln-Oseretsky assessment"> Lincoln-Oseretsky assessment</a> </p> <a href="https://publications.waset.org/abstracts/156539/improving-fine-motor-skills-in-the-hands-of-children-with-asd-with-applying-the-fine-motor-activities-in-montessori-method-of-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156539.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">93</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">4722</span> The Third Islamic Defend Action: The Completeness Model of Islamic Peace Movement in Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Husnul%20Isa%20Harahap">Husnul Isa Harahap</a> </p> <p class="card-text"><strong>Abstract:</strong></p> On December 2, 2016 occurred mass movements in Indonesia, led by the National Movement of Fatwa Guard, Indonesian Ulema Council (GNPF MUI). This movement is named 212 in accordance with the date, and also called The Third Islamic Defend Action, a continued movement of Islamic defend earlier (November 4, 2016 and October 14, 2016). All three movements have raised the issue of the demand that Basuki Tjahaja Purnama (Jakarta governor) also known as Ahok put on trial for allegedly insulting the Quran. The interesting view of this movement is that: first, the great social movement could emerge from a small but sensitive issues. Second, although this movement followed by radical Islamic groups, that movement known as the largest and most peaceful Islamic Movement in Indonesia. Third, the movement succeeded in answer the doubts of many parties that the social movements with large masses can not maintain security, order, and even the cleanliness of the site action. What causes all this happen? First, the emphasis on the use of basic religious elements that Islam is love for peace. Second, the role of leadership that is trusted and based on religious relationship. Third, this movement is well organized and trying reflect Islamic values. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Islamic%20values" title="Islamic values">Islamic values</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20movement" title=" social movement"> social movement</a>, <a href="https://publications.waset.org/abstracts/search?q=peaceful%20group" title=" peaceful group"> peaceful group</a>, <a href="https://publications.waset.org/abstracts/search?q=sensitive%20issue" title=" sensitive issue"> sensitive issue</a> </p> <a href="https://publications.waset.org/abstracts/71566/the-third-islamic-defend-action-the-completeness-model-of-islamic-peace-movement-in-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71566.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">335</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">4721</span> The Age Difference in Social Skills Constructs for School Adaptation: A Cross-Sectional Study of Japanese Students at Elementary, Junior, and Senior High School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hiroki%20Shinkawa">Hiroki Shinkawa</a>, <a href="https://publications.waset.org/abstracts/search?q=Tadaaki%20Tomiie"> Tadaaki Tomiie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many interventions for social skills acquisition aim to decrease the gap between social skills deficits in the individual and normative social skills; nevertheless little is known of typical social skills according to age difference in students. In this study, we developed new quintet of Hokkaido Social Skills Inventory (HSSI) in order to identify age-appropriate social skills for school adaptation. First, we selected 13 categories of social skills for school adaptation from previous studies, and created questionnaire items through discussion by 25 teachers in all three levels from elementary schools to senior high schools. Second, the factor structures of five versions of the social skills scale were investigated on 2nd grade (n = 1,864), 4th grade (n = 1,936), 6th grade (n = 2,085), 7th grade (n = 2,007), and 10th grade (n = 912) students, respectively. The exploratory factor analysis showed that a number of constructing factors of social skills increased as one’s grade in school advanced. The results in the present study can be useful to characterize the age-appropriate social skills for school adaptation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20skills" title="social skills">social skills</a>, <a href="https://publications.waset.org/abstracts/search?q=age%20difference" title=" age difference"> age difference</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescents" title=" adolescents"> adolescents</a> </p> <a href="https://publications.waset.org/abstracts/23635/the-age-difference-in-social-skills-constructs-for-school-adaptation-a-cross-sectional-study-of-japanese-students-at-elementary-junior-and-senior-high-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23635.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">396</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">4720</span> Genesis and Achievements of Madhesh Movement in Nepal</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Deepak%20Chaudhary">Deepak Chaudhary</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main objective of the study is to explore the genesis and achievements of the Madhesh movement. Madhesh Movement is a social movement that brought massive political changes and contributed a lot to the nation-building process in the modern history of Nepal. This movement erupted in January 2007 in the Tarai/Madhesh region following the promulgation of the Interim Constitution that left the incorporation of federalism and proportional representation in the Constitution. The most excluded community in Nepal- Madheshi community, seemed to have angered against state-sponsored discrimination and exclusion that have been occurred for centuries. Since Madheshis were treated as non-Nepali, though the history of Nepal’s Tarai/Madhesh has been ancient. In the beginning, this movement was against Maoist, but later, it went against the state's prejudices and discriminations. It extended across the Tarai/Madhesh region of Nepal for a month. The movement was spontaneous to a large extent. A researcher himself is a witness to the movement. Key Informant Interviews with participants, including politicians, journalists, and activists, have mainly carried out for the study. This movement ensured Madheshi identity first. Secondly, the number of electoral constituencies was increased as it reached 120 in Tarai/Madhesh while it was 80 only. As a result, Madheshi representation in the Constitution Assembly reached 35 %, while it was 20% only. The main thing that this movement played a major role in ensuring the federalism as a political system in Nepal. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dignity" title="dignity">dignity</a>, <a href="https://publications.waset.org/abstracts/search?q=exclusion" title=" exclusion"> exclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=federalism" title=" federalism"> federalism</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=Madhesh%20movement" title=" Madhesh movement"> Madhesh movement</a>, <a href="https://publications.waset.org/abstracts/search?q=nation-building" title=" nation-building"> nation-building</a> </p> <a href="https://publications.waset.org/abstracts/121860/genesis-and-achievements-of-madhesh-movement-in-nepal" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/121860.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">169</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4719</span> Dalit Struggle in Nepal: From Invoking Dalit to Becoming Part of the Nepalese Power </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mom%20Bishwakarma">Mom Bishwakarma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research traces out how the Dalit in Nepal evolved from the early 1950s to the current day, from invoking Dalit against caste discrimination through to the asserting proportional representation in state structures. The research focused most closely on the formation of Dalit association and resistance, as well as on the different struggles throughout this period. It then discusses the expansion of Dalit movement in NGOs, its internationalization and responses. The research sees that Dalit movement has been influenced by its network with the national and international civil rights movement particularly Dalit movement in India and argues that Dalit movement in Nepal have in many ways, challenged the orthodox based caste stratification for Dalit equality and justice. It can be seen that at the same time as Dalit participation was increasing, divisions by caste line also emerged. Rather reshaping the power structures, Dalit movement encircled into division and contentious politics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dalit" title="Dalit">Dalit</a>, <a href="https://publications.waset.org/abstracts/search?q=equality" title=" equality"> equality</a>, <a href="https://publications.waset.org/abstracts/search?q=justice" title=" justice"> justice</a>, <a href="https://publications.waset.org/abstracts/search?q=movements" title=" movements"> movements</a>, <a href="https://publications.waset.org/abstracts/search?q=Nepal" title=" Nepal"> Nepal</a> </p> <a href="https://publications.waset.org/abstracts/47962/dalit-struggle-in-nepal-from-invoking-dalit-to-becoming-part-of-the-nepalese-power" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47962.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">227</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">4718</span> New Media and Its Role in Shaping the 'Bersih Movement' in Malaysia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rosyidah%20Muhamad">Rosyidah Muhamad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> New media is facilitating collective action in ways never thought possible. Although the broader political climate may have a powerful influence on the success or failure of emerging social movement organizations, the Internet is enabling groups previously incapable of political action to find their voices Whether this shift is offering greater relative benefit to previously underrepresented or incumbent political fixtures is subject to debate, but it is clear that like-minded people are now able to better locate and converse with each other via many Internet. The recent social movement in Malaysia – the BERSIH Movement had attracted demonstrators from countries all over the world. The movement with an unforeseen mixture of nationalities became world news. Interestingly, the new media seemed to play a crucial role in the organization of the protests around the world. This article maps this movement via an analysis of their websites. It examines the contribution of these websites based on the collective identity, actual mobilization and a network of organizations. This research indicates signs of an integration of different organizations that contributed to an important role of the new media. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bersih%20Movement" title="Bersih Movement">Bersih Movement</a>, <a href="https://publications.waset.org/abstracts/search?q=Malaysian%20politics" title=" Malaysian politics"> Malaysian politics</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20media" title=" new media"> new media</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20movement" title=" social movement "> social movement </a> </p> <a href="https://publications.waset.org/abstracts/44735/new-media-and-its-role-in-shaping-the-bersih-movement-in-malaysia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44735.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">4717</span> The Intervention Effect of Gratitude Skills Training on the Reduction of Loneliness</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20Sakai">T. Sakai</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Aikawa"> A. Aikawa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study defined 'gratitude skills training' as a social skills training which would become a new intervention method about gratitude intervention. The purpose of this study was to confirm the intervention effect of gratitude skills training on the reduction of loneliness. The participants in this study were university students (n = 36). A waiting list control design was used, in which the participants were assigned either to a training group (n = 18) or a waiting list control group (n = 18); the latter group took the same training after the first group had been trained. The two-week gratitude skills training comprised of three sessions (50 minutes per each of sessions). In the three sessions, the guidebook and the homework developed in this study were used. Results showed that gratitude skills training improved the participants’ gratitude skills. The results also indicated the intervention effect of gratitude skills training on the reduction of loneliness during the follow-up after three weeks. This study suggests that gratitude skills training can reduce loneliness. The gratitude skills training has a possibility of becoming a new treatment to reduce loneliness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gratitude%20skills" title="gratitude skills">gratitude skills</a>, <a href="https://publications.waset.org/abstracts/search?q=loneliness" title=" loneliness"> loneliness</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20skills%20training" title=" social skills training"> social skills training</a>, <a href="https://publications.waset.org/abstracts/search?q=well-being" title=" well-being"> well-being</a> </p> <a href="https://publications.waset.org/abstracts/90531/the-intervention-effect-of-gratitude-skills-training-on-the-reduction-of-loneliness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90531.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">200</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">4716</span> The Study of Digital Transformation Skills and Competencies Framework at Umm Alqura University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anod%20H.%20Alhazmi">Anod H. Alhazmi</a>, <a href="https://publications.waset.org/abstracts/search?q=Hanaa%20A.%20Yamani"> Hanaa A. Yamani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The lack of digital transformation professionals could prevent Saudi Arabia’s universities from providing digital services. The task of understanding what digital skills are needed within an organization, measuring the existing skills, and developing or attracting talents is a complex task. This paper provides a comprehensive analysis of the digital transformation skills needed in the organizations who seek digital transformation and identifies the skills and competencies framework DigSC built on Skills Framework for the Informational Age (SFIA) framework that is adopted by the Ministry of Communications and Information Technology (MCIT) in Saudi Arabia. The framework adopted identifies the main digital transformation skills clusters, categories and levels of responsibilities for each job description to fill the gap between this requirement and the digital skills supplied by the Umm Alqura University (UQU). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competencies" title="competencies">competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20transformation" title=" digital transformation"> digital transformation</a>, <a href="https://publications.waset.org/abstracts/search?q=framework" title=" framework"> framework</a>, <a href="https://publications.waset.org/abstracts/search?q=skills" title=" skills"> skills</a>, <a href="https://publications.waset.org/abstracts/search?q=Umm%20Alqura%20university" title=" Umm Alqura university"> Umm Alqura university</a> </p> <a href="https://publications.waset.org/abstracts/129686/the-study-of-digital-transformation-skills-and-competencies-framework-at-umm-alqura-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129686.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">187</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">4715</span> Analysis of Farm Management Skills in Broiler Poultry Producers in Botswana</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Som%20Pal%20Baliyan">Som Pal Baliyan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this quantitative study was to analyze farm management skills in broiler poultryproducers in Botswana. The study adopted a descriptive and correlation research design. The population of the study was the poultry farm operators who had been in broiler poultry farming at least for two years. Based on the information from literature, a questionnaire was constructed for data collection on seven areas of farm management skills namely; planning skills, accounting and financial management skills, production management skills, product procurement and marketing skills, decision making skills, risk management skills, and specific technical skills. The validity and reliability of the questionnaire were accomplished by a panel of experts and by calculating the Cronbach’s alpha coefficient, respectively. Data were collected through a survey of 60 randomly sampled poultry farm operators in Botswana. Data were analyzed through descriptive statistical tools whereby the level of farm management skills were determined by calculating means and standard deviations of the management skills among the broiler producers. The level of farm management skills in broilers producers was discussed. All the seven farm management skills were ranked based on their calculated means. The specific technical skills and risk management skills were the highest and the lowest ranked farm management skills, respectively.Findings revealed that the broiler producers had skills above the average level only in specific technical skills whereas the skill levels in the remaining six farm management skills under study were found below the average level. This prevailing low level of farm management skills can be justified asthe cause of failure or poor performance of the broiler poultry farms in Botswana. Therefore, in order to improve the efficiency and productivityin broiler production in the country, it was recommended that the broiler poultry producers should be adequately trained in areas of planning skills, financial management skills, production management skills, product procurement and marketing skills, decision making skills and risk management skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=poultry%20production" title="poultry production">poultry production</a>, <a href="https://publications.waset.org/abstracts/search?q=broiler%20production" title=" broiler production"> broiler production</a>, <a href="https://publications.waset.org/abstracts/search?q=management%20skills" title=" management skills"> management skills</a>, <a href="https://publications.waset.org/abstracts/search?q=levels%20of%20skills" title=" levels of skills"> levels of skills</a> </p> <a href="https://publications.waset.org/abstracts/36860/analysis-of-farm-management-skills-in-broiler-poultry-producers-in-botswana" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36860.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">400</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">4714</span> IT Skills and Soft Skills for Accountants in Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Manirath%20Wongsim">Manirath Wongsim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Information technology management has become important for the achievement of organisations. An increase in the pace of technological change has revolutionised the way accountants perform their jobs. In response to this challenge, the identification of a new comprehensive set of information technology competencies combined with information technology skills and other skills (namely, soft skills) are necessary. Thus, this study aims to investigate IT competencies among professional accountants to enhance firm performance. This research was conducted with 42 respondents at ten organisations in Thailand. This research used qualitative, interpretive evidence.The results indicate that the factor IT competencies within the organizational issues defines19 factors. Specifically, these new factors, based on the research findings and the literature and unique to IT competences for professional accountants, include ERP software skills, BI software skills and accounting law and legal skills. The evidence in this study suggests that ERP software, spreadsheets, BI software and accounting software were ranked as much-needed skills to be acquired by accountants while communication skills were ranked as the most required skills, and delegation skills as the least required. The findings of the research’s empirical evidence suggest that organizations should understand appropriate into developing information technology related competencies for knowledge workers in general and professional accountants in particular and provide assistance in all processes of decision making. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=IT%20competencies" title="IT competencies">IT competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=IT%20competencies%20for%20accountants" title=" IT competencies for accountants"> IT competencies for accountants</a>, <a href="https://publications.waset.org/abstracts/search?q=IT%20skills%20for%20accounting" title=" IT skills for accounting"> IT skills for accounting</a>, <a href="https://publications.waset.org/abstracts/search?q=soft%20skills%20for%20accountants" title=" soft skills for accountants"> soft skills for accountants</a> </p> <a href="https://publications.waset.org/abstracts/41941/it-skills-and-soft-skills-for-accountants-in-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41941.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">415</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">4713</span> The Impact of Artificial Intelligence on Autism Attitude and Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sara%20Fayez%20Fawzy%20Mikhael">Sara Fayez Fawzy Mikhael</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Inclusive education services for students with autism are still developing in Thailand. Although many more children with intellectual disabilities have been attending school since the Thai government enacted the Education for Persons with Disabilities Act in 2008, facilities for students with disabilities and their families are generally inadequate. This comprehensive study used the Attitudes and Preparedness for Teaching Students with Autism Scale (APTSAS) to examine the attitudes and preparedness of 110, elementary teachers in teaching students with autism in the general education setting. Descriptive statistical analyzes showed that the most important factor in the formation of a negative image of teachers with autism is student attitudes. Most teachers also stated that their pre-service training did not prepare them to meet the needs of children with special needs who cannot speak. The study is important and provides directions for improving non-formal teacher education in Thailand. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitude" title="attitude">attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=autism" title=" autism"> autism</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=thailandsports%20activates" title=" thailandsports activates"> thailandsports activates</a>, <a href="https://publications.waset.org/abstracts/search?q=movement%20skills" title=" movement skills"> movement skills</a>, <a href="https://publications.waset.org/abstracts/search?q=motor%20skills" title=" motor skills"> motor skills</a> </p> <a href="https://publications.waset.org/abstracts/187384/the-impact-of-artificial-intelligence-on-autism-attitude-and-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187384.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">65</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">4712</span> The Effects of Big 6+6 Skill Training on Daily Living Skills for an Adolescent with Intellectual Disability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Luca%20Vascelli">Luca Vascelli</a>, <a href="https://publications.waset.org/abstracts/search?q=Silvia%20Iacomini"> Silvia Iacomini</a>, <a href="https://publications.waset.org/abstracts/search?q=Giada%20Gueli"> Giada Gueli</a>, <a href="https://publications.waset.org/abstracts/search?q=Francesca%20Cavallini"> Francesca Cavallini</a>, <a href="https://publications.waset.org/abstracts/search?q=Carlo%20Cavallini"> Carlo Cavallini</a>, <a href="https://publications.waset.org/abstracts/search?q=Federica%20Berardo"> Federica Berardo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study was conducted to evaluate the effect of training on Big 6 + 6 motor skills to promote daily living skills. Precision teaching (PT) suggests that improved speed of the component behaviors can lead to better performance of composite skills. This study assessed the effects of the repeated timed practice of component motor skills on speed and accuracy of composite skills related to daily living skills. An 18 years old adolescent with intellectual disability participated. A pre post probe single-subject design was used. The results suggest that the participant was able to perform the component skills at his individual aims (endurance was assessed). The speed and accuracy of composite skills were increased; stability and retention were also measured for the composite skill after the training. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=big%206%2B6" title="big 6+6">big 6+6</a>, <a href="https://publications.waset.org/abstracts/search?q=daily%20living%20skills" title=" daily living skills"> daily living skills</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20disability" title=" intellectual disability"> intellectual disability</a>, <a href="https://publications.waset.org/abstracts/search?q=precision%20teaching" title=" precision teaching"> precision teaching</a> </p> <a href="https://publications.waset.org/abstracts/115648/the-effects-of-big-66-skill-training-on-daily-living-skills-for-an-adolescent-with-intellectual-disability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/115648.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">154</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">4711</span> The Impact of Artificial Intelligence on Autism Attitude and Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samwail%20Fahmi%20Francis%20Yacoub">Samwail Fahmi Francis Yacoub</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Inclusive education services for students with Autism remains in its early developmental stages in Thailand. Despite many more children with autism are attending schools since the Thai government introduced the Education Provision for People with Disabilities Act in 2008, the services students with autism and their families receive are generally lacking. This quantitative study used Attitude and Preparedness to Teach Students with Autism Scale (APTSAS) to investigate 110 primary school teachers’ attitude and preparedness to teach students with autism in the general education classroom. Descriptive statistical analysis of the data found that student behavior was the most significant factor in building teachers’ negative attitudes students with autism. The majority of teachers also indicated that their pre-service education did not prepare them to meet the learning needs of children with autism in particular, those who are non-verbal. The study is significant and provides direction for enhancing teacher education for inclusivity in Thailand. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitude" title="attitude">attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=autism" title=" autism"> autism</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=movement%20skills" title=" movement skills"> movement skills</a>, <a href="https://publications.waset.org/abstracts/search?q=motor%20skills" title=" motor skills"> motor skills</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=behavior." title=" behavior."> behavior.</a> </p> <a href="https://publications.waset.org/abstracts/185151/the-impact-of-artificial-intelligence-on-autism-attitude-and-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185151.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">52</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">4710</span> A Twelve-Week Intervention Programme to Improve the Gross Motor Skills of Selected Children Diagnosed with Autism Spectrum Disorder </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eileen%20K.%20Africa">Eileen K. Africa</a>, <a href="https://publications.waset.org/abstracts/search?q=Karel%20J.%20van%20Deventer"> Karel J. van Deventer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Neuro-typical children develop the motor skills necessary to play, do schoolwork and interact with others. However, this is not observed in children who have learning or behavioural problems. Children with Autism Spectrum Disorder (ASD) are often referred to as clumsy because their body parts do not work well together in a sequence. Physical Activity (PA) has shown to be beneficial to the general population, therefore, providing children with ASD opportunities to take part in PA programmes, could prove to be beneficial in many ways and should be investigated. The purpose of this study was to design a specialised group intervention programme, to attempt to improve gross motor skills of selected children diagnosed with ASD between the ages of eight and 13 years. A government school for ASD learners was recruited to take part in this study, and a sample of convenience (N=7) was selected. Children in the experimental group (n=4) participated in a 12-week group intervention programme twice per week, while the control group continued with their normal daily routine. The Movement Assessment Battery for Children-Second Edition (MABC-2), was administered pre- and post-test to determine the children’s gross motor proficiency and to determine if the group intervention programme had an effect on the gross motor skills of the experimental group. Statistically significant improvements were observed in total motor skill proficiency (p < 0.05), of the experimental group. These results demonstrate the importance of gross motor skills interventions for children diagnosed with ASD. Future research should include more participants to ensure that the results can be generalised. <p class="card-text"><strong>Keywords:</strong> <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=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=gross%20motor%20skills" title=" gross motor skills"> gross motor skills</a>, <a href="https://publications.waset.org/abstracts/search?q=group%20intervention%20programme" title=" group intervention programme"> group intervention programme</a> </p> <a href="https://publications.waset.org/abstracts/76964/a-twelve-week-intervention-programme-to-improve-the-gross-motor-skills-of-selected-children-diagnosed-with-autism-spectrum-disorder" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76964.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">4709</span> The Effect of Observational Practice on the Volleyball Service Learning with Emphasis on the Role of Self–Efficacy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Majed%20Zobairy">Majed Zobairy</a>, <a href="https://publications.waset.org/abstracts/search?q=Payam%20Mohammadpanahi"> Payam Mohammadpanahi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Skill movement education is one of extremely important duty for sport coaches and sport teachers. Researchers have done lots of studies in this filed to gain the best methodology in movement learning. One of the essential aspects in skill movement education is observational learning. Observational learning, or learning by watching demonstrations, has been characterized as one of the most important methods by which people learn variety of skill and behaviours.The purpose of this study was determined the effect of observational practice on the volleyball service learning with emphasis on the Role of Self–Efficacy. Methods: The Sample consisted of100 male students was assigned accessible sampling technique and homogeneous manner with emphasis on the Role of Self–Efficacy level to 4 groups. The first group performed physical training, the second group performed observational practice task, the third practiced physically and observationally and the fourth group served as the control group. The experimental groups practiced in a one day acquisition and performed the retention task, after 72 hours. Kolmogorov-Smirnov test and independent t-test were used for Statistical analyses. Results and Discussion: Results shows that observation practice task group can significantly improve volleyball services skills acquisition (T=7.73). Also mixed group (physically and observationally) is significantly better than control group regarding to volleyball services skills acquisition (T=7.04). Conclusion: Results have shown observation practice task group and mixed group are significantly better than control group in acquisition test. The present results are in line with previous studies, suggesting that observation learning can improve performance. On the other hand, results shows that self-efficacy level significantly effect on acquisition movement skill. In other words, high self-efficacy is important factor in skill learning level in volleyball service. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=observational%20practice" title="observational practice">observational practice</a>, <a href="https://publications.waset.org/abstracts/search?q=volleyball%20service" title=" volleyball service"> volleyball service</a>, <a href="https://publications.waset.org/abstracts/search?q=self%E2%80%93efficacy" title=" self–efficacy"> self–efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=sport%20science" title=" sport science"> sport science</a> </p> <a href="https://publications.waset.org/abstracts/17406/the-effect-of-observational-practice-on-the-volleyball-service-learning-with-emphasis-on-the-role-of-self-efficacy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17406.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">394</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">4708</span> Relationships between Motor Skills and Self-Perceived Athletic Competence in a Sample of Primary School Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cristina-Corina%20Ben%C8%9Bea">Cristina-Corina Bențea</a>, <a href="https://publications.waset.org/abstracts/search?q=Teodora-Mihaela%20Iconomescu"> Teodora-Mihaela Iconomescu</a>, <a href="https://publications.waset.org/abstracts/search?q=Lauren%C8%9Biu-Gabriel%20Talaghir"> Laurențiu-Gabriel Talaghir</a>, <a href="https://publications.waset.org/abstracts/search?q=Claudiu%20Mereu%C8%9B%C4%83"> Claudiu Mereuță</a>, <a href="https://publications.waset.org/abstracts/search?q=Anamaria%20Berdil%C4%83"> Anamaria Berdilă</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study aims to examine the relationships between motor abilities, self-evaluation of athletic competence, and demographic characteristics in a sample of late-childhood participants. Defined as physical elements that enable the movements, motor skills are classified according to movement precision as gross and fine motor skills. Across their development, children enhance their ability to coordinate the limbs to produce different actions. In educational settings, they perform various instructional activities that involve the improvement of their athletic prowess and are taught how to strengthen their gross and fine motor abilities. Also, in relation to their activities, children tend to evaluate themselves differently across the various domains of their life. Starting from childhood, athletic competence is one of the area-specific evaluations of competence that refers to one’s ability to do well at sports, including outdoor games. Method: The sample consisted of fifty-eight primary school children, thirty girls, and twenty-eight boys, with ages between 8-10 years. The Bruininks-Oseretsky test of motor proficiency was used to assess both gross and fine motor skills in eight specific areas (fine motor precision, fine motor integration, manual dexterity, bilateral coordination, balance, running speed and agility, upper-limb coordination, strength). Athletic competence self-perceived was assessed with one of the six subscales of the Self-Perception Profile for Children. Results: Were examined both the relationships between each motor skills scale and subscales and between motor skills and general self-perceived athletic competence. Results indicated correlations between the athletic competence and four motor skills subscales depending on the gender and age of the children. The findings of the study were discussed related to the possibility to improve children's physical proficiency in educational settings according to the level of self-perceived athletic competence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gross%20motor%20skills" title="gross motor skills">gross motor skills</a>, <a href="https://publications.waset.org/abstracts/search?q=fine%20motor%20skills" title=" fine motor skills"> fine motor skills</a>, <a href="https://publications.waset.org/abstracts/search?q=athletic%20competence" title=" athletic competence"> athletic competence</a>, <a href="https://publications.waset.org/abstracts/search?q=self-evaluation" title=" self-evaluation"> self-evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/146352/relationships-between-motor-skills-and-self-perceived-athletic-competence-in-a-sample-of-primary-school-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146352.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">85</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4707</span> Applications of Out-of-Sequence Thrust Movement for Earthquake Mitigation: A Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rajkumar%20Ghosh">Rajkumar Ghosh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study presents an overview of the many uses and approaches for estimating out-of-sequence thrust movement in earthquake mitigation. The study investigates how knowing and forecasting thrust movement during seismic occurrences might assist to effective earthquake mitigation measures. The review begins by discussing out-of-sequence thrust movement and its importance in earthquake mitigation strategies. It explores how typical techniques of estimating thrust movement may not capture the full complexity of seismic occurrences and emphasizes the benefits of include out-of-sequence data in the analysis. A thorough review of existing research and studies on out-of-sequence thrust movement estimates for earthquake mitigation. The study demonstrates how to estimate out-of-sequence thrust movement using multiple data sources such as GPS measurements, satellite imagery, and seismic recordings. The study also examines the use of out-of-sequence thrust movement estimates in earthquake mitigation measures. It investigates how precise calculation of thrust movement may help improve structural design, analyse infrastructure risk, and develop early warning systems. The potential advantages of using out-of-sequence data in these applications to improve the efficiency of earthquake mitigation techniques. The difficulties and limits of estimating out-of-sequence thrust movement for earthquake mitigation. It addresses data quality difficulties, modelling uncertainties, and computational complications. To address these obstacles and increase the accuracy and reliability of out-of-sequence thrust movement estimates, the authors recommend topics for additional study and improvement. The study is a helpful resource for seismic monitoring and earthquake risk assessment researchers, engineers, and policymakers, supporting innovations in earthquake mitigation measures based on a better knowledge of thrust movement dynamics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=earthquake%20mitigation" title="earthquake mitigation">earthquake mitigation</a>, <a href="https://publications.waset.org/abstracts/search?q=out-of-sequence%20thrust" title=" out-of-sequence thrust"> out-of-sequence thrust</a>, <a href="https://publications.waset.org/abstracts/search?q=satellite%20imagery" title=" satellite imagery"> satellite imagery</a>, <a href="https://publications.waset.org/abstracts/search?q=seismic%20recordings" title=" seismic recordings"> seismic recordings</a>, <a href="https://publications.waset.org/abstracts/search?q=GPS%20measurements" title=" GPS measurements"> GPS measurements</a> </p> <a href="https://publications.waset.org/abstracts/168985/applications-of-out-of-sequence-thrust-movement-for-earthquake-mitigation-a-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168985.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">4706</span> Movement Optimization of Robotic Arm Movement Using Soft Computing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=V.%20K.%20Banga">V. K. Banga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Robots are now playing a very promising role in industries. Robots are commonly used in applications in repeated operations or where operation by human is either risky or not feasible. In most of the industrial applications, robotic arm manipulators are widely used. Robotic arm manipulator with two link or three link structures is commonly used due to their low degrees-of-freedom (DOF) movement. As the DOF of robotic arm increased, complexity increases. Instrumentation involved with robotics plays very important role in order to interact with outer environment. In this work, optimal control for movement of various DOFs of robotic arm using various soft computing techniques has been presented. We have discussed about different robotic structures having various DOF robotics arm movement. Further stress is on kinematics of the arm structures i.e. forward kinematics and inverse kinematics. Trajectory planning of robotic arms using soft computing techniques is demonstrating the flexibility of this technique. The performance is optimized for all possible input values and results in optimized movement as resultant output. In conclusion, soft computing has been playing very important role for achieving optimized movement of robotic arm. It also requires very limited knowledge of the system to implement soft computing techniques. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title="artificial intelligence">artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=kinematics" title="kinematics">kinematics</a>, <a href="https://publications.waset.org/abstracts/search?q=robotic%20arm" title=" robotic arm"> robotic arm</a>, <a href="https://publications.waset.org/abstracts/search?q=neural%20networks" title=" neural networks"> neural networks</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20logic" title=" fuzzy logic"> fuzzy logic</a> </p> <a href="https://publications.waset.org/abstracts/52861/movement-optimization-of-robotic-arm-movement-using-soft-computing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52861.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">297</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">4705</span> The Effectiveness of Social Story with the Help Smart Board use to Teach Social Skills for Preschool Children with ASD</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dilay%20Akgun%20Giray">Dilay Akgun Giray</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Basic insuffiency spaces of ASD diagnosed individuals can be grouped as cognitive and academic characteristics, communicational characteristics, social characteristics and emotional characteristics. Referring to the features that children with ASD exhibit on social events, it is clear they have limitations for several social skills. One of the evidence based practices which has been developed and used for the limitations of definite social skills for individuals with autism is “Social Story Method”. Social stories was designed and applied for the first time in 1991, a special education teacher, in order to acquire social skills and improve the existing social skills for children with ASD. Many studies have revealed the effectiveness of social stories for teaching the social skills to individuals with ASD. In this study, three social skills that the child ,who was diagnosed ASD, is going to need primarily will be studied with smart board. This study is multiple probe across-behavior design which is one of the single subject research models. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=authism%20spectrum%20disorders" title="authism spectrum disorders">authism spectrum disorders</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20skills" title=" social skills"> social skills</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20story" title=" social story"> social story</a>, <a href="https://publications.waset.org/abstracts/search?q=smart%20board" title=" smart board"> smart board</a> </p> <a href="https://publications.waset.org/abstracts/31066/the-effectiveness-of-social-story-with-the-help-smart-board-use-to-teach-social-skills-for-preschool-children-with-asd" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31066.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">486</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">4704</span> Analysing Stem Student Interests in Developing Critical Thinking Skills in Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Ramzan">Muhammad Ramzan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> STEM Education and Critical Thinking Skills are important 21st-century skills. STEM Education is necessary to promote secondary school students’ critical thinking skills. These skills are critical for teachers to respond to students. Pakistan is in the preliminary stages of integrating STEM Education in institutions like other developing countries. Unfortunately, most secondary school students in Pakistan are unaware of STEM Education and teachers are not applying critical thinking skills in classrooms. The study's objectives mainly deal with; to identify the importance of STEM Education in the teaching-learning process; to find out the factors affecting critical thinking skills that can develop interest in students in STEM Education and suggestions on how to improve critical thinking skills in students regarding STEM Education. This study was descriptive. The population of the study was secondary school students. Data was collected from 200 secondary school students through a questionnaire. The research results show that critical thinking skills develop interest in students towards STEM Education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=STEM%20education" title="STEM education">STEM education</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking%20skills" title=" critical thinking skills"> critical thinking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning%20process" title=" teaching and learning process"> teaching and learning process</a> </p> <a href="https://publications.waset.org/abstracts/186778/analysing-stem-student-interests-in-developing-critical-thinking-skills-in-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186778.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">44</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">4703</span> Laban Movement Analysis Using Kinect</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bernstein%20Ran">Bernstein Ran</a>, <a href="https://publications.waset.org/abstracts/search?q=Shafir%20Tal"> Shafir Tal</a>, <a href="https://publications.waset.org/abstracts/search?q=Tsachor%20Rachelle"> Tsachor Rachelle</a>, <a href="https://publications.waset.org/abstracts/search?q=Studd%20Karen"> Studd Karen</a>, <a href="https://publications.waset.org/abstracts/search?q=Schuster%20Assaf"> Schuster Assaf</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Laban Movement Analysis (LMA), developed in the dance community over the past seventy years, is an effective method for observing, describing, notating, and interpreting human movement to enhance communication and expression in everyday and professional life. Many applications that use motion capture data might be significantly leveraged if the Laban qualities will be recognized automatically. This paper presents an automated recognition method of Laban qualities from motion capture skeletal recordings and it is demonstrated on the output of Microsoft’s Kinect V2 sensor. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Laban%20movement%20analysis" title="Laban movement analysis">Laban movement analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=multitask%20learning" title=" multitask learning"> multitask learning</a>, <a href="https://publications.waset.org/abstracts/search?q=Kinect%20sensor" title=" Kinect sensor"> Kinect sensor</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a> </p> <a href="https://publications.waset.org/abstracts/25365/laban-movement-analysis-using-kinect" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25365.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">341</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">4702</span> POP Music and Tai Chi – Movement and Stillness Intertwined in The Contemporary World</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Patricia%20Portugal%20Marques%20de%20Carvalho%20Louren%C3%A7o">Patricia Portugal Marques de Carvalho Lourenço</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Pop Music embodies both the music that is popular with the audiences and the one that is widespread amongst the general public associated with a state of mind and rhythm. Tai Chi epitomises Yin and Yang, two interconnected opposite states of being. Undivided, they are one, a neutral state of consciousness that does not swing to either pole. It remains constant and even minded. Sound flows and vibrations cause movement, a physical response to the tempo. When an excessive movement is reached leads to stillness therefore, extreme Yang leads to Yin. Pop Music and Tai Chi are comparable to state of inner being versus a state of outer being, emotional control versus emotional expression, stillness, and movement; opposites that are independent of one another yet interdependent concepts in motion. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pop%20music" title="Pop music">Pop music</a>, <a href="https://publications.waset.org/abstracts/search?q=C-Pop" title=" C-Pop"> C-Pop</a>, <a href="https://publications.waset.org/abstracts/search?q=Tai%20Chi" title=" Tai Chi"> Tai Chi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ba%20Gua" title=" Ba Gua"> Ba Gua</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a>, <a href="https://publications.waset.org/abstracts/search?q=entertainment%20education" title=" entertainment education"> entertainment education</a> </p> <a href="https://publications.waset.org/abstracts/148595/pop-music-and-tai-chi-movement-and-stillness-intertwined-in-the-contemporary-world" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148595.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">238</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">4701</span> Assessing Soft Skills In Accounting Programmes: Insights From South African University Lecturers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dolly%20Nyaguthii%20Wanjau">Dolly Nyaguthii Wanjau</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study contributes to our understanding of how lecturers assess soft skills in accounting programmes, with the intention of producing graduates that are better prepared for the world of work. Insights were obtained through semi-structured interviews with twelve South African universities that offer chartered accountant training and accredited by SAICA. It was found that the lecturers assessed soft skills using traditional methods of assessments such as tests, assignments, and examinations. However, there were missed opportunities to embrace ICT tools in the assessment process, and this could be attributed to a lack of resources within the participating universities. Given the increasing use of digital tools for business activities, it is important that ICT tools be embraced as an inseparable part of soft skills because employers are increasingly looking for accounting graduates with digital skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accounting" title="accounting">accounting</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT%20skills" title=" ICT skills"> ICT skills</a>, <a href="https://publications.waset.org/abstracts/search?q=SAICA" title=" SAICA"> SAICA</a>, <a href="https://publications.waset.org/abstracts/search?q=soft%20skills" title=" soft skills"> soft skills</a> </p> <a href="https://publications.waset.org/abstracts/155213/assessing-soft-skills-in-accounting-programmes-insights-from-south-african-university-lecturers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155213.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">129</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=movement%20skills&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=movement%20skills&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=movement%20skills&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=movement%20skills&page=5">5</a></li> <li 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