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persistence in the global-local</title> <meta name="description" content="Search results for: student persistence in the global-local"> <meta name="keywords" content="student persistence in the global-local"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science 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method="get" action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="student persistence in the global-local"> <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> 2695</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: student persistence in the global-local</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2695</span> Student Authenticity: A Foundation for First-Year Experience Courses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amy%20L.%20Smith">Amy L. Smith</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the impact of student authenticity while engaging in academic exploration of students' sense of belonging, autonomy, and persistence. Research questions include: How does incorporating authenticity in first-year academic exploration courses impact; 1) first-year students’ sense of belonging, autonomy, and persistence? 2) first-year students’ sense of belonging, autonomy, and persistence during the first and last halves of the fall semester? 3) first-year students’ sense of belonging, autonomy, and persistence among various student demographics? First-year students completed a Likert-like survey at the conclusion of eight weeks (first and last eight weeks/fall semester) academic exploration courses. Course redesign included grounding the curriculum and instruction with student authenticity and creating opportunities for students to explore, define, and reflect upon their authenticity during academic exploration. Surveys were administered at the conclusion of these eight week courses (first and last eight weeks/fall semester). Data analysis included an entropy balancing matching method and t-tests. Research findings indicate integrating authenticity into academic exploration courses for first-year students has a positive impact on students' autonomy and persistence. There is a significant difference between authenticity and first-year students' autonomy (p = 0.00) and persistence (p = 0.01). Academic exploration courses with the underpinnings of authenticity are more effective in the second half of the fall semester. There is a significant difference between an academic exploration course grounding the curriculum and instruction in authenticity offered M8A (first half, fall semester) and M8B (second half, fall semester) (p = 0); M8B courses illustrate an increase of students' sense of belonging, autonomy, and persistence. Integrating authenticity into academic exploration courses for first-year students has a positive impact on varying student demographics (p = 0.00). There is a significant difference between authenticity and low-income (p = 0.04), first-generation (p = 0.00), Caucasian (p = 0.02), and American Indian/Alaskan Native (p = 0.05) first-year students' sense of belonging, autonomy, and persistence. Academic exploration courses embedded in authenticity helps develop first-year students’ sense of belonging, autonomy, and persistence, which are effective traits of college students. As first-year students engage in content courses, professors can empower students to have greater engagement in their learning process by relating content to students' authenticity and helping students think critically about how content is authentic to them — how students' authenticity relates to the content, how students can take their content expertise into the future in ways that, to the student, authentically contribute to the greater good. A broader conversation within higher education needs to include 1) designing courses that allow students to develop and reflect upon their authenticity/to formulate answers to the questions: who am I, who am I becoming, and how will I move my authentic self forward; and 2) a discussion of how to shift from the university shaping students to the university facilitating the process of students shaping themselves. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=authenticity" title="authenticity">authenticity</a>, <a href="https://publications.waset.org/abstracts/search?q=first-year%20experience" title=" first-year experience"> first-year experience</a>, <a href="https://publications.waset.org/abstracts/search?q=sense%20of%20belonging" title=" sense of belonging"> sense of belonging</a>, <a href="https://publications.waset.org/abstracts/search?q=autonomy" title=" autonomy"> autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=persistence" title=" persistence"> persistence</a> </p> <a href="https://publications.waset.org/abstracts/123342/student-authenticity-a-foundation-for-first-year-experience-courses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/123342.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">137</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">2694</span> First-Generation College Students and Persistence: A Phenomenological Study of Students’ Experiences in Indonesian Higher Education </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Taufik%20Mulyadin">Taufik Mulyadin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The tuition reform for public colleges that the Indonesian government initiated and has implemented since 2013 resulted in the growing number of college students from low-income families, many of whose parents did not attend college. This study sought to examine the experiences of persistence for Indonesian first-generation college students in public universities utilizing social capital as a framework. It is a qualitative study with a phenomenological approach primarily to capture the essence of how Indonesian first-generation college students interpret, process, and experience their persistence during college years. Fifteen Indonesian young college graduates were involved as well as questionnaire and interview were employed for data collection in this study. It revealed certain themes from the experiences that first-generation college students attributed to their persistence: (a) family encouragement, (b) support from friends, (c) guidance from faculty and staff, (d) fund of knowledge they bring with them, (e) financial aid availability, and (f) self-motivation. By examining first-generation college students’ voices, Indonesian public universities can better support, engage, and retain this group of students who were historically struggled to persist in college and complete their degree. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=first-generation%20student" title="first-generation student">first-generation student</a>, <a href="https://publications.waset.org/abstracts/search?q=Indonesian%20higher%20education" title=" Indonesian higher education"> Indonesian higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=persistence" title=" persistence"> persistence</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20universities" title=" public universities"> public universities</a> </p> <a href="https://publications.waset.org/abstracts/89470/first-generation-college-students-and-persistence-a-phenomenological-study-of-students-experiences-in-indonesian-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89470.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">263</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">2693</span> Transnational Higher Education: Developing a Transnational Student Success Signature for Clinical Medical Students an Action Research Project </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wendy%20Maddison">Wendy Maddison</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper describes an Action Research project which was undertaken to inform professional practice in order to develop a newly created Centre for Student Success in the specific context of transnational medical and nursing education in the Middle East. The objectives were to enhance the academic performance, persistence, integration and personal and professional development of a multinational study body, in particular in relation to preclinical medical students, and to establish a comfortable, friendly and student-driven environment within an Irish medical university recently established in Bahrain. Expatriating a new part of itself into a corner of the world and within a context which could be perceived as the antithesis of itself, in particular in terms of traditional cultural and organisational values, the university has had to innovate in the range of services, programmes and other offerings which engages and supports the academic success of medical and nursing students as they “encounter the world in the classroom” in the context of an Arab Islamic culture but within a European institution of transnational education, engaging with a global learning environment locally. The outcomes of the project resulted in the development of a specific student success ‘signature’ for this particular transnational higher education context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=transnational%20higher%20education" title="transnational higher education">transnational higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20education" title=" medical education"> medical education</a>, <a href="https://publications.waset.org/abstracts/search?q=action%20research" title=" action research"> action research</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20success" title=" student success"> student success</a>, <a href="https://publications.waset.org/abstracts/search?q=Middle%20Eastern%20context" title=" Middle Eastern context"> Middle Eastern context</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20persistence%20in%20the%20global-local" title=" student persistence in the global-local"> student persistence in the global-local</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20support%20mechanisms" title=" student support mechanisms"> student support mechanisms</a> </p> <a href="https://publications.waset.org/abstracts/20024/transnational-higher-education-developing-a-transnational-student-success-signature-for-clinical-medical-students-an-action-research-project" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20024.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">696</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">2692</span> The Interactions among Motivation, Persistence, and Learning Abilities as They Relate to Academic Outcomes in Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rachelle%20M.%20Johnson">Rachelle M. Johnson</a>, <a href="https://publications.waset.org/abstracts/search?q=Jenna%20E.%20Finch"> Jenna E. Finch</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Motivation, persistence, and learning disability status are all associated with academic performance, but to the author's knowledge, little research has been done on how these variables interact with one another and how that interaction looks different within children with and without learning disabilities. The present study's goal was to examine the role motivation and persistence play in the academic success of children with learning disabilities and how these variables interact. Measurements were made using surveys and direct cognitive assessments on each child. Analyses were run on student's scores in motivation, persistence, and ability to learn compared to other fifth grade students. In this study, learning ability was intended as a proxy for learning disabilities (LDs). This study included a nationally representative sample of over 8,000 fifth-grade children from across the United States. Multiple interactions were found among these variables of motivation, persistence, and motivation as they relate to academic achievement. The major finding of the study was the significant role motivation played in academic achievement. This study shows the importance of measuring the within-group. One key finding was that motivation was associated with academic success and was moderated by the other variables. The interaction results were different for math and reading outcomes, suggesting that reading and math success are different and should be addressed differently. This study shows the importance of measuring the within-group differences in levels of motivation to better understand the academic success of children with and without learning disabilities. This study's findings call for further investigation into motivation and the possible need for motivational intervention for students, especially those with learning disabilities <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title="academic achievement">academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20disabilities" title=" learning disabilities"> learning disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=persistence" title=" persistence"> persistence</a> </p> <a href="https://publications.waset.org/abstracts/129168/the-interactions-among-motivation-persistence-and-learning-abilities-as-they-relate-to-academic-outcomes-in-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129168.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">120</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2691</span> Evaluating and Supporting Student Engagement in Online Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Hopkins">Maria Hopkins</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research on student engagement is founded on a desire to improve the quality of online instruction in both course design and delivery. A high level of student engagement is associated with a wide range of educational practices including purposeful student-faculty contact, peer to peer contact, active and collaborative learning, and positive factors such as student satisfaction, persistence, achievement, and learning. By encouraging student engagement, institutions of higher education can have a positive impact on student success that leads to retention and degree completion. The current research presents the results of an online student engagement survey which support faculty teaching practices to maximize the learning experience for online students. The ‘Indicators of Engaged Learning Online’ provide a framework that measures level of student engagement. Social constructivism and collaborative learning form the theoretical basis of the framework. Social constructivist pedagogy acknowledges the social nature of knowledge and its creation in the minds of individual learners. Some important themes that flow from social constructivism involve the importance of collaboration among instructors and students, active learning vs passive consumption of information, a learning environment that is learner and learning centered, which promotes multiple perspectives, and the use of social tools in the online environment to construct knowledge. The results of the survey indicated themes that emphasized the importance of: Interaction among peers and faculty (collaboration); Timely feedback on assignment/assessments; Faculty participation and visibility; Relevance and real-world application (in terms of assignments, activities, and assessments); and Motivation/interest (the need for faculty to motivate students especially those that may not have an interest in the coursework per se). The qualitative aspect of this student engagement study revealed what instructors did well that made students feel engaged in the course, but also what instructors did not do well, which could inform recommendations to faculty when expectations for teaching a course are reviewed. Furthermore, this research provides evidence for the connection between higher student engagement and persistence and retention in online programs, which supports our rationale for encouraging student engagement, especially in the online environment because attrition rates are higher than in the face-to-face environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=instructional%20design" title="instructional design">instructional design</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20effectiveness" title=" learning effectiveness"> learning effectiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20engagement" title=" student engagement"> student engagement</a> </p> <a href="https://publications.waset.org/abstracts/70585/evaluating-and-supporting-student-engagement-in-online-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70585.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">290</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">2690</span> TDApplied: An R Package for Machine Learning and Inference with Persistence Diagrams</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shael%20Brown">Shael Brown</a>, <a href="https://publications.waset.org/abstracts/search?q=Reza%20Farivar"> Reza Farivar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Persistence diagrams capture valuable topological features of datasets that other methods cannot uncover. Still, their adoption in data pipelines has been limited due to the lack of publicly available tools in R (and python) for analyzing groups of them with machine learning and statistical inference. In an easy-to-use and scalable R package called TDApplied, we implement several applied analysis methods tailored to groups of persistence diagrams. The two main contributions of our package are comprehensiveness (most functions do not have implementations elsewhere) and speed (shown through benchmarking against other R packages). We demonstrate applications of the tools on simulated data to illustrate how easily practical analyses of any dataset can be enhanced with topological information. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title="machine learning">machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=persistence%20diagrams" title=" persistence diagrams"> persistence diagrams</a>, <a href="https://publications.waset.org/abstracts/search?q=R" title=" R"> R</a>, <a href="https://publications.waset.org/abstracts/search?q=statistical%20inference" title=" statistical inference"> statistical inference</a> </p> <a href="https://publications.waset.org/abstracts/162711/tdapplied-an-r-package-for-machine-learning-and-inference-with-persistence-diagrams" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162711.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">2689</span> A Study on the Determinants of Earnings Response Coefficient in an Emerging Market</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bita%20Mashayekhi">Bita Mashayekhi</a>, <a href="https://publications.waset.org/abstracts/search?q=Zeynab%20Lotfi%20Aghel"> Zeynab Lotfi Aghel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The determinants of Earnings Response Coefficient (ERC), including firm size, earnings growth, and earnings persistence are studied in this research. These determinants are supposed to be moderator variables that affect ERC and Return Response Coefficient. The research sample contains 82 Iranian listed companies in Tehran Stock Exchange (TSE) from 2001 to 2012. Gathered data have been processed by EVIEWS Software. Results show a significant positive relation between firm size and ERC, and also between earnings growth and ERC; however, there is no significant relation between earnings persistence and ERC. Also, the results show that ERC will be increased by firm size and earnings growth, but there is no relation between earnings persistence and ERC. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=earnings%20response%20coefficient%20%28ERC%29" title="earnings response coefficient (ERC)">earnings response coefficient (ERC)</a>, <a href="https://publications.waset.org/abstracts/search?q=return%20response%20coefficient%20%28RRC%29" title=" return response coefficient (RRC)"> return response coefficient (RRC)</a>, <a href="https://publications.waset.org/abstracts/search?q=firm%20size" title=" firm size"> firm size</a>, <a href="https://publications.waset.org/abstracts/search?q=earnings%20growth" title=" earnings growth"> earnings growth</a>, <a href="https://publications.waset.org/abstracts/search?q=earnings%20persistence" title=" earnings persistence"> earnings persistence</a> </p> <a href="https://publications.waset.org/abstracts/54086/a-study-on-the-determinants-of-earnings-response-coefficient-in-an-emerging-market" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54086.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">2688</span> Examining Attrition in English Education: A Qualitative Study of the Impact of Preparation, Persistence, and Dispositions in Teacher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pamela%20K.%20Coke">Pamela K. Coke</a>, <a href="https://publications.waset.org/abstracts/search?q=Heidi%20Frederiksen"> Heidi Frederiksen</a>, <a href="https://publications.waset.org/abstracts/search?q=Ann%20Sebald"> Ann Sebald</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Over the past three years, the researchers have been tracking a rise in the number of teacher education candidates leaving the field before completing their university’s educator preparation program. At their institution, this rise is most pronounced in English Education. The purpose of this qualitative research study is to understand English Education teacher candidates' expectations in becoming prepared educators at each phase of their four phase teacher education program at one institution of higher education in the United States. Research questions include: To what extent do we find differences in teacher candidates' expectations of their teacher training program and student teaching experiences based upon undergraduate and graduate programs? Why do (or do not) teacher candidates persist in their teacher training program and student teaching experiences? How do dispositions develop through the course of the teacher training program? What supports do teacher candidates self-identify as needing at each phase of the teacher training program? Based upon participant interviews at each phase of the teacher education program, the researchers, all teacher educators, examine the extent to which English Education students feel prepared to student teach, focusing on preparation, persistence, and dispositions. The Colorado State University Center for Educator Preparation (CEP) provides students with information about teaching dispositions, or desired professional behaviors, throughout their education program. CEP focuses these dispositions around nine categories: Professional Behaviors, Initiative and Dependability, Tact and Judgment, Ethical Behavior and Integrity, Collegiality and Responsiveness, Effective Communicator, Desire to Improve Own Performance, Culturally Responsive, and Commitment to the Profession. Currently, in the first phase of a four phase study, initial results indicate participants expect their greatest joys will be working with and learning from students. They anticipate their greatest challenges will involve discipline and confidence. They predict they will persist in their program because they believe the country needs well-prepared teachers and they have a commitment to their professional growth. None of the participants thus far could imagine why they would leave the program. With regard to strongest and weakest dispositions, results are mixed. Some participants see Tact and Judgment as their strongest disposition; others see it as their weakest. All participants stated mentoring is a necessary support at every phase of the teacher preparation process. This study informs the way teacher educators train and evaluate teacher candidates, and has implications for the frequency and types of feedback students receive from mentors and supervisors. This research contributes to existing work on teacher retention, candidate persistence, and dispositional development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20education" title="English education">English education</a>, <a href="https://publications.waset.org/abstracts/search?q=dispositions" title=" dispositions"> dispositions</a>, <a href="https://publications.waset.org/abstracts/search?q=persistence" title=" persistence"> persistence</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20preparation" title=" teacher preparation"> teacher preparation</a> </p> <a href="https://publications.waset.org/abstracts/65481/examining-attrition-in-english-education-a-qualitative-study-of-the-impact-of-preparation-persistence-and-dispositions-in-teacher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65481.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">322</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">2687</span> Integrating Student Engagement Activities into the Learning Process</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yingjin%20Cui">Yingjin Cui</a>, <a href="https://publications.waset.org/abstracts/search?q=Xue%20Bai"> Xue Bai</a>, <a href="https://publications.waset.org/abstracts/search?q=Serena%20Reese"> Serena Reese</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Student engagement and student interest during class instruction are important conditions for active learning. Engagement, which has an important relationship with learning motivation, influences students' levels of persistence in overcoming challenges. Lack of student engagement and absence from face-to-face lectures and tutorials, in turn, can lead to poor academic performance. However, keeping students motivated and engaged in the learning process in different instructional modes poses a significant challenge; students can easily become discouraged from attending lectures and tutorials across both online and face-to-face settings. Many factors impact students’ engagement in the learning process. If you want to keep students focused on learning, you have to invite them into the process of helping themselves by providing an active learning environment. Active learning is an excellent technique for enhancing student engagement and participation in the learning process because it provides means to motivate the student to engage themselves in the learning process through reflection, analyzing, applying, and synthesizing the material they learn during class. In this study, we discussed how to create an active learning class (both face-to-face and synchronous online) through engagement activities, including reflection, collaboration, screen messages, open poll, tournament, and transferring editing roles. These activities will provide an uncommon interactive learning environment that can result in improved learning outcomes. To evaluate the effectiveness of those engagement activities in the learning process, an experimental group and a control group will be explored in the study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title="active learning">active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title=" academic performance"> academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=engagement%20activities" title=" engagement activities"> engagement activities</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20motivation" title=" learning motivation"> learning motivation</a> </p> <a href="https://publications.waset.org/abstracts/147966/integrating-student-engagement-activities-into-the-learning-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147966.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">2686</span> The Functions of the Student Voice and Student-Centred Teaching Practices in Classroom-Based Music Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sofia%20Douklia">Sofia Douklia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present context paper aims to present the important role of ‘student voice’ and the music teacher in the classroom, which contributes to more student-centered music education. The aim is to focus on the functions of the student voice through the music spectrum, which has been born in the music classroom, and the teacher’s methodologies and techniques used in the music classroom. The music curriculum, the principles of student-centered music education, and the role of students and teachers as music ambassadors have been considered the major music parameters of student voice. The student- voice is a worth-mentioning aspect of a student-centered education, and all teachers should consider and promote its existence in their classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student%27s%20voice" title="student's voice">student's voice</a>, <a href="https://publications.waset.org/abstracts/search?q=student-centered%20education" title=" student-centered education"> student-centered education</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20ambassadors" title=" music ambassadors"> music ambassadors</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20teachers" title=" music teachers"> music teachers</a> </p> <a href="https://publications.waset.org/abstracts/155423/the-functions-of-the-student-voice-and-student-centred-teaching-practices-in-classroom-based-music-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155423.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">91</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">2685</span> A Study of Student Affairs Services across Baghdad Universities: Exploring Best Practices and Impact on Student Success</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jelena%20Zivkovic">Jelena Zivkovic</a>, <a href="https://publications.waset.org/abstracts/search?q=Haidar%20Mohammed"> Haidar Mohammed</a>, <a href="https://publications.waset.org/abstracts/search?q=Elaf%20Saeed"> Elaf Saeed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Student affairs services play a critical role in contributing to the wholistic development and success of students as they progress through their academic careers. The study encompasses a multifaceted examination of student affairs service offerings amongst 10 private and 3 public Baghdad universities. Student affairs administrators (13) were surveyed along with over 300 students to determine university-sponsored services and student satisfaction and awareness. The student affairs service research findings varied significantly between private and public institutions and those that followed a national and international curriculum. Universities need to persist to adapt to changing demographics and technological advancements to enhance students' personal and academic successes, and student affairs services are key to preparing graduates to thrive in a diverse global world. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student%20affairs" title="student affairs">student affairs</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20success" title=" student success"> student success</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=Iraq" title=" Iraq"> Iraq</a>, <a href="https://publications.waset.org/abstracts/search?q=universities" title=" universities"> universities</a>, <a href="https://publications.waset.org/abstracts/search?q=Baghdad" title=" Baghdad"> Baghdad</a> </p> <a href="https://publications.waset.org/abstracts/171125/a-study-of-student-affairs-services-across-baghdad-universities-exploring-best-practices-and-impact-on-student-success" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171125.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">105</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2684</span> Stuttering Persistence in Children: Effectiveness of the Psicodizione Method in a Small Italian Cohort</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Corinna%20Zeli">Corinna Zeli</a>, <a href="https://publications.waset.org/abstracts/search?q=Silvia%20Calati"> Silvia Calati</a>, <a href="https://publications.waset.org/abstracts/search?q=Marco%20Simeoni"> Marco Simeoni</a>, <a href="https://publications.waset.org/abstracts/search?q=Chiara%20Comastri"> Chiara Comastri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Developmental stuttering affects about 10% of preschool children; although the high percentage of natural recovery, a quarter of them will become an adult who stutters. An effective early intervention should help those children with high persistence risk for the future. The Psicodizione method for early stuttering is an Italian behavior indirect treatment for preschool children who stutter in which method parents act as good guides for communication, modeling their own fluency. In this study, we give a preliminary measure to evaluate the long-term effectiveness of Psicodizione method on stuttering preschool children with a high persistence risk. Among all Italian children treated with the Psicodizione method between 2018 and 2019, we selected 8 kids with at least 3 high risk persistence factors from the Illinois Prediction Criteria proposed by Yairi and Seery. The factors chosen for the selection were: one parent who stutters (1pt mother; 1.5pt father), male gender, ≥ 4 years old at onset; ≥ 12 months from onset of symptoms before treatment. For this study, the families were contacted after an average period of time of 14,7 months (range 3 - 26 months). Parental reports were gathered with a standard online questionnaire in order to obtain data reflecting fluency from a wide range of the children’s life situations. The minimum worthwhile outcome was set at "mild evidence" in a 5 point Likert scale (1 mild evidence- 5 high severity evidence). A second group of 6 children, among those treated with the Piscodizione method, was selected as high potential for spontaneous remission (low persistence risk). The children in this group had to fulfill all the following criteria: female gender, symptoms for less than 12 months (before treatment), age of onset <4 years old, none of the parents with persistent stuttering. At the time of this follow-up, the children were aged 6–9 years, with a mean of 15 months post-treatment. Among the children in the high persistence risk group, 2 (25%) hadn’t had stutter anymore, and 3 (37,5%) had mild stutter based on parental reports. In the low persistency risk group, the children were aged 4–6 years, with a mean of 14 months post-treatment, and 5 (84%) hadn’t had stutter anymore (for the past 16 months on average).62,5% of children at high risk of persistence after Psicodizione treatment showed mild evidence of stutter at most. 75% of parents confirmed a better fluency than before the treatment. The low persistence risk group seemed to be representative of spontaneous recovery. This study’s design could help to better evaluate the success of the proposed interventions for stuttering preschool children and provides a preliminary measure of the effectiveness of the Psicodizione method on high persistence risk children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20treatment" title="early treatment">early treatment</a>, <a href="https://publications.waset.org/abstracts/search?q=fluency" title=" fluency"> fluency</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool%20children" title=" preschool children"> preschool children</a>, <a href="https://publications.waset.org/abstracts/search?q=stuttering" title=" stuttering"> stuttering</a> </p> <a href="https://publications.waset.org/abstracts/134307/stuttering-persistence-in-children-effectiveness-of-the-psicodizione-method-in-a-small-italian-cohort" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/134307.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">217</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2683</span> Student-Athletes Self-Concept, GPA and Training in the Climate of Social Networking</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Indhumathi%20Gopal">Indhumathi Gopal</a>, <a href="https://publications.waset.org/abstracts/search?q=Ashley%20Johnson"> Ashley Johnson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social media use for communication among college student-athletes is growing. There is little research on student-athletes use of Blogs, one of the online communication tool outlets. Twenty-seven student-athletes, aged 18-24 years completed a student perception questionnaire which assessed demographics, the effect of blogging on college student-athletes self-concept, the correlation of age, GPA and blogging as well as the training students received in the use of social media. Descriptive statistics and Pearson correlations were analyzed examined. Results indicated a significant correlation between use of Blogs and student age (p < .01) and student GPA earned (p < .01). With respect to self-concept, results suggest that blogging could be a useful tool for communication but can present challenges, could affect student self-esteem either, positively or negatively. The training student-athletes received in the use of social media was not adequate. College athletes’ can more easily divulge information about their personal lives and opinions on social media and challenge the athletic programs and their own future. The findings of the study suggest implications for student-athletes to be better prepared for the current media climate. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=college%20student-athletes" title="college student-athletes">college student-athletes</a>, <a href="https://publications.waset.org/abstracts/search?q=self-concept" title=" self-concept"> self-concept</a>, <a href="https://publications.waset.org/abstracts/search?q=use%20of%20social%20media%20training" title=" use of social media training"> use of social media training</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20networking" title=" social networking"> social networking</a> </p> <a href="https://publications.waset.org/abstracts/34537/student-athletes-self-concept-gpa-and-training-in-the-climate-of-social-networking" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34537.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">592</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">2682</span> Real-World Comparison of Adherence to and Persistence with Dulaglutide and Liraglutide in UAE e-Claims Database</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ibrahim%20Turfanda">Ibrahim Turfanda</a>, <a href="https://publications.waset.org/abstracts/search?q=Soniya%20Rai"> Soniya Rai</a>, <a href="https://publications.waset.org/abstracts/search?q=Karan%20Vadher"> Karan Vadher</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objectives— The study aims to compare real-world adherence to and persistence with dulaglutide and liraglutide in patients with type 2 diabetes (T2D) initiating treatment in UAE. Methods— This was a retrospective, non-interventional study (observation period: 01 March 2017–31 August 2019) using the UAE Dubai e-Claims database. Included: adult patients initiating dulaglutide/liraglutide 01 September 2017–31 August 2018 (index period) with: ≥1 claim for T2D in the 6 months before index date (ID); ≥1 claim for dulaglutide/liraglutide during index period; and continuous medical enrolment for ≥6 months before and ≥12 months after ID. Key endpoints, assessed 3/6/12 months after ID: adherence to treatment (proportion of days covered [PDC; PDC ≥80% considered ‘adherent’], per-group mean±standard deviation [SD] PDC); and persistence (number of continuous therapy days from ID until discontinuation [i.e., >45 days gap] or end of observation period). Patients initiating dulaglutide/liraglutide were propensity score matched (1:1) based on baseline characteristics. Between-group comparison of adherence was analysed using the McNemar test (α=0.025). Persistence was analysed using Kaplan–Meier estimates with log-rank tests (α=0.025) for between-group comparisons. This study presents 12-month outcomes. Results— Following propensity score matching, 263 patients were included in each group. Mean±SD PDC for all patients at 12 months was significantly higher in the dulaglutide versus the liraglutide group (dulaglutide=0.48±0.30, liraglutide=0.39±0.28, p=0.0002). The proportion of adherent patients favored dulaglutide (dulaglutide=20.2%, liraglutide=12.9%, p=0.0302), as did the probability of being adherent to treatment (odds ratio [97.5% CI]: 1.70 [0.99, 2.91]; p=0.03). Proportion of persistent patients also favoured dulaglutide (dulaglutide=15.2%, liraglutide=9.1%, p=0.0528), as did the probability of discontinuing treatment 12 months after ID (p=0.027). Conclusions— Based on the UAE Dubai e-Claims database data, dulaglutide initiators exhibited significantly greater adherence in terms of mean PDC versus liraglutide initiators. The proportion of adherent patients and the probability of being adherent favored the dulaglutide group, as did treatment persistence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adherence" title="adherence">adherence</a>, <a href="https://publications.waset.org/abstracts/search?q=dulaglutide" title=" dulaglutide"> dulaglutide</a>, <a href="https://publications.waset.org/abstracts/search?q=effectiveness" title=" effectiveness"> effectiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=liraglutide" title=" liraglutide"> liraglutide</a>, <a href="https://publications.waset.org/abstracts/search?q=persistence" title=" persistence"> persistence</a> </p> <a href="https://publications.waset.org/abstracts/134769/real-world-comparison-of-adherence-to-and-persistence-with-dulaglutide-and-liraglutide-in-uae-e-claims-database" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/134769.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">2681</span> A Qualitative Student-Perspective Study of Student-Centered Learning Practices in the Context of Irish Teacher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pauline%20Logue">Pauline Logue</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent decades, the Irish Department of Education and Skills has pro-actively promoted student-center learning methodologies. Similarly, the National Forum for the Enhancement of Teaching and Learning has advocated such strategies, aligning them with student success. These developments have informed the author’s professional practice as a teacher educator. This qualitative student-perspective study focuses on a review of one pilot initiative in the academic year 2020-2021, namely, the implementation of universal design for learning strategies within teacher education, employing student-centered learning strategies. Findings included: that student-centered strategies enhanced student performance and success overall, with some minor evidence of student resistance. It was concluded that a dialogical review with student teachers on prior learning experiences (from intellectual and affective perspectives) and learning environments (physical, virtual, and emotional) could facilitate greater student ownership of learning. It is recommended to more formally structure such a dialogical review in a future delivery. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=professional%20practice" title="professional practice">professional practice</a>, <a href="https://publications.waset.org/abstracts/search?q=student-centered%20learning" title=" student-centered learning"> student-centered learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=universal%20design%20for%20learning" title=" universal design for learning"> universal design for learning</a> </p> <a href="https://publications.waset.org/abstracts/141446/a-qualitative-student-perspective-study-of-student-centered-learning-practices-in-the-context-of-irish-teacher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141446.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">195</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">2680</span> Increasing Student Engagement in Online Educational Leadership Courses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mark%20Deschaine">Mark Deschaine</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20Whale"> David Whale</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Utilization of online instruction continues to increase at universities, placing more emphasis on the exploration of issues related to adult graduate student engagement. This reflective case study reviews non-traditional student engagement in online courses. The goals of the study are to enhance student focus, attention and interaction. Findings suggest that interactivity seemed to be a key in keeping students involved and achieving, with specific activities routinely favored by students. It is recommended that time spent engaging students is worthwhile and results in greater course satisfaction and academic effort. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title="online learning">online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20achievement" title=" student achievement"> student achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20engagement" title=" student engagement"> student engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/67208/increasing-student-engagement-in-online-educational-leadership-courses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67208.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">2679</span> Vocational Rehabilitation for People with Disabilities: Employment Rates, Job Persistence and Wages</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hester%20Fass">Hester Fass</a>, <a href="https://publications.waset.org/abstracts/search?q=Ofir%20Pinto"> Ofir Pinto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research indicates gaps in education, employment rates and wages between people with disabilities and those without disabilities. One of the main tools available to reduce these gaps is vocational rehabilitation. In order to examine the effects of vocational rehabilitation, a follow-up study, based on comprehensive administrative data, was conducted. The study included 88,286 people with disabilities who participated in vocational rehabilitation of the National Insurance Institute of Israel (NII), and completed the process between 1999 and 2012. Research variables included: employment rates, job persistence and wage levels. This research, the first of its kind in Israel, has several unique aspects: a)a long-range follow-up study on people who completed vocational rehabilitation; b) examination of a broad population spectrum, including also people that are not eligible to disability pensions ; c) a comparison among those with work-related injuries, those injured in hostile acts and those injured in other circumstances; and finally d) the identification of the characteristics of those who are entitled to vocational rehabilitation but who do not participate in any vocational rehabilitation plan. The most notable results include: 1. Vocational rehabilitation contributed to employment, job persistence and wage levels. Participation in vocational rehabilitation resulted in an employment rate of 65% within two years after completing the program, and 73% eventually. Participation in a vocational rehabilitation plan also contributed to job persistence and wage levels. 2. Vocational rehabilitation plans aimed at integration in universal frameworks increased the chances of being employed, persisting at the job and receiving a higher wage than did the vocational rehabilitation aimed at selective frameworks (such as sheltered workshops). 3. The type of disability affected the chances of integration in a vocational rehabilitation plan and in the labor market. People with a disability from birth had greater chances of integration in a vocational rehabilitation plan, while the type of disability and its severity affected the chances of the person with disabilities to find employment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vocational%20rehabilitation" title="vocational rehabilitation">vocational rehabilitation</a>, <a href="https://publications.waset.org/abstracts/search?q=employment" title=" employment"> employment</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20persistence" title=" job persistence"> job persistence</a>, <a href="https://publications.waset.org/abstracts/search?q=wages" title=" wages"> wages</a> </p> <a href="https://publications.waset.org/abstracts/21054/vocational-rehabilitation-for-people-with-disabilities-employment-rates-job-persistence-and-wages" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21054.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">453</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">2678</span> Socio-Demographic and Work Related Variables as Predictor of Persistence of Back Pain and Disability among Civil Servants Receiving Physiotherapy in Tertiary Health Institutions in Kano State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdullah%20Abdulsalam">Abdullah Abdulsalam</a>, <a href="https://publications.waset.org/abstracts/search?q=Adamu%20Balami"> Adamu Balami</a>, <a href="https://publications.waset.org/abstracts/search?q=Olajide%20Olubanji%20Olowe"> Olajide Olubanji Olowe</a>, <a href="https://publications.waset.org/abstracts/search?q=Maryam%20Abdu%20Abdulkadir"> Maryam Abdu Abdulkadir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The development and persistence of low back pain may be influenced by several factors which include lifestyle factors, previous pain symptoms, psychological factors, workplace factors as well as socio-demographic variables. The focus of this study was to determine the socio-demographic and work related variables as a predictor of persistence of back pain and disability among civil servants receiving physiotherapy in tertiary health institutions in Kano, Nigeria. One hundred and twenty nine newly referred low back pain patients for physiotherapy participated in the study. This study was a cross sectional study involving patients that were newly diagnosed of back pain, referred and received physiotherapy. The convenience sampling technique was used to select the patients based on the inclusion criteria. The data obtained was analysed using simple percentage and multiple regression for stated hypothesis at 0.05 level of significance. The findings reveal that all the variables are not significant predictor of persistence of back pain and disability. The study recommended that determinants of low back pain recovery by clinician should include other clinical factors not only reduction in pain intensity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=socio-demographic" title="socio-demographic">socio-demographic</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20related%20variables" title=" work related variables"> work related variables</a>, <a href="https://publications.waset.org/abstracts/search?q=Kano%20state" title=" Kano state"> Kano state</a>, <a href="https://publications.waset.org/abstracts/search?q=back%20pain%20and%20disability" title=" back pain and disability"> back pain and disability</a> </p> <a href="https://publications.waset.org/abstracts/69955/socio-demographic-and-work-related-variables-as-predictor-of-persistence-of-back-pain-and-disability-among-civil-servants-receiving-physiotherapy-in-tertiary-health-institutions-in-kano-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69955.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">302</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">2677</span> RFID Based Student Attendance System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aniket%20Tiwari">Aniket Tiwari</a>, <a href="https://publications.waset.org/abstracts/search?q=Ameya%20London"> Ameya London</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Web-based student attendance management system is required to assist the faculty and the lecturer for the time-consuming process. For this purpose, GSM/GPRS (Global System for Mobile Communication/General Packet Radio Service) based student’s attendance management system using RFID (Radio Frequency Identification) is a much convenient method to take the attendance. Student is provided with the RFID tags. When student comes near to the reader, it will sense the respective student and update attendance. The whole process is controlled using the microcontroller. The main advantage of this system is that it reduced the complexity comparison to student attendance system using RF technology. This system requires only one microcontroller for the operation, it is real time process. This paper reviews some of these monitoring systems and proposes a GPRS based student attendance system. The system can be easily accessed by the lecturers via the web and most importantly, the reports can be generated in real-time processing, thus, provides valuable information about the students’ commitments in attending the classes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=RFID%20reader" title="RFID reader">RFID reader</a>, <a href="https://publications.waset.org/abstracts/search?q=RFID%20tags" title=" RFID tags"> RFID tags</a>, <a href="https://publications.waset.org/abstracts/search?q=student" title=" student"> student</a>, <a href="https://publications.waset.org/abstracts/search?q=attendance" title=" attendance"> attendance</a> </p> <a href="https://publications.waset.org/abstracts/16081/rfid-based-student-attendance-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16081.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">507</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">2676</span> Student Learning and Motivation in an Interculturally Inclusive Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jonathan%20H.%20Westover">Jonathan H. Westover</a>, <a href="https://publications.waset.org/abstracts/search?q=Jacque%20P.%20Westover"> Jacque P. Westover</a>, <a href="https://publications.waset.org/abstracts/search?q=Maureen%20S.%20Andrade"> Maureen S. Andrade</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Though learning theories vary in complexity and usefulness, a thorough understanding of foundational learning theories is a necessity in today’s educational environment. Additionally, learning theories lead to approaches in instruction that can affect student motivation and learning. The combination of a learning theory and elements to enhance student motivation can create a learning context where the student can thrive in their educational pursuits. This paper will provide an overview of three main learning theories: (1) Behavioral Theory, (2) Cognitive Theory, and (3) Constructivist Theory and explore their connection to elements of student learning motivation. Finally, we apply these learning theories and elements of student motivation to the following two context: (1) The FastStart Program at the Community College of Denver, and (2) An Online Academic English Language Course. We discussed potential of the program and course to have success in increasing student success outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20theory" title="learning theory">learning theory</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20motivation" title=" student motivation"> student motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20pedagogy" title=" inclusive pedagogy"> inclusive pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20education" title=" developmental education"> developmental education</a> </p> <a href="https://publications.waset.org/abstracts/145152/student-learning-and-motivation-in-an-interculturally-inclusive-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145152.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">256</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">2675</span> The Emotional Education in the Development of Intercultural Competences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Montserrrat%20Dopico%20Gonzalez">Montserrrat Dopico Gonzalez</a>, <a href="https://publications.waset.org/abstracts/search?q=Ramon%20Lopez%20Facal"> Ramon Lopez Facal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The development of a critical, open and plural citizenship constitutes one of the main challenges of the school institution in the present multicultural societies. Didactics in Social Sciences has conducted important contributions to the development of active methodologies to promote the development of the intercultural competencies of the student body. Research in intercultural education has demonstrated the efficiency of the cooperative learning techniques to improve the intercultural relations in the classroom. Our study proposes to check the effect that, concerning the development of intercultural competencies of the student body, the emotional education can have in the context of the use of active methodologies such as the learning by projects and the cooperative learning. To that purpose, a programme of intervention based on activities focussed on controversial issues related to cultural diversity has been implemented in several secondary schools. Through a methodology which combines intercultural competence scales with interviews and also with the analysis of the school body’s productions, the persistence of stereotypes against immigration and the efficacy of the introduction of emotional education elements in the development of intercultural competencies have both been observed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20methodologies" title="active methodologies">active methodologies</a>, <a href="https://publications.waset.org/abstracts/search?q=didactics%20in%20social%20sciences" title=" didactics in social sciences"> didactics in social sciences</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competences" title=" intercultural competences"> intercultural competences</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20education" title=" intercultural education"> intercultural education</a> </p> <a href="https://publications.waset.org/abstracts/98488/the-emotional-education-in-the-development-of-intercultural-competences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98488.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">2674</span> Theoretical Aspects and Practical Approach in the Research of the Human Capital of Student Volunteer Community</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kalinina%20Anatasiia">Kalinina Anatasiia</a>, <a href="https://publications.waset.org/abstracts/search?q=Pevnaya%20Mariya"> Pevnaya Mariya </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The article concerns theoretical basis in the research of student volunteering, identifies references of student volunteering as a social community, classifies human capital indicators of student volunteers. Also there are presented the results of research of 450 student volunteers in Russia concerning the correlation between international volunteering and indicators of human capital of youth. Findings include compared characteristics of human capital of “potential” and “real” international student volunteers. Factor analysis revealed two categories of active students categories of active students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=human%20capital" title="human capital">human capital</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20volunteering" title=" international volunteering"> international volunteering</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20volunteering" title=" student volunteering"> student volunteering</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20community" title=" social community"> social community</a>, <a href="https://publications.waset.org/abstracts/search?q=youth%20volunteering" title=" youth volunteering"> youth volunteering</a>, <a href="https://publications.waset.org/abstracts/search?q=youth%20politics" title=" youth politics"> youth politics</a> </p> <a href="https://publications.waset.org/abstracts/34088/theoretical-aspects-and-practical-approach-in-the-research-of-the-human-capital-of-student-volunteer-community" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34088.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">556</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">2673</span> Active Learning: Increase Learning through Engagement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jihan%20Albayati">Jihan Albayati</a>, <a href="https://publications.waset.org/abstracts/search?q=Kim%20Abdullah"> Kim Abdullah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This poster focuses on the significance of active learning strategies and their usage in the ESL classroom. Active learning is a big shift from traditional lecturing to active student engagement which can enhance and enrich student learning; therefore, engaging students is the core of this approach. Students learn more when they participate in the process of learning such as discussions, debates, analysis, synthesis, or any form of activity that requires student involvement. In order to achieve active learning, teachers can use different instructional strategies that are conducive to learning and the selection of these strategies depends on student learning outcomes. Active learning techniques must be carefully designed and integrated into the classroom to increase critical thinking and student participation. This poster provides a concise definition of active learning and its importance, instructional strategies, active learning techniques and their impact on student engagement. Also, it demonstrates the differences between passive and active learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title="active learning">active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learner%20engagement" title=" learner engagement"> learner engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=student-centered" title=" student-centered"> student-centered</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/65881/active-learning-increase-learning-through-engagement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65881.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">494</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">2672</span> Student Debt Loans and Labor Market Outcomes: A Lesson in Unintended Consequences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sun-Ki%20Choi">Sun-Ki Choi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The U.S. student loan policy was initiated to improve the equality of educational opportunity and help low-income families to provide higher education opportunities for their children. However, with the increase in the average student loan amount, college graduates with student loans experience problems and restrictions in their early-career choices. This study examines the early career labor market choices of college graduates who obtained student loans to finance their higher education. In this study, National Survey of College Graduates (NSCG) data for 2017 and 2019 was used to estimate the effects of student loans on the employment status and current job wages of graduates with student loans. In the analysis, two groups of workers, those with student loans and those without loans, were compared. Using basic models and Mahalanobis distance matching, it was found that graduates who rely on student loans to finance their education are more likely to participate in the labor market than those who do not. Moreover, in entry-level jobs, graduates with student loans receive lower salaries than those without student loans. College graduates make job-related decisions based on their current and future wages and fringe benefits. Graduates with student loans tend to demonstrate risk-averse behaviors due to their financial restrictions. Thus, student loan debt creates inequity in the early-career labor market for college graduates. Furthermore, this study has implications for policymakers and researchers in terms of the student loan policy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student%20loan" title="student loan">student loan</a>, <a href="https://publications.waset.org/abstracts/search?q=wage%20differential" title=" wage differential"> wage differential</a>, <a href="https://publications.waset.org/abstracts/search?q=unintended%20consequences" title=" unintended consequences"> unintended consequences</a>, <a href="https://publications.waset.org/abstracts/search?q=mahalanobis%20distance%20matching" title=" mahalanobis distance matching"> mahalanobis distance matching</a> </p> <a href="https://publications.waset.org/abstracts/147854/student-debt-loans-and-labor-market-outcomes-a-lesson-in-unintended-consequences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147854.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">2671</span> The Predictors of Student Engagement: Instructional Support vs Emotional Support</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tahani%20Salman%20Alangari">Tahani Salman Alangari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Student success can be impacted by internal factors such as their emotional well-being and external factors such as organizational support and instructional support in the classroom. This study is to identify at least one factor that forecasts student engagement. It is a cross-sectional, conducted on 6206 teachers and encompassed three years of data collection and observations of math instruction in approximately 50 schools and 300 classrooms. A multiple linear regression revealed that a model predicting student engagement from emotional support, classroom organization, and instructional support was significant. Four linear regression models were tested using hierarchical regression to examine the effects of independent variables: emotional support was the highest predictor of student engagement while instructional support was the lowest. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student%20engagement" title="student engagement">student engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20support" title=" emotional support"> emotional support</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20support" title=" organizational support"> organizational support</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20support" title=" instructional support"> instructional support</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/170199/the-predictors-of-student-engagement-instructional-support-vs-emotional-support" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170199.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">81</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">2670</span> Persistence of Ready Mix (Chlorpyriphos 50% + Cypermethrin 5%), Cypermethrin and Chlorpyriphos in Soil under Okra Fruits</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samriti%20Wadhwa">Samriti Wadhwa</a>, <a href="https://publications.waset.org/abstracts/search?q=Beena%20Kumari"> Beena Kumari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background and Significance: Residue levels of ready mix (chlorpyriphos 50% and cypermethrin 5%), cypermethrin and chlorpyriphos individually in sandy loam soil under okra fruits (Variety, Varsha Uphar) were determined; a field experiment was conducted at Research Farm of Department of Entomology of Chaudhary Charan Singh Haryana Agriculture University, Hisar, Haryana, India. Persistence behavior of cypermethrin and chlorpyriphos was studied following application of a pre-mix formulation of insecticides viz. Action-505EC, chlorpyriphos (Radar 20 EC) and cypermethrin (Cyperkill 10 EC) at the recommended dose and double the recommended dose along with control at fruiting stage. Pesticide application also leads to decline in soil acarine fauna which is instrumental in the breakdown of the litter because of which minerals are released into the soil. So, by this study, one can evaluate the safety of pesticides for the soil health. Methodology: Action-505EC (chlorpyriphos 50% and cypermethrin 5%) at 275 g a .i. ha⁻¹ (single dose) and 550 g a. i. ha⁻¹ (double dose), chlorpyriphos (Radar 20 EC) at 200 g a. i. ha⁻¹ (single dose) and 400 g a. i. ha⁻¹ (double dose) and cypermethrin (Cyperkill 10 EC) at 50 g a. i. ha⁻¹ (single dose) and 100 g a. i. ha⁻¹ (double dose) were applied at the fruiting stage on okra crop. Samples of soils from okra field were collected periodically at 0 (1h after spray), 1, 3, 5, 7, 10, 15 days and at harvest after application as well of control soil sample. After air drying, adsorbing through Florisil and activated charcoal and eluting with hexane: acetone (9:1) then residues in soils were estimated by a gas chromatograph equipped with a capillary column and electron capture detector. Results: No persistence of cypermethrin in ready-mix in soil under okra fruits at single and double dose was observed. In case of chlorpyriphos in ready-mix, average initial deposits on 0 (1 h after treatment) day was 0.015 mg kg⁻¹ and 0.036 mg kg⁻¹ which persisted up to 5 days and up to 7 days for single and double dose, respectively. After that residues reached below a detectable level of 0.010 mg kg⁻¹. Experimental studies on cypermethrin individually revealed that average initial deposits on 0 (1 h after treatment) were 0.008 mg kg⁻¹ and 0.012 mg kg⁻¹ which persisted up to 3 days and 5 days for single and double dose, respectively after that residues reached to below detectable level. The initial deposits of chlorpyriphos individually in soil were found to be 0.055 mg kg⁻¹ and 0.113 mg kg⁻¹ which persisted up to 7 days and 10 days at a lower dose and higher dose, respectively after that residues reached to below determination level. Conclusion: In soil under okra crop, only individual cypermethrin in both the doses persisted whereas no persistence of cypermethrin in ready-mix was observed. Persistence of chlorpyriphos individually is more as compared to chlorpyriphos in ready-mix in both the doses. Overall, the persistence of chlorpyriphos in soil under okra crop is more than cypermethrin. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chlorpyriphos" title="chlorpyriphos">chlorpyriphos</a>, <a href="https://publications.waset.org/abstracts/search?q=cypermethrin" title=" cypermethrin"> cypermethrin</a>, <a href="https://publications.waset.org/abstracts/search?q=okra" title=" okra"> okra</a>, <a href="https://publications.waset.org/abstracts/search?q=ready%20mix" title=" ready mix"> ready mix</a>, <a href="https://publications.waset.org/abstracts/search?q=soil" title=" soil"> soil</a> </p> <a href="https://publications.waset.org/abstracts/98954/persistence-of-ready-mix-chlorpyriphos-50-cypermethrin-5-cypermethrin-and-chlorpyriphos-in-soil-under-okra-fruits" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98954.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">163</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">2669</span> The Factor Affecting the Students’ Participation and Satisfaction in Activities of Student Affairs in Faculty of Management Science</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Natthiya%20Nuchanang">Natthiya Nuchanang</a>, <a href="https://publications.waset.org/abstracts/search?q=Pannarunsri%20Inpayung"> Pannarunsri Inpayung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study of participation in student affair activity, Faculty of Management Science of Suan Sunandha Rajabhat University, these objective were 1) to study of need and attention activity of SUT student 2) to study of participation and sufficient of student affair activity and advantage of student participation. The populations were 400 undergrad students year 1st-4th. The data were analyzed by descriptive statistics. The result found that; 1. The need of participate activity of students was medium level. Environment Conservation club and Badminton club were high level of experience for student. 2. The need and attention of activity were sufficient for student. Almost problems were not having enough time. 3. The advantages of activity were high level.4. The satisfaction of students for student affair unit was high level. Major problem that students do not attend, the tired from studying, Where the activity is not permitting, activities are not interesting and activity implementation overhead. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=faculty%20of%20management%20science" title="faculty of management science">faculty of management science</a>, <a href="https://publications.waset.org/abstracts/search?q=Suan%20Sunandha%20Rajabhat%20university" title=" Suan Sunandha Rajabhat university"> Suan Sunandha Rajabhat university</a>, <a href="https://publications.waset.org/abstracts/search?q=satisfaction%20in%20activities%20of%20student%20affairs" title=" satisfaction in activities of student affairs"> satisfaction in activities of student affairs</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20participation" title=" students’ participation"> students’ participation</a> </p> <a href="https://publications.waset.org/abstracts/44803/the-factor-affecting-the-students-participation-and-satisfaction-in-activities-of-student-affairs-in-faculty-of-management-science" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44803.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">357</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">2668</span> The Persistence of Abnormal Return on Assets: An Exploratory Analysis of the Differences between Industries and Differences between Firms by Country and Sector</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jos%C3%A9%20Luis%20Gallizo">José Luis Gallizo</a>, <a href="https://publications.waset.org/abstracts/search?q=Pilar%20Gargallo"> Pilar Gargallo</a>, <a href="https://publications.waset.org/abstracts/search?q=Ramon%20Saladrigues"> Ramon Saladrigues</a>, <a href="https://publications.waset.org/abstracts/search?q=Manuel%20Salvador"> Manuel Salvador</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study offers an exploratory statistical analysis of the persistence of annual profits across a sample of firms from different European Union (EU) countries. To this end, a hierarchical Bayesian dynamic model has been used which enables the annual behaviour of those profits to be broken down into a permanent structural and a transitory component, while also distinguishing between general effects affecting the industry as a whole to which each firm belongs and specific effects affecting each firm in particular. This breakdown enables the relative importance of those fundamental components to be more accurately evaluated by country and sector. Furthermore, Bayesian approach allows for testing different hypotheses about the homogeneity of the behaviour of the above components with respect to the sector and the country where the firm develops its activity. The data analysed come from a sample of 23,293 firms in EU countries selected from the AMADEUS data-base. The period analysed ran from 1999 to 2007 and 21 sectors were analysed, chosen in such a way that there was a sufficiently large number of firms in each country sector combination for the industry effects to be estimated accurately enough for meaningful comparisons to be made by sector and country. The analysis has been conducted by sector and by country from a Bayesian perspective, thus making the study more flexible and realistic since the estimates obtained do not depend on asymptotic results. In general terms, the study finds that, although the industry effects are significant, more important are the firm specific effects. That importance varies depending on the sector or the country in which the firm carries out its activity. The influence of firm effects accounts for around 81% of total variation and display a significantly lower degree of persistence, with adjustment speeds oscillating around 34%. However, this pattern is not homogeneous but depends on the sector and country analysed. Industry effects depends also on sector and country analysed have a more marginal importance, being significantly more persistent, with adjustment speeds oscillating around 7-8% with this degree of persistence being very similar for most of sectors and countries analysed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dynamic%20models" title="dynamic models">dynamic models</a>, <a href="https://publications.waset.org/abstracts/search?q=Bayesian%20inference" title=" Bayesian inference"> Bayesian inference</a>, <a href="https://publications.waset.org/abstracts/search?q=MCMC" title=" MCMC"> MCMC</a>, <a href="https://publications.waset.org/abstracts/search?q=abnormal%20returns" title=" abnormal returns"> abnormal returns</a>, <a href="https://publications.waset.org/abstracts/search?q=persistence%20of%20profits" title=" persistence of profits"> persistence of profits</a>, <a href="https://publications.waset.org/abstracts/search?q=return%20on%20assets" title=" return on assets"> return on assets</a> </p> <a href="https://publications.waset.org/abstracts/10546/the-persistence-of-abnormal-return-on-assets-an-exploratory-analysis-of-the-differences-between-industries-and-differences-between-firms-by-country-and-sector" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10546.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">401</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">2667</span> Model of Monitoring and Evaluation of Student’s Learning Achievement: Application of Value-Added Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jatuphum%20Ketchatturat">Jatuphum Ketchatturat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Value-added assessment has been used for developing the model of monitoring and evaluation of student's learning achievement. The steps of model development consist of 1) study and analyisis of the school and the district report system of student achievement and progress, 2) collecting the data of student achievement to develop the value added indicator, 3) developing the system of value-added assessment by participatory action research approach, 4) putting the system of value-added assessment into the educational district of secondary school, 5) determining the quality of the developed system of value-added assessment. The components of the developed model consist of 1) the database of value-added assessment of student's learning achievement, 2) the process of monitoring and evaluation the student's learning achievement, and 3) the reporting system of value-added assessment of student's learning achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20achievement" title="learning achievement">learning achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=monitoring%20and%20evaluation" title=" monitoring and evaluation"> monitoring and evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=value-added%20assessment" title=" value-added assessment"> value-added assessment</a> </p> <a href="https://publications.waset.org/abstracts/12155/model-of-monitoring-and-evaluation-of-students-learning-achievement-application-of-value-added-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12155.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">424</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2666</span> Evaluation of Entomopathogenic Fungi Strains for Field Persistence and Its Relationship to in Vitro Heat Tolerance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mulue%20Girmay%20Gebreslasie">Mulue Girmay Gebreslasie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Entomopathogenic fungi are naturally safe and eco-friendly biological agents. Their potential of host specificity and ease handling made them appealing options to substitute synthetic pesticides in pest control programs. However, they are highly delicate and unstable under field conditions. Therefore, the current experiment was held to search out persistent fungal strains by defining the relationship between invitro heat tolerance and field persistence. Current results on leaf and soil persistence assay revealed that strains of Metarhizium species, M. pingshaense (F2685), M. pingshaense (MS2) and M. brunneum (F709) exhibit maximum cumulative CFUs count, relative survival rate and least percent of CFUs reductions showed significant difference at 7 days and 28 days post inoculations (dpi) in hot seasons from sampled soils and leaves and in cold season from soil samples. Whereas relative survival of B. brongniartii (TNO6) found significantly higher in cold weather leaf treatment application as compared to hot season and found as persistent as other fungal strains, while higher deterioration of fungal conidia seen with M. pingshaense (MS2). In the current study, strains of Beauveria brongniartii (TNO6) and Cordyceps javanica (Czy-LP) were relatively vulnerable in field condition with utmost colony forming units (CFUs) reduction and least survival rates. Further, the relationship of the two parameters (heat tolerance and field persistence) was seen with strong linear positive correlations elucidated that heat test could be used in selection of field persistent fungal strains for hot season applications. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=integrated%20pest%20management" title="integrated pest management">integrated pest management</a>, <a href="https://publications.waset.org/abstracts/search?q=biopesticides" title=" biopesticides"> biopesticides</a>, <a href="https://publications.waset.org/abstracts/search?q=Insect%20pathology%20and%20microbial%20control" title=" Insect pathology and microbial control"> Insect pathology and microbial control</a>, <a href="https://publications.waset.org/abstracts/search?q=entomology" title=" entomology"> entomology</a> </p> <a href="https://publications.waset.org/abstracts/167965/evaluation-of-entomopathogenic-fungi-strains-for-field-persistence-and-its-relationship-to-in-vitro-heat-tolerance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167965.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">99</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=student%20persistence%20in%20the%20global-local&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=student%20persistence%20in%20the%20global-local&page=3">3</a></li> <li class="page-item"><a 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