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<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: Kelsey Gallagher</title> <meta name="description" content="Search results for: Kelsey Gallagher"> <meta name="keywords" content="Kelsey Gallagher"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="Kelsey Gallagher"> <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> 20</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Kelsey Gallagher</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">20</span> Preliminary Efficacy of a Pilot Paediatric Day Hospital Program Project to Address Severe Mental Illness, Obesity, and Binge Eating</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alene%20Toulany">Alene Toulany</a>, <a href="https://publications.waset.org/abstracts/search?q=Elizabeth%20Dettmer"> Elizabeth Dettmer</a>, <a href="https://publications.waset.org/abstracts/search?q=Seena%20Grewal"> Seena Grewal</a>, <a href="https://publications.waset.org/abstracts/search?q=Kaley%20Roosen"> Kaley Roosen</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrea%20Regina"> Andrea Regina</a>, <a href="https://publications.waset.org/abstracts/search?q=Cathleen%20Steinegger"> Cathleen Steinegger</a>, <a href="https://publications.waset.org/abstracts/search?q=Kate%20Stadelman"> Kate Stadelman</a>, <a href="https://publications.waset.org/abstracts/search?q=Melissa%20Chambers"> Melissa Chambers</a>, <a href="https://publications.waset.org/abstracts/search?q=Lindsay%20Lochhead"> Lindsay Lochhead</a>, <a href="https://publications.waset.org/abstracts/search?q=Kelsey%20Gallagher"> Kelsey Gallagher</a>, <a href="https://publications.waset.org/abstracts/search?q=Alissa%20Steinberg"> Alissa Steinberg</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrea%20Leyser"> Andrea Leyser</a>, <a href="https://publications.waset.org/abstracts/search?q=Allison%20Lougheed"> Allison Lougheed</a>, <a href="https://publications.waset.org/abstracts/search?q=Jill%20%20Hamilton"> Jill Hamilton</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Obesity and psychiatric disorders occur together so frequently that the combination has been coined an epidemic within an epidemic. Youth living with obesity are at increased risk for trauma, depression, anxiety and disordered eating. Although symptoms of binge eating disorder are common in paediatric obesity management programs, they are often not identified or addressed within treatment. At The Hospital for Sick Children (SickKids), a tertiary care paediatric hospital in Toronto, Canada, adolescents with obesity are treated in an interdisciplinary outpatient clinic (1-2 hours/week). This intensity of care is simply not enough to help these extremely complex patients. Existing day treatment programs for eating, and psychiatric disorders are not well suited for patients with obesity. In order to address this identified care gap, a unique collaboration was formed between the obesity, psychiatry, and eating disorder programs at SickKids in 2015. The aim of this collaboration was to provide an enhanced treatment arm to our general psychiatry day hospital program that addresses both the mental health issues and the lifestyle challenges common to youth with obesity and binge eating. The program is currently in year-one of a two-year pilot project and is designed for a length of stay of approximately 6 months. All youth participate in daily group therapy, academics, and structured mealtimes. The groups are primarily skills-based and are informed by cognitive/dialectical behavioural therapies. Weekly family therapy and individual therapy, as well as weekly medical appointments with a psychiatrist and a nurse, are provided. Youth in the enhanced treatment arm also receive regular sessions with a dietitian to establish normalized eating behaviours and monthly multifamily meal sessions to address challenges related to behaviour change and mealtimes in the home. Outcomes that will be evaluated include measures of mental health, anthropometrics, metabolic status, and healthcare satisfaction. At the end of the two years, it is expected that we will have had about 16 youth participants. This model of care delivery will be the first of its kind in Canada and is expected to inform future paediatric treatment practices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescent" title="adolescent">adolescent</a>, <a href="https://publications.waset.org/abstracts/search?q=binge%20eating" title=" binge eating"> binge eating</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20illness" title=" mental illness"> mental illness</a>, <a href="https://publications.waset.org/abstracts/search?q=obesity" title=" obesity"> obesity</a> </p> <a href="https://publications.waset.org/abstracts/63790/preliminary-efficacy-of-a-pilot-paediatric-day-hospital-program-project-to-address-severe-mental-illness-obesity-and-binge-eating" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63790.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">19</span> The Impact of Cognitive Behavioral Therapy in the Management of Perinatal Anxiety</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kelsey%20Kimball">Kelsey Kimball</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Generalized anxiety disorder (GAD) is a common mental health illness affecting approximately 10% of the perinatal population. Research examining cognitive behavioral therapy in this population has only recently become more prevalent though exploring this subject is long overdue. This research examines the impact of cognitive behavioral therapy (CBT) on GAD during the perinatal period. The aim of this project was to identify the most effective way to manage GAD during the perinatal period to provide clinicians with evidence-based methods of caring for this population’s mental health. The research was conducted using several databases to identify ten primary research articles involving anxiety management. A critique and a systematic review of the literature was done. The results of the systematic literature review suggested that CBT had a significant positive impact on perinatal anxiety. Three main themes were derived from the literature: CBT for managing GAD in the general population, CBT for managing GAD in the perinatal population, and CBT’s effect on worry and problematic behaviors in both populations. Nurse practitioners are central in improving access to and treatment of perinatal anxiety disorders. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anxiety" title="anxiety">anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20behavioral%20therapy" title=" cognitive behavioral therapy"> cognitive behavioral therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=nurse%20practitioner" title=" nurse practitioner"> nurse practitioner</a>, <a href="https://publications.waset.org/abstracts/search?q=perinatal" title=" perinatal"> perinatal</a> </p> <a href="https://publications.waset.org/abstracts/170656/the-impact-of-cognitive-behavioral-therapy-in-the-management-of-perinatal-anxiety" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170656.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">98</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18</span> Introgression of Improved Root Biomass Traits into Wheat Hybrids</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=F.%20N.%20U.%20Abdullah">F. N. U. Abdullah</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20M.%20H.%20Ibrahim"> A. M. H. Ibrahim</a>, <a href="https://publications.waset.org/abstracts/search?q=Shuyu%20Liu"> Shuyu Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Hybrid wheat root system is the major plant organ for water and nutrient acquisition. An initial wheat root study with Winrhizo scanner showed that entries with high root surface area but narrow root angle are associated with past drought tolerance in Texas, while those with wide angle can perform best under normal growing conditions. In a hybrid field experiment, commercial heterosis up to 8.3% in grain yield was obtained from diverse parents selected from male and female diverse groups. These hybrids showed promising yield at Greenville and McGregor, Texas, with grain yield up to 4412 Kg ha⁻¹ as compared to best performing commercial varieties ‘TAM-304’ (4075 Kg ha⁻¹) and ‘Gallagher’ (3981 Kg ha⁻¹). Among 130 hybrids produced, a subset of 50 better-performing hybrids and parents was subjected to one-month-old plant root studies scanned with Winrhizo. The results showed a significant positive correlation of grain yield with initial root angle and a negative correlation with root length. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hybrids" title="hybrids">hybrids</a>, <a href="https://publications.waset.org/abstracts/search?q=root%20studies" title=" root studies"> root studies</a>, <a href="https://publications.waset.org/abstracts/search?q=heterosis" title=" heterosis"> heterosis</a>, <a href="https://publications.waset.org/abstracts/search?q=wheat%20breeding" title=" wheat breeding"> wheat breeding</a> </p> <a href="https://publications.waset.org/abstracts/183018/introgression-of-improved-root-biomass-traits-into-wheat-hybrids" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183018.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">60</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17</span> The Six 'P' Model: Principles of Inclusive Practice for Inclusion Coaches</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tiffany%20Gallagher">Tiffany Gallagher</a>, <a href="https://publications.waset.org/abstracts/search?q=Sheila%20Bennett"> Sheila Bennett</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Based on data from a larger study, this research is based in a small school district in Ontario, Canada, that has made a transition from self-contained classes for students with exceptionalities to inclusive classroom placements for all students with their age-appropriate peers. The school board aided this transition by hiring Inclusion Coaches with a background in special education to work alongside teachers as partners and inform their inclusive practice. Based on qualitative data from four focus groups conducted with Inclusion Coaches, as well as four blog-style reflections collected at various points over two years, six principles of inclusive practice were identified for coaches. The six principles form a model during transition: pre-requisite, process, precipice, promotion, proof, and promise. These principles are encapsulated in a visual model of a spiraling staircase displaying the conditions that exist prior to coaching, during coaching interactions and considerations for the sustainability of coaching. These six principles are re-iterative and should be re-visited each time a coaching interaction is initiated. Exploring inclusion coaching as a model emulates coaching in other contexts and allows us to examine an established process through a new lens. This research becomes increasingly important as more school boards transition toward inclusive classrooms, The Six ‘P’ Model: Principles of Inclusive Practice for Inclusion Coaches allows for a unique look into a scaffolding model of building educator capacity in an inclusive setting. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=capacity%20building" title="capacity building">capacity building</a>, <a href="https://publications.waset.org/abstracts/search?q=coaching" title=" coaching"> coaching</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20education" title=" special education"> special education</a> </p> <a href="https://publications.waset.org/abstracts/75158/the-six-p-model-principles-of-inclusive-practice-for-inclusion-coaches" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75158.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">248</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16</span> The Effects of Menstrual Phase on Upper and Lower Body Anaerobic Performance in College-Aged Women</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kelsey%20Scanlon">Kelsey Scanlon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: With the rate of female collegiate and professional athletes on the rise in recent decades, fluctuations in physical performance in relation to the menstrual cycle is an important area of study. PURPOSE: The purpose of this research was to compare differences in upper and lower body maximal anaerobic capacities across a single menstrual cycle. Methode: Participants (n=11) met a total of four times; once for familiarization and again on day 1 of menses (follicular phase), day 14 (ovulation), and day 21 (luteal phase) respectively. Upper body power was assessed using a bench press weight of ~50% of the participant’s predetermined 1-repetition maximum (1-RM) on a ballistic measurement system and variables included peak force (N), mean force (N), peak power (W), mean power (W), and peak velocity (m/s). Lower body power output was collected using a standard Wingate test. The variables of interest were anaerobic capacity (w/kg), peak power (W), mean power (W), fatigue index (W/s), and total work (J). Result: Statistical significance was not observed (p > 0.05) in any of the aforementioned variables after completing multiple one ways of analyses of variances (ANOVAs) with repeated measures on time. Conclusion: Within the parameters of this research, neither female upper nor lower body power output differed across the menstrual cycle when analyzed using 50% of one repetition (1RM) maximal bench press and the 30-second maximal effort cycle ergometer Wingate test. Therefore, researchers should not alter their subject populations due to the incorrect assumption that power output may be influenced by the menstrual cycle. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anaerobic" title="anaerobic">anaerobic</a>, <a href="https://publications.waset.org/abstracts/search?q=athlete" title=" athlete"> athlete</a>, <a href="https://publications.waset.org/abstracts/search?q=female" title=" female"> female</a>, <a href="https://publications.waset.org/abstracts/search?q=power" title=" power"> power</a> </p> <a href="https://publications.waset.org/abstracts/93962/the-effects-of-menstrual-phase-on-upper-and-lower-body-anaerobic-performance-in-college-aged-women" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93962.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">146</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15</span> Unravelling the Interplay: Chinese Government Tweets, Anti-US Propaganda Cartoons and Social Media Dynamics in US-China Relations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mitchell%20Gallagher">Mitchell Gallagher</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This investigation explores the relationship between Chinese government ministers' tweets and publicized anti-US propaganda political cartoons by Chinese state media. Defining "anti-US" tweets as expressions with negative impressions about the United States, its policies, or cultural values, the study considers their context-dependent nature. Analyzing social media's growing role, this research probes the Chinese government's attitudes toward the United States. While China traditionally adhered to a non-interference stance, instances of verbal and visual retorts occurred, driven by efforts to enhance soft power and counter unfavorable portrayals. To navigate global challenges, China embraced proactive image construction, utilizing political cartoons as a messaging tool. As Sino-American political relations continue deteriorating, it has become increasingly commonplace for Chinese officials to circulate anti-US messages and negative impressions of the United States via tweets. The present study is committed to inspecting the nature and frequency of political cartoons casting the United States in an unfavorable light, with the aim of gaining a comprehensive understanding the degree to which the Chinese government and state-affiliated media are aligned in their corresponding messaging. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=China" title="China">China</a>, <a href="https://publications.waset.org/abstracts/search?q=political%20cartoons" title=" political cartoons"> political cartoons</a>, <a href="https://publications.waset.org/abstracts/search?q=propaganda" title=" propaganda"> propaganda</a>, <a href="https://publications.waset.org/abstracts/search?q=twitter" title=" twitter"> twitter</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a> </p> <a href="https://publications.waset.org/abstracts/171726/unravelling-the-interplay-chinese-government-tweets-anti-us-propaganda-cartoons-and-social-media-dynamics-in-us-china-relations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171726.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">72</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14</span> Experimental and Computational Analysis of Glass Fiber Reinforced Plastic Beams with Piezoelectric Fibers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Selin%20Kunc">Selin Kunc</a>, <a href="https://publications.waset.org/abstracts/search?q=Srinivas%20Koushik%20Gundimeda"> Srinivas Koushik Gundimeda</a>, <a href="https://publications.waset.org/abstracts/search?q=John%20A.%20Gallagher"> John A. Gallagher</a>, <a href="https://publications.waset.org/abstracts/search?q=Roselita%20Fragoudakis"> Roselita Fragoudakis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the behavior of Glass Fiber Reinforced Plastic (GFRP) laminated beams additionally reinforced with piezoelectric fibers. The electromechanical behavior of piezoelectric materials coupled with high strength/low weight GFRP laminated beams can have significant application in a wide range of industries. Energy scavenging through mechanical vibrations is the focus of this study, and possible applications can be seen in the automotive industry. This study examines the behavior of such composite laminates using Classical Lamination Theory (CLT) under three-point bending conditions. Fiber orientation is optimized for the desired stiffness and deflection that yield maximum energy output. Finite element models using ABAQUS/CAE are verified through experimental testing. The optimum stacking sequences examined are [0o]s, [ 0/45o]s, and [45/-45o]s. Results show the superiority of the stacking sequence [0/45o]s, providing higher strength at a lower weight, and maximum energy output. Furthermore, laminated GFRP beams additionally reinforced with piezoelectric fibers can be used under bending to not only replace metallic component while providing similar strength at a lower weight but also provide an energy output. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classical%20lamination%20theory%20%28CLT%29" title="classical lamination theory (CLT)">classical lamination theory (CLT)</a>, <a href="https://publications.waset.org/abstracts/search?q=energy%20scavenging" title=" energy scavenging"> energy scavenging</a>, <a href="https://publications.waset.org/abstracts/search?q=glass%20fiber%20reinforced%20plastics%20%28GFRP%29" title=" glass fiber reinforced plastics (GFRP)"> glass fiber reinforced plastics (GFRP)</a>, <a href="https://publications.waset.org/abstracts/search?q=piezoelectric%20fibers" title=" piezoelectric fibers"> piezoelectric fibers</a> </p> <a href="https://publications.waset.org/abstracts/91201/experimental-and-computational-analysis-of-glass-fiber-reinforced-plastic-beams-with-piezoelectric-fibers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91201.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">306</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13</span> Improving the Health of Communities: Students as Leaders in a Community Clinical Health Promotion and Disease Prevention Immersion </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samawi%20Zepure">Samawi Zepure</a>, <a href="https://publications.waset.org/abstracts/search?q=Beck%20Christine"> Beck Christine</a>, <a href="https://publications.waset.org/abstracts/search?q=Gallagher%20Peg"> Gallagher Peg</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This community immersion employs the NLN Excellence Model which challenges nursing programs to create student-centered, interactive, and innovative experiences to prepare students for roles in providing high quality care, effective teaching, and leadership in the delivery of nursing services to individuals, families, and communities (NLN, 2006). Senior nursing students collaborate with ethnically and linguistically diverse participants at community-based sites and develop leadership roles of coordination of care linkage within the larger healthcare system, adherence, and self-care management. The immersion encourages students to develop competencies of the NLN Nursing Education Competencies Model (NLN, 2012), proposed to address fast changes in health care delivery, which include values of caring, diversity, and holism; and integrating concepts of context and environment, relationship, and teamwork. Students engage in critical thinking and leadership as they: 1) assess health/illness beliefs, values, attitudes, and practices, explore community resources, interview key informants, and collaborate with community participants to identify learning goals, 2) develop and implement appropriate holistic health promotion and disease prevention teaching interventions promoting continuity, sustainability, and innovation, 3) evaluate interventions through participant feedback and focus groups and, 4) reflect on the immersion experience and future professional role as advocate and citizen. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20care" title="quality of care">quality of care</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20of%20communities" title=" health of communities"> health of communities</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20as%20leaders" title=" students as leaders"> students as leaders</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20promotion" title=" health promotion"> health promotion</a> </p> <a href="https://publications.waset.org/abstracts/101610/improving-the-health-of-communities-students-as-leaders-in-a-community-clinical-health-promotion-and-disease-prevention-immersion" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101610.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">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12</span> A Study on the Effectiveness of Alternative Commercial Ventilation Inlets That Improve Energy Efficiency of Building Ventilation Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Brian%20Considine">Brian Considine</a>, <a href="https://publications.waset.org/abstracts/search?q=Aonghus%20McNabola"> Aonghus McNabola</a>, <a href="https://publications.waset.org/abstracts/search?q=John%20Gallagher"> John Gallagher</a>, <a href="https://publications.waset.org/abstracts/search?q=Prashant%20Kumar"> Prashant Kumar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Passive air pollution control devices known as aspiration efficiency reducers (AER) have been developed using aspiration efficiency (AE) concepts. Their purpose is to reduce the concentration of particulate matter (PM) drawn into a building air handling unit (AHU) through alterations in the inlet design improving energy consumption. In this paper an examination is conducted into the effect of installing a deflector system around an AER-AHU inlet for both a forward and rear-facing orientations relative to the wind. The results of the study found that these deflectors are an effective passive control method for reducing AE at various ambient wind speeds over a range of microparticles of varying diameter. The deflector system was found to induce a large wake zone at low ambient wind speeds for a rear-facing AER-AHU, resulting in significantly lower AE in comparison to without. As the wind speed increased, both contained a wake zone but have much lower concentration gradients with the deflectors. For the forward-facing models, the deflector system at low ambient wind speed was preferred at higher Stokes numbers but there was negligible difference as the Stokes number decreased. Similarly, there was no significant difference at higher wind speeds across the Stokes number range tested. The results demonstrate that a deflector system is a viable passive control method for the reduction of ventilation energy consumption. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=air%20handling%20unit" title="air handling unit">air handling unit</a>, <a href="https://publications.waset.org/abstracts/search?q=air%20pollution" title=" air pollution"> air pollution</a>, <a href="https://publications.waset.org/abstracts/search?q=aspiration%20efficiency" title=" aspiration efficiency"> aspiration efficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=energy%20efficiency" title=" energy efficiency"> energy efficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=particulate%20matter" title=" particulate matter"> particulate matter</a>, <a href="https://publications.waset.org/abstracts/search?q=ventilation" title=" ventilation"> ventilation</a> </p> <a href="https://publications.waset.org/abstracts/123659/a-study-on-the-effectiveness-of-alternative-commercial-ventilation-inlets-that-improve-energy-efficiency-of-building-ventilation-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/123659.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">11</span> University-home Partnerships for Enhancing Students’ Career Adapting Responses: A Moderated-mediation Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yin%20Ma">Yin Ma</a>, <a href="https://publications.waset.org/abstracts/search?q=Xun%20Wang"> Xun Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Kelsey%20Austin"> Kelsey Austin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose – Building upon career construction theory and the conservation of resources theory, we developed a moderated mediation model to examine how the perceived university support impact students’ career adapting responses, namely, crystallization, exploration, decision and preparation, via the mediator career adaptability and moderator perceived parental support. Design/methodology/approach – The multi-stage sampling strategy was employed and survey data were collected. Structural equation modeling was used to perform the analysis. Findings – Perceived university support could directly promote students’ career adaptability, and promote three career adapting responses, namely, exploration, decision and preparation. It could also impact four career adapting responses via mediation effect of career adaptability. Its impact on students’ career adaptability can greatly increase when students’ receive parental related career support. Research limitations/implications – The cross-sectional design limits causal inference. Conducted in China, our findings should be cautiously interpreted in other countries due to cultural differences. Practical implications – University support is vital to students’ career adaptability and supports from parents can enhance this process. University-home collaboration is necessary to promote students’ career adapting responses. For students, seeking and utilizing as much supporting resources as possible is vital for their human resources development. On an organizational level, universities could benefit from our findings by introducing the practices which ask students to rate the career-related courses and encourage them to chat with parents regularly. Originality/ value – Using recently developed scale, current work contributes to the literature by investigating the impact of multiple contextual factors on students’ career adapting response. It also provide the empirical support for the role of human intervention in fostering career adapting responses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=career%20adapability" title="career adapability">career adapability</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20and%20parental%20support" title=" university and parental support"> university and parental support</a>, <a href="https://publications.waset.org/abstracts/search?q=China%20studies" title=" China studies"> China studies</a>, <a href="https://publications.waset.org/abstracts/search?q=sociology%20of%20education" title=" sociology of education"> sociology of education</a> </p> <a href="https://publications.waset.org/abstracts/180956/university-home-partnerships-for-enhancing-students-career-adapting-responses-a-moderated-mediation-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/180956.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">65</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10</span> The Nexus Between the Rise of Autocratisation and the Deeper Level of BRI Engagement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dishari%20Rakshit">Dishari Rakshit</a>, <a href="https://publications.waset.org/abstracts/search?q=Mitchell%20Gallagher"> Mitchell Gallagher</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The global landscape is witnessing a disconcerting surge in democratic backsliding, engendering concerns over the rise of autocratisation. This research demonstrates the intricate relationship between a nation's domestic propensity for autocratic governance and its trade relations with China. Giving prominence to Belt and Road Initiative (BRI) investments, this study adopts a rigorous neorealist framework to discern the complexities of nations' economic interests amidst an anarchic milieu and how these interests may transcend steadfast adherence to democratic principles. The burgeoning bipolarity in the international political setting serves as a backdrop to our inquiry. To operationalise our hypothesis, we conduct a large-scale 'N' study, encompassing a comprehensive global dataset comprising countries' democracy indicators, total trade volume with China, and cumulative Chinese BRI investments over a substantial temporal expanse. By meticulously examining BRI signatories’, we aim to ascertain the potential accentuation of democratic backsliding among these nations. To test our empirical underpinning, we will validate our findings through cogent case studies. Our analysis adds to the scholarship on multifaceted interactions between trade dynamics and democratic governance within the fabric of the international political landscape. In its culmination, the paper addresses the question- has the erstwhile grandeur of bipolarity resurfaced in the contemporary global panorama? Concurrently, we explore the nexus between the ascendant wave of autocratisation as a by-product of the Beijing Consensus? Pertinent to policymakers, our discoveries stand poised to furnish a comprehensive grasp of the manifold implications arising from the deepening entanglements with China under the auspices of the BRI. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=democracy" title="democracy">democracy</a>, <a href="https://publications.waset.org/abstracts/search?q=autocracy" title=" autocracy"> autocracy</a>, <a href="https://publications.waset.org/abstracts/search?q=china" title=" china"> china</a>, <a href="https://publications.waset.org/abstracts/search?q=belt%20road%20initiative" title=" belt road initiative"> belt road initiative</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20political%20economy" title=" international political economy"> international political economy</a> </p> <a href="https://publications.waset.org/abstracts/170907/the-nexus-between-the-rise-of-autocratisation-and-the-deeper-level-of-bri-engagement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170907.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">71</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">9</span> Mindfulness in a Secular Age: Framing and Contextualising the Conversation in the Irish Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thomas%20P.%20Carroll">Thomas P. Carroll</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The phenomenon of mindfulness has become ever more popular in an increasingly pluralist Western society. Mindfulness practice has penetrated secular contexts that would otherwise be closed to religious influence, including state schools, hospitals, and commerce. The contemporary understanding of mindfulness has its origins in Buddhist meditation. However, since Jon Kabat-Zinn’s pioneering work in Mindfulness-Based Interventions, the concept has developed and sometimes mutated into various forms of practice which are disembedded from their original spiritual philosophy. This project will explore the spiritual climate within which mindfulness is currently flourishing through dialogue with three interlocutors. The first interlocutor is the Canadian philosopher Charles Taylor whose seminal work, ‘A Secular Age’, outlines three distinct modes of secularity. Taylor examines how the conditions of belief have changed and how the self seeks meaning in an age where belief in the divine is no longer axiomatic. The next interlocutor is Czech theologian and psychotherapist Tomáš Halík who offers a unique perspective of a Catholic who belongs to a section of society outnumbered by secular counterparts, with a theological hermeneutic best described as 'Den Fremden verstehen- understanding the stranger'. Finally, Irish theologian Michael Paul Gallagher offers a theological perspective on how the Christian faith can be translated into dialogue with Irish secular culture, as well as addressing the crisis of imagination and culture rather than the crisis of faith in Ireland. These interlocutors will illustrate that there are sometimes striking differences in how to interpret the religious signs of the times. However, these approaches also reveal significant similarities in how they address and explore the meaning of religious belief and experience today. In this way, themes will emerge that will help to frame the conversation about mindfulness in the West. These themes will include; the failure of the secularization thesis to pass, the growth of a diverse marketplace of religions and beliefs and the growth of a demographic who identify as spiritual but not religious. Such research is paramount in enabling a richer dialogue between Christian faith and mindfulness in a fragmented, postmodern Western context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=culture" title="culture">culture</a>, <a href="https://publications.waset.org/abstracts/search?q=mindfulness" title=" mindfulness"> mindfulness</a>, <a href="https://publications.waset.org/abstracts/search?q=secularism" title=" secularism"> secularism</a>, <a href="https://publications.waset.org/abstracts/search?q=spirituality" title=" spirituality"> spirituality</a> </p> <a href="https://publications.waset.org/abstracts/116256/mindfulness-in-a-secular-age-framing-and-contextualising-the-conversation-in-the-irish-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/116256.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">113</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">8</span> Service Blueprint for Improving Clinical Guideline Adherence via Mobile Health Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Y.%20O%E2%80%99Connor">Y. O’Connor</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Heavin"> C. Heavin</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20O%E2%80%99%20Connor"> S. O’ Connor</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Gallagher"> J. Gallagher</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Wu"> J. Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20O%E2%80%99Donoghue"> J. O’Donoghue</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: To improve the delivery of paediatric healthcare in resource-poor settings, Community Health Workers (CHW) have been provided with a paper-based set of protocols known as Community Case Management (CCM). Yet research has shown that CHW adherence to CCM guidelines is poor, ultimately impacting health service delivery. Digitising the CCM guidelines via mobile technology is argued in extant literature to improve CHW adherence. However, little research exist which outlines how (a) this process can be digitised and (b) adherence could be improved as a result. Aim: To explore how an electronic mobile version of CCM (eCCM) can overcome issues associated with the paper-based CCM protocol (poor adherence to guidelines) vis-à-vis service blueprinting. This service blueprint will outline how (a) the CCM process can be digitised using mobile Clinical Decision Support Systems software to support clinical decision-making and (b) adherence can be improved as a result. Method: Development of a single service blueprint for a standalone application which visually depicts the service processes (eCCM) when supporting the CHWs, using an application known as Supporting LIFE (Low cost Intervention For disEase control) as an exemplar. Results: A service blueprint is developed which illustrates how the eCCM solution can be utilised by CHWs to assist with the delivery of healthcare services to children. Leveraging smartphone technologies can (a) provide CHWs with just-in-time data to assist with their decision making at the point-of-care and (b) improve CHW adherence to CCM guidelines. Conclusions: The development of the eCCM opens up opportunities for the CHWs to leverage the inherent benefit of mobile devices to assist them with health service delivery in rural settings. To ensure that benefits are achieved, it is imperative to comprehend the functionality and form of the eCCM service process. By creating such a service blueprint for an eCCM approach, CHWs are provided with a clear picture regarding the role of the eCCM solution, often resulting in buy-in from the end-users. <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=community%20health%20workers" title=" community health workers"> community health workers</a>, <a href="https://publications.waset.org/abstracts/search?q=developing%20countries" title=" developing countries"> developing countries</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20clinical%20decision%20support%20systems" title=" mobile clinical decision support systems"> mobile clinical decision support systems</a>, <a href="https://publications.waset.org/abstracts/search?q=CDSS" title=" CDSS"> CDSS</a>, <a href="https://publications.waset.org/abstracts/search?q=service%20blueprint" title=" service blueprint"> service blueprint</a> </p> <a href="https://publications.waset.org/abstracts/37005/service-blueprint-for-improving-clinical-guideline-adherence-via-mobile-health-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37005.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">415</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7</span> Surgical School Project: Implementation Educational Plan for Adolescents Awaiting Bariatric Surgery</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Brooke%20Sweeney">Brooke Sweeney</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20White"> David White</a>, <a href="https://publications.waset.org/abstracts/search?q=Felix%20Amparano"> Felix Amparano</a>, <a href="https://publications.waset.org/abstracts/search?q=Nick%20A.%20Clark"> Nick A. Clark</a>, <a href="https://publications.waset.org/abstracts/search?q=Amy%20R.%20Beck"> Amy R. Beck</a>, <a href="https://publications.waset.org/abstracts/search?q=Mathew%20Lindquist"> Mathew Lindquist</a>, <a href="https://publications.waset.org/abstracts/search?q=Lora%20Edwards"> Lora Edwards</a>, <a href="https://publications.waset.org/abstracts/search?q=Julie%20Vandal"> Julie Vandal</a>, <a href="https://publications.waset.org/abstracts/search?q=Jennifer%20Lisondra"> Jennifer Lisondra</a>, <a href="https://publications.waset.org/abstracts/search?q=Katie%20Cox"> Katie Cox</a>, <a href="https://publications.waset.org/abstracts/search?q=Renee%20Arensberg"> Renee Arensberg</a>, <a href="https://publications.waset.org/abstracts/search?q=Allen%20Cummins"> Allen Cummins</a>, <a href="https://publications.waset.org/abstracts/search?q=Jazmine%20Cedeno"> Jazmine Cedeno</a>, <a href="https://publications.waset.org/abstracts/search?q=Jason%20D.%20Fraser"> Jason D. Fraser</a>, <a href="https://publications.waset.org/abstracts/search?q=Kelsey%20Dean"> Kelsey Dean</a>, <a href="https://publications.waset.org/abstracts/search?q=Helena%20H.%20Laroche"> Helena H. Laroche</a>, <a href="https://publications.waset.org/abstracts/search?q=Cristina%20Fernandez"> Cristina Fernandez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: National organizations call for standardized pre-surgical requirements and education to optimize postoperative outcomes. Since 2017 our surgery program has used defined protocols and educational curricula pre- and post-surgery. In response to patient outcomes, our educational content was refined to include quizzes to assess patient knowledge and surgical preparedness. We aim to optimize adolescent pre-bariatric surgery preparedness by improving overall aggregate pre-surgical assessment performance from 68% to 80% within 12 months. Methods: A multidisciplinary improvement team was developed within the weight management clinic (WMC) of our tertiary care, free-standing children’s hospital. A manual has been utilized since 2017, with limitations in consistent delivery and patient uptake of information. The curriculum has been improved to include quizzes administered during WMC visits prior to bariatric surgery. The initial outcome measure is the pre-surgical quiz score of adolescents preparing for bariatric surgery. Process measure was the number of questions answered correctly to test the questions. Baseline performance was determined by a patient assessment survey of pre-surgical preparedness at patient visits. Plan-Do-Study-Act cycles (PDSA) included: 1) creation and implementation of a refined curriculum, 2) development of 5 new quizzes based upon learning objectives, and 3) improving provider-lead teaching and quiz administration within clinic workflow. Run charts assessed impact over time. Results: A total of 346 quiz questions were administered to 34 adolescents. The outcome measure improved from a baseline mean of 68% to 86% following PDSA 2 cycles, and it was sustained. Conclusion/Implication: Patient/family comprehension of surgical preparedness improved with standardized education via team member-led teaching and assessment using quizzes during pre-surgical clinic visits. The next steps include launching redesigned teaching materials with modules correlated to quizzes and assessment of comprehension and outcomes post-surgically. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bariatric%20surgery" title="bariatric surgery">bariatric surgery</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescent" title=" adolescent"> adolescent</a>, <a href="https://publications.waset.org/abstracts/search?q=clinic" title=" clinic"> clinic</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-bariatric%20training" title=" pre-bariatric training"> pre-bariatric training</a> </p> <a href="https://publications.waset.org/abstracts/170459/surgical-school-project-implementation-educational-plan-for-adolescents-awaiting-bariatric-surgery" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170459.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">65</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6</span> Improving Screening and Treatment of Binge Eating Disorders in Pediatric Weight Management Clinic through a Quality Improvement Framework</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cristina%20Fernandez">Cristina Fernandez</a>, <a href="https://publications.waset.org/abstracts/search?q=Felix%20Amparano"> Felix Amparano</a>, <a href="https://publications.waset.org/abstracts/search?q=John%20Tumberger"> John Tumberger</a>, <a href="https://publications.waset.org/abstracts/search?q=Stephani%20Stancil"> Stephani Stancil</a>, <a href="https://publications.waset.org/abstracts/search?q=Sarah%20Hampl"> Sarah Hampl</a>, <a href="https://publications.waset.org/abstracts/search?q=Brooke%20Sweeney"> Brooke Sweeney</a>, <a href="https://publications.waset.org/abstracts/search?q=Amy%20R.%20Beck"> Amy R. Beck</a>, <a href="https://publications.waset.org/abstracts/search?q=Helena%20H%20Laroche"> Helena H Laroche</a>, <a href="https://publications.waset.org/abstracts/search?q=Jared%20Tucker"> Jared Tucker</a>, <a href="https://publications.waset.org/abstracts/search?q=Eileen%20Chaves"> Eileen Chaves</a>, <a href="https://publications.waset.org/abstracts/search?q=Sara%20Gould"> Sara Gould</a>, <a href="https://publications.waset.org/abstracts/search?q=Matthew%20Lindquist"> Matthew Lindquist</a>, <a href="https://publications.waset.org/abstracts/search?q=Lora%20Edwards"> Lora Edwards</a>, <a href="https://publications.waset.org/abstracts/search?q=Renee%20Arensberg"> Renee Arensberg</a>, <a href="https://publications.waset.org/abstracts/search?q=Meredith%20Dreyer"> Meredith Dreyer</a>, <a href="https://publications.waset.org/abstracts/search?q=Jazmine%20Cedeno"> Jazmine Cedeno</a>, <a href="https://publications.waset.org/abstracts/search?q=Alleen%20Cummins"> Alleen Cummins</a>, <a href="https://publications.waset.org/abstracts/search?q=Jennifer%20Lisondra"> Jennifer Lisondra</a>, <a href="https://publications.waset.org/abstracts/search?q=Katie%20Cox"> Katie Cox</a>, <a href="https://publications.waset.org/abstracts/search?q=Kelsey%20Dean"> Kelsey Dean</a>, <a href="https://publications.waset.org/abstracts/search?q=Rachel%20Perera"> Rachel Perera</a>, <a href="https://publications.waset.org/abstracts/search?q=Nicholas%20A.%20Clark"> Nicholas A. Clark</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Adolescents with obesity are at higher risk of disordered eating than the general population. Detection of eating disorders (ED) is difficult. Screening questionnaires may aid in early detection of ED. Our team’s prior efforts focused on increasing ED screening rates to ≥90% using a validated 10-question adolescent binge eating disorder screening questionnaire (ADO-BED). This aim was achieved. We then aimed to improve treatment plan initiation of patients ≥12 years of age who screen positive for BED within our WMC from 33% to 70% within 12 months. Methods: Our WMC is within a tertiary-care, free-standing children’s hospital. A3, an improvement framework, was used. A multidisciplinary team (physicians, nurses, registered dietitians, psychologists, and exercise physiologists) was created. The outcome measure was documentation of treatment plan initiation of those who screen positive (goal 70%). The process measure was ADO-BED screening rate of WMC patients (goal ≥90%). Plan-Do-Study-Act (PDSA) cycle 1 included provider education on current literature and treatment plan initiation based upon ADO-BED responses. PDSA 2 involved increasing documentation of treatment plan and retrain process to providers. Pre-defined treatment plans were: 1) repeat screen in 3-6 months, 2) resources provided only, or 3) comprehensive multidisciplinary weight management team evaluation. Run charts monitored impact over time. Results: Within 9 months, 166 patients were seen in WMC. Process measure showed sustained performance above goal (mean 98%). Outcome measure showed special cause improvement from mean of 33% to 100% (n=31). Of treatment plans provided, 45% received Plan 1, 4% Plan 2, and 46% Plan 3. Conclusion: Through a multidisciplinary improvement team approach, we maintained sustained ADO-BED screening performance, and, prior to our 12-month timeline, achieved our project aim. Our efforts may serve as a model for other multidisciplinary WMCs. Next steps may include expanding project scope to other WM programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=obesity" title="obesity">obesity</a>, <a href="https://publications.waset.org/abstracts/search?q=pediatrics" title=" pediatrics"> pediatrics</a>, <a href="https://publications.waset.org/abstracts/search?q=clinic" title=" clinic"> clinic</a>, <a href="https://publications.waset.org/abstracts/search?q=eating%20disorder" title=" eating disorder"> eating disorder</a> </p> <a href="https://publications.waset.org/abstracts/170456/improving-screening-and-treatment-of-binge-eating-disorders-in-pediatric-weight-management-clinic-through-a-quality-improvement-framework" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170456.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">63</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">5</span> Dietary Patterns and Hearing Loss in Older People</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=N.%20E.%20Gallagher">N. E. Gallagher</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20E.%20Neville"> C. E. Neville</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Lyner"> N. Lyner</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Yarnell"> J. Yarnell</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20C.%20Patterson"> C. C. Patterson</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20E.%20Gallacher"> J. E. Gallacher</a>, <a href="https://publications.waset.org/abstracts/search?q=Y.%20Ben-Shlomo"> Y. Ben-Shlomo</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Fehily"> A. Fehily</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20V.%20Woodside"> J. V. Woodside</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Hearing loss is highly prevalent in older people and can reduce quality of life substantially. Emerging research suggests that potentially modifiable risk factors, including risk factors previously related to cardiovascular disease risk, may be associated with a decreased or increased incidence of hearing loss. This has prompted investigation into the possibility that certain nutrients, foods or dietary patterns may also be associated with incidence of hearing loss. The aim of this study was to determine any associations between dietary patterns and hearing loss in men enrolled in the Caerphilly study. The Caerphilly prospective cohort study began in 1979-1983 with recruitment of 2512 men aged 45-59 years. Dietary data was collected using a self-administered, semi-quantitative, 56-item food frequency questionnaire (FFQ) at baseline (1979-1983), and 7-day weighed food intake (WI) in a 30% sub-sample, while pure-tone unaided audiometric threshold was assessed at 0.5, 1, 2 and 4 kHz, between 1984 and 1988. Principal components analysis (PCA) was carried out to determine a posteriori dietary patterns and multivariate linear and logistic regression models were used to examine associations with hearing level (pure tone average (PTA) of frequencies 0.5, 1, 2 and 4 kHz in decibels (dB)) for linear regression and with hearing loss (PTA>25dB) for logistic regression. Three dietary patterns were determined using PCA on the FFQ data- Traditional, Healthy, High sugar/Alcohol avoider. After adjustment for potential confounding factors, both linear and logistic regression analyses showed a significant and inverse association between the Healthy pattern and hearing loss (P<0.001) and linear regression analysis showed a significant association between the High sugar/Alcohol avoider pattern and hearing loss (P=0.04). Three similar dietary patterns were determined using PCA on the WI data- Traditional, Healthy, High sugar/Alcohol avoider. After adjustment for potential confounding factors, logistic regression analyses showed a significant and inverse association between the Healthy pattern and hearing loss (P=0.02) and a significant association between the Traditional pattern and hearing loss (P=0.04). A Healthy dietary pattern was found to be significantly inversely associated with hearing loss in middle-aged men in the Caerphilly study. Furthermore, a High sugar/Alcohol avoider pattern (FFQ) and a Traditional pattern (WI) were associated with poorer hearing levels. Consequently, the role of dietary factors in hearing loss remains to be fully established and warrants further investigation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ageing" title="ageing">ageing</a>, <a href="https://publications.waset.org/abstracts/search?q=diet" title=" diet"> diet</a>, <a href="https://publications.waset.org/abstracts/search?q=dietary%20patterns" title=" dietary patterns"> dietary patterns</a>, <a href="https://publications.waset.org/abstracts/search?q=hearing%20loss" title=" hearing loss"> hearing loss</a> </p> <a href="https://publications.waset.org/abstracts/48034/dietary-patterns-and-hearing-loss-in-older-people" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48034.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">230</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">4</span> A Case Study of Remote Location Viewing, and Its Significance in Mobile Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=James%20Gallagher">James Gallagher</a>, <a href="https://publications.waset.org/abstracts/search?q=Phillip%20Benachour"> Phillip Benachour </a> </p> <p class="card-text"><strong>Abstract:</strong></p> As location aware mobile technologies become ever more omnipresent, the prospect of exploiting their context awareness to enforce learning approaches thrives. Utilizing the growing acceptance of ubiquitous computing, and the steady progress both in accuracy and battery usage of pervasive devices, we present a case study of remote location viewing, how the application can be utilized to support mobile learning in situ using an existing scenario. Through the case study we introduce a new innovative application: Mobipeek based around a request/response protocol for the viewing of a remote location and explore how this can apply both as part of a teacher lead activity and informal learning situations. The system developed allows a user to select a point on a map, and send a request. Users can attach messages alongside time and distance constraints. Users within the bounds of the request can respond with an image, and accompanying message, providing context to the response. This application can be used alongside a structured learning activity such as the use of mobile phone cameras outdoors as part of an interactive lesson. An example of a learning activity would be to collect photos in the wild about plants, vegetation, and foliage as part of a geography or environmental science lesson. Another example could be to take photos of architectural buildings and monuments as part of an architecture course. These images can be uploaded then displayed back in the classroom for students to share their experiences and compare their findings with their peers. This can help to fosters students’ active participation while helping students to understand lessons in a more interesting and effective way. Mobipeek could augment the student learning experience by providing further interaction with other peers in a remote location. The activity can be part of a wider study between schools in different areas of the country enabling the sharing and interaction between more participants. Remote location viewing can be used to access images in a specific location. The choice of location will depend on the activity and lesson. For example architectural buildings of a specific period can be shared between two or more cities. The augmentation of the learning experience can be manifested in the different contextual and cultural influences as well as the sharing of images from different locations. In addition to the implementation of Mobipeek, we strive to analyse this application, and a subset of other possible and further solutions targeted towards making learning more engaging. Consideration is given to the benefits of such a system, privacy concerns, and feasibility of widespread usage. We also propose elements of “gamification”, in an attempt to further the engagement derived from such a tool and encourage usage. We conclude by identifying limitations, both from a technical, and a mobile learning perspective. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=context%20aware" title="context aware">context aware</a>, <a href="https://publications.waset.org/abstracts/search?q=location%20aware" title=" location aware"> location aware</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20learning" title=" mobile learning"> mobile learning</a>, <a href="https://publications.waset.org/abstracts/search?q=remote%20viewing" title=" remote viewing"> remote viewing</a> </p> <a href="https://publications.waset.org/abstracts/28093/a-case-study-of-remote-location-viewing-and-its-significance-in-mobile-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28093.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">291</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">3</span> Hunger and Health: The Acceptability and Development of Health Coaching in the Food Pantry Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kelsey%20Fortin">Kelsey Fortin</a>, <a href="https://publications.waset.org/abstracts/search?q=Susan%20Harvey"> Susan Harvey</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The intersection between hunger and health outcomes is beginning to gain traction among the research community. With new interventions focusing on collaborations between the medical and social service sectors, this study aimed to understand the acceptability and approach of a health coaching intervention within a county-wide Midwest food pantry. Through formative research, the study used mixed methods to review secondary data and conduct surveys and semi-structured interviews with food pantry clients (n=30), staff (n=7), and volunteers (n=10). Supplemental secondary data collected and provided by pantry staff were reviewed to understand the broader pantry context of clientele health and health behaviors, annual food donations, and current pantry programming. Results from secondary data showed that the broader pantry client population reported high rates of chronic disease, low consumption of fruits and vegetables, and poor self-reported health, while annual donation data showed increases in produce availability on pantry shelves. This disconnect between produce availability, client health status, and behaviors was supported in the current study, with pantry staff and volunteers reporting lack of knowledge in produce selection and preparation being amongst the most common client inquiries and barriers to healthy food selection. Additional supports to secondary data came from pantry clients in the current study through self-reported high rates of both individual (60%, n=18) and household (43%, n=13 ) disease diagnosis, low consumption of fruits and vegetables averaging zero to one servings of vegetables (67%, n=20) and fruits (47%, n=14) per day, and low levels of physical activity averaging zero to 120 minutes per week (67%, n=20). Further, pantry clients provided health coaching programmatic recommendations through interviews with feedback such as non-judgmental coaching, accountability measures, and providing participant incentives as considerations for future program design and approach. Volunteers and staff reported the need for client education in food preparation, basic nutrition and physical activity, and the need for additional health expertise to educate and respond to diet related nutrition recommendations. All three stakeholder groups supported hosting a health coach within the pantry to focused on nutrition, physical activity, and health programming, with one client stating, 'I am hoping it really works out [the health coaching program]. I think it would be great for something like this to be offered for someone that isn’t knowledgeable like me.' In conclusion, high rates of chronic disease, partnered with low food, nutrition, and physical activity literacy among pantry clients, demonstrates the need to address health behaviors. With all three stakeholder groups showing acceptability of a health coaching program, partnered with existing literature showing health coaching success as a behavior change intervention, further research should be conducted to pilot the design and implementation of such a program in the pantry setting. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=food%20insecurity" title="food insecurity">food insecurity</a>, <a href="https://publications.waset.org/abstracts/search?q=formative%20research" title=" formative research"> formative research</a>, <a href="https://publications.waset.org/abstracts/search?q=food%20pantries" title=" food pantries"> food pantries</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20coaching" title=" health coaching"> health coaching</a>, <a href="https://publications.waset.org/abstracts/search?q=hunger%20and%20health" title=" hunger and health "> hunger and health </a> </p> <a href="https://publications.waset.org/abstracts/129306/hunger-and-health-the-acceptability-and-development-of-health-coaching-in-the-food-pantry-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129306.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">129</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2</span> Basic Life Support Training in Rural Uganda: A Mixed Methods Study of Training and Attitudes towards Resuscitation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=William%20Gallagher">William Gallagher</a>, <a href="https://publications.waset.org/abstracts/search?q=Harriet%20Bothwell"> Harriet Bothwell</a>, <a href="https://publications.waset.org/abstracts/search?q=Lowri%20%20Evans"> Lowri Evans</a>, <a href="https://publications.waset.org/abstracts/search?q=Kevin%20Jones"> Kevin Jones</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Worldwide, a third of adult deaths are caused by cardiovascular disease, a high proportion occurring in the developing world. Contributing to these poor outcomes are suboptimal assessments, treatments and monitoring of the acutely unwell patient. Successful training in trauma and neonates is recognised in the developing world but there is little literature supporting adult resuscitation. As far as the authors are aware no literature has been published on resuscitation training in Uganda since 2000 when a resuscitation training officer ran sessions in neonatal and paediatric resuscitation. The aim of this project was to offer training in Basic Life Support ( BLS) to staff and healthcare students based at Villa Maria Hospital in the Kalungu District, Central Uganda. This project was undertaken as a student selected component (SSC) offered by Swindon Academy, based at the Great Western Hospital, to medical students in their fourth year of the undergraduate programme. Methods: Semi-structured, informal interviews and focus groups were conducted with different clinicians in the hospital. These interviews were designed to focus on the level of training and understanding of BLS. A training session was devised which focused on BLS (excluding the use of an automatic external defribrillator) involving pre and post-training questionnaires and clinical assessments. Three training sessions were run for different cohorts: a pilot session for 5 Ugandan medical students, a second session for a group of 8 nursing and midwifery students and finally, a third was devised for physicians. The data collected was analysed in excel. Paired T-Tests determined statistical significance between pre and post-test scores and confidence before and after the sessions. Average clinical skill assessment scores were converted to percentages based on the area of BLS being assessed. Results: 27 participants were included in the analysis. 14 received ‘small group training’ whilst 13 received’ large group training’ 88% of all participants had received some form of resuscitation training. Of these, 46% had received theory training, 27% practical training and only 15% received both. 12% had received no training. On average, all participants demonstrated a significant increase of 5.3 in self-assessed confidence (p <0.05). On average, all participants thought the session was very useful. Analysis of qualitative date from clinician interviews in ongoing but identified themes identified include rescue breaths being considered the most important aspect resuscitation and doubts of a ‘good’ outcome from resuscitation. Conclusions: The results of this small study reflect the need for regular formal training in BLS in low resource settings. The active engagement and positive opinions concerning the utility of the training are promising as well as the evidence of improvement in knowledge. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=basic%20life%20support" title="basic life support">basic life support</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=resuscitation" title=" resuscitation"> resuscitation</a>, <a href="https://publications.waset.org/abstracts/search?q=sub-Saharan%20Africa" title=" sub-Saharan Africa"> sub-Saharan Africa</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a>, <a href="https://publications.waset.org/abstracts/search?q=Uganda" title=" Uganda"> Uganda</a> </p> <a href="https://publications.waset.org/abstracts/79371/basic-life-support-training-in-rural-uganda-a-mixed-methods-study-of-training-and-attitudes-towards-resuscitation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79371.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">148</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</span> The Academic Importance of the Arts in Fostering Belonging</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ana%20Handel">Ana Handel</a>, <a href="https://publications.waset.org/abstracts/search?q=Jamal%20Ellerbe"> Jamal Ellerbe</a>, <a href="https://publications.waset.org/abstracts/search?q=Sarah%20Kanzaki"> Sarah Kanzaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Natalie%20White"> Natalie White</a>, <a href="https://publications.waset.org/abstracts/search?q=Nathan%20Ousey"> Nathan Ousey</a>, <a href="https://publications.waset.org/abstracts/search?q=Sean%20Gallagher"> Sean Gallagher</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A sense of belonging is the ability for individuals to feel they are a necessary part of whatever organization or community they find themselves in. In an academic setting, a sense of belonging is key to a student’s success. The collected research points to this sense of belonging in academic settings as a significant contributor of students’ levels of engagement and trust. When universities leverage the arts, students are provided with more opportunities to engage and feel confident in their surroundings. This allows for greater potential to develop within academic and social settings. The arts also call for the promotion of diversity, equity, and inclusion by showcasing works of artists from all different backgrounds, thus allowing students to gain cultural knowledge and be able to embrace differences. Equity, diversity, and inclusion are all emotional facets of belonging. Equity relates to the concept of making the conscious choice to recognize opportunities to incorporate inclusive and diverse ideals into different thought processes and collaboration. Inclusion involves providing equal access to opportunities and resources for people of all ‘ingroups. In an inclusive culture, individuals are able to maximize their potential with the confidence they have gained through an accepting environment. A variety of members in academic communities have noted it may be beneficial to make certain events surrounding the arts to be built into course requirements in order to ensure students are expanding their horizons and exposing themselves to the arts. These academics also recommend incorporating the arts into extracurricular activities, such as Greek life, in order to appeal to large groups of students. Once students have an understanding of the rich knowledge cultivated through exploring the arts, they will feel more comfortable in their surroundings and thus more confident to become involved in other areas of their university. A number of universities, including West Chester and Carnegie Mellon, have instituted programs aiming to provide students with the necessary tools and resources to feel comfortable in their educational settings. Different programs include references to hotlines for discrimination and office for diversity, equity, and inclusion. Staff members have also been provided with means of combating biases and increasing feelings of belongingness in order to properly support and communicate with students. These tools have successfully allowed universities to foster inviting environments for students of all backgrounds to feel belong as well as strengthening the community’s diversity, equity, and inclusion. Through demonstrating concepts of diversity, equity, and inclusion by introducing the arts into learning spaces, students can find a sense of belonging within their academic environments. It is essential to understand these topics and how they work together to achieve a common goal. The efforts of universities have made much progress in shedding light on different cultures and ideas to show students their full potential and opportunities. Once students feel more comfortable within their organizations, engagement will increase substantially. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=arts" title="arts">arts</a>, <a href="https://publications.waset.org/abstracts/search?q=belonging" title=" belonging"> belonging</a>, <a href="https://publications.waset.org/abstracts/search?q=engagement" title=" engagement"> engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a> </p> <a href="https://publications.waset.org/abstracts/136719/the-academic-importance-of-the-arts-in-fostering-belonging" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136719.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">165</span> </span> </div> </div> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>