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deficit</title> <meta name="description" content="Search results for: intellectual deficit"> <meta name="keywords" content="intellectual deficit"> <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="intellectual deficit"> <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> 1020</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: intellectual deficit</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">840</span> Psychopathy Evaluation for People with Intellectual Disability Living in Institute Using Chinese Version of the Psychopathology Inventory</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lin%20Fu-Gong">Lin Fu-Gong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: As WHO announced, people with intellectual disability (ID) were vulnerable to mental health problems. And there were few custom-made mental health scales for those people to monitor their mental health. Those people with mental problems often accompanied worse prognosis and usually became to be a heavier burden on the caregivers. Purpose: In this study, we intend to develop a psychopathy scale as a practical tool for monitoring the mental health for people with ID living in institute. Methods: In this study, we adopt the Psychopathology Inventory for Mentally Retarded Adults developed by professor Matson with certified reliability and validity in Western countries with Dr. Matson’s agreement in advance. We first translated the inventory into Chinese validated version considering the domestic culture background in the past year. And the validity and reliability evaluation of mental health status using this inventory among the people with intellectual living in the institute were done. Results: The inventory includes eight psychiatric disorder scales as schizophrenic, affective, psychosexual, adjustment, anxiety, somatoform, personality disorders and inappropriate mental adjustment. Around 83% of 40 invested people, who randomly selected from the institute, were found to have at least one disorder who were recommended with medical help by two evaluators. Among the residents examined, somatoform disorder and inappropriate mental adjustment were most popular with 60% and 78% people respectively. Conclusion: The result showed the prevalence psychiatric disorders were relatively high among people with ID in institute and the mental problems need to be further cared and followed for their mental health. The results showed that the psychopathology inventory was a useful tool for institute caregiver, manager and for long-term care policy to the government. In the coming stage, we plan to extend the use of the valid Chinese version inventory among more different type institutes for people with ID to establish their dynamic mental health status including medical need, relapse and rehabilitation to promote their mental health. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intellectual%20disability" title="intellectual disability">intellectual disability</a>, <a href="https://publications.waset.org/abstracts/search?q=psychiatric%20disorder" title=" psychiatric disorder"> psychiatric disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=psychopathology%20inventory" title=" psychopathology inventory"> psychopathology inventory</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title=" mental health"> mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20institute" title=" the institute"> the institute</a> </p> <a href="https://publications.waset.org/abstracts/90178/psychopathy-evaluation-for-people-with-intellectual-disability-living-in-institute-using-chinese-version-of-the-psychopathology-inventory" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90178.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">276</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">839</span> Artificial Intelligence and Robotics in the Eye of Private Law with Special Regards to Intellectual Property and Liability Issues</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Barna%20Arnold%20Keser%C5%B1">Barna Arnold Keserű</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the last few years (what is called by many scholars the big data era) artificial intelligence (hereinafter AI) get more and more attention from the public and from the different branches of sciences as well. What previously was a mere science-fiction, now starts to become reality. AI and robotics often walk hand in hand, what changes not only the business and industrial life, but also has a serious impact on the legal system. The main research of the author focuses on these impacts in the field of private law, with special regards to liability and intellectual property issues. Many questions arise in these areas connecting to AI and robotics, where the boundaries are not sufficiently clear, and different needs are articulated by the different stakeholders. Recognizing the urgent need of thinking the Committee on Legal Affairs of the European Parliament adopted a Motion for a European Parliament Resolution A8-0005/2017 (of January 27th, 2017) in order to take some recommendations to the Commission on civil law rules on robotics and AI. This document defines some crucial usage of AI and/or robotics, e.g. the field of autonomous vehicles, the human job replacement in the industry or smart applications and machines. It aims to give recommendations to the safe and beneficial use of AI and robotics. However – as the document says – there are no legal provisions that specifically apply to robotics or AI in IP law, but that existing legal regimes and doctrines can be readily applied to robotics, although some aspects appear to call for specific consideration, calls on the Commission to support a horizontal and technologically neutral approach to intellectual property applicable to the various sectors in which robotics could be employed. AI can generate some content what worth copyright protection, but the question came up: who is the author, and the owner of copyright? The AI itself can’t be deemed author because it would mean that it is legally equal with the human persons. But there is the programmer who created the basic code of the AI, or the undertaking who sells the AI as a product, or the user who gives the inputs to the AI in order to create something new. Or AI generated contents are so far from humans, that there isn’t any human author, so these contents belong to public domain. The same questions could be asked connecting to patents. The research aims to answer these questions within the current legal framework and tries to enlighten future possibilities to adapt these frames to the socio-economical needs. In this part, the proper license agreements in the multilevel-chain from the programmer to the end-user become very important, because AI is an intellectual property in itself what creates further intellectual property. This could collide with data-protection and property rules as well. The problems are similar in the field of liability. We can use different existing forms of liability in the case when AI or AI led robotics cause damages, but it is unsure that the result complies with economical and developmental interests. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title="artificial intelligence">artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20property" title=" intellectual property"> intellectual property</a>, <a href="https://publications.waset.org/abstracts/search?q=liability" title=" liability"> liability</a>, <a href="https://publications.waset.org/abstracts/search?q=robotics" title=" robotics"> robotics</a> </p> <a href="https://publications.waset.org/abstracts/77479/artificial-intelligence-and-robotics-in-the-eye-of-private-law-with-special-regards-to-intellectual-property-and-liability-issues" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77479.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">203</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">838</span> Cognitive Deficits and Association with Autism Spectrum Disorder and Attention Deficit Hyperactivity Disorder in 22q11.2 Deletion Syndrome</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sinead%20Morrison">Sinead Morrison</a>, <a href="https://publications.waset.org/abstracts/search?q=Ann%20Swillen"> Ann Swillen</a>, <a href="https://publications.waset.org/abstracts/search?q=Therese%20Van%20Amelsvoort"> Therese Van Amelsvoort</a>, <a href="https://publications.waset.org/abstracts/search?q=Samuel%20Chawner"> Samuel Chawner</a>, <a href="https://publications.waset.org/abstracts/search?q=Elfi%20Vergaelen"> Elfi Vergaelen</a>, <a href="https://publications.waset.org/abstracts/search?q=Michael%20Owen"> Michael Owen</a>, <a href="https://publications.waset.org/abstracts/search?q=Marianne%20Van%20Den%20Bree"> Marianne Van Den Bree</a> </p> <p class="card-text"><strong>Abstract:</strong></p> 22q11.2 Deletion Syndrome (22q11.2DS) is caused by the deletion of approximately 60 genes on chromosome 22 and is associated with high rates of neurodevelopmental disorders such as Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorders (ASD). The presentation of these disorders in 22q11.2DS is reported to be comparable to idiopathic forms and therefore presents a valuable model for understanding mechanisms of neurodevelopmental disorders. Cognitive deficits are thought to be a core feature of neurodevelopmental disorders, and possibly manifest in behavioural and emotional problems. There have been mixed findings in 22q11.2DS on whether the presence of ADHD or ASD is associated with greater cognitive deficits. Furthermore, the influence of developmental stage has never been taken into account. The aim was therefore to examine whether the presence of ADHD or ASD was associated with cognitive deficits in childhood and/or adolescence in 22q11.2DS. We conducted the largest study to date of this kind in 22q11.2DS. The same battery of tasks measuring processing speed, attention and spatial working memory were completed by 135 participants with 22q11.2DS. Wechsler IQ tests were completed, yielding Full Scale (FSIQ), Verbal (VIQ) and Performance IQ (PIQ). Age-standardised difference scores were produced for each participant. Developmental stages were defined as children (6-10 years) and adolescents (10-18 years). ADHD diagnosis was ascertained from a semi-structured interview with a parent. ASD status was ascertained from a questionnaire completed by a parent. Interaction and main effects of cognitive performance of those with or without a diagnosis of ADHD or ASD in childhood or adolescence were conducted with 2x2 ANOVA. Significant interactions were followed up with t-tests of simple effects. Adolescents with ASD displayed greater deficits in all measures (processing speed, p = 0.022; sustained attention, p = 0.016; working memory, p = 0.006) than adolescents without ASD; there was no difference between children with and without ASD. There were no significant differences on IQ measures. Both children and adolescents with ADHD displayed greater deficits on sustained attention (p = 0.002) than those without ADHD. There were no significant differences on any other measures for ADHD. Magnitude of cognitive deficit in individuals with 22q11.2DS varied by cognitive domain, developmental stage and presence of neurodevelopmental disorder. Adolescents with 22q11.2DS and ASD showed greater deficits on all measures, which suggests there may be a sensitive period in childhood to acquire these domains, or reflect increasing social and academic demands in adolescence. The finding of poorer sustained attention in children and adolescents with ADHD supports previous research and suggests a specific deficit which can be separated from processing speed and working memory. This research provides unique insights into the association of ASD and ADHD with cognitive deficits in a group at high genomic risk of neurodevelopmental disorders. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=22q11.2%20deletion%20syndrome" title="22q11.2 deletion syndrome">22q11.2 deletion syndrome</a>, <a href="https://publications.waset.org/abstracts/search?q=attention%20deficit%20hyperactivity%20disorder" title=" attention deficit hyperactivity disorder"> attention deficit hyperactivity disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorder" title=" autism spectrum disorder"> autism spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20development" title=" cognitive development"> cognitive development</a> </p> <a href="https://publications.waset.org/abstracts/88092/cognitive-deficits-and-association-with-autism-spectrum-disorder-and-attention-deficit-hyperactivity-disorder-in-22q112-deletion-syndrome" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88092.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">151</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">837</span> Rethinking Political Secularism in Iranian Context: Intellectual Struggle in Post-Reformist Period</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alphan%20Telek">Alphan Telek</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Political secularism is different from philosophical secularism in terms of its inclusionary, peaceful, liberal and democratic aspects. Secularism as a political principle not only takes the separation of state and religion as a basis but also it aims to exclude any kind of ethnic, religious, racial, gender domination at the state level. Thus, although political secularism does not see any problem with the visibility and implementation of religious views and symbols in the public sphere, it stands against the fusion of political power and religious views or more generally any kind of identity. Iranian context especially the post-reformist period, which starts in 2005, shows religious and/or reformist intellectuals try to put forward the political secularism and make it attractable to the large masses. Three prominent figures of reformist intellectualism Abdolkarim Soroush, Mohsen Kadivar and Akbar Ganji form the basic vocabulary of political secularism in the post-reformist period of Iran. Their intellectual and political struggle against the Islamic regime’s anti-democratic policies and actions do carry significance not only for Iranian democracy but also for all Muslim people around the world that demand a more equal, free, and just society. The political and intellectual discourses of Iranian intellectuals indicate that political secularism is a requirement of democratic state and society. In this paper, it is discussed the relationship between political secularism, state, society, and Islam. Thus, it will be argued that secularism as a political principle is increasingly held by Iranian intellectuals to show the relation between secularism and democracy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=political%20secularism" title="political secularism">political secularism</a>, <a href="https://publications.waset.org/abstracts/search?q=Iranian%20intellectuals" title=" Iranian intellectuals"> Iranian intellectuals</a>, <a href="https://publications.waset.org/abstracts/search?q=democracy" title=" democracy"> democracy</a>, <a href="https://publications.waset.org/abstracts/search?q=Middle%20East" title=" Middle East"> Middle East</a> </p> <a href="https://publications.waset.org/abstracts/49010/rethinking-political-secularism-in-iranian-context-intellectual-struggle-in-post-reformist-period" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49010.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">335</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">836</span> Muslim Social Workers and Imams’ Recommendations in Marital and Child Custody Cases of Persons with Intellectual or Mental Disability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Badran%20Leena">Badran Leena</a>, <a href="https://publications.waset.org/abstracts/search?q=Rimmerman%20Arie"> Rimmerman Arie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Arab society in Israel is undergoing modernization and secularization. However, its approach to disability and mental illness is still dominated by religious and traditional stereotypes, as well as folk remedies and community practices. The present study examines differences in Muslim social workers' and Imams' recommendations in marriage/divorce and child custody cases of persons with intellectual disabilities (ID) or mental illness. The study has two goals: (1) To examine differences in recommendations between Imams and Muslim social workers; (2) To explore variables related to their differential recommendations as observed in their responses to vignettes—a quantitative study using vignettes resembling existing Muslim religious (Sharia) court cases. Muslim social workers (138) and Imams (48) completed a background questionnaire, a religiosity questionnaire, and a questionnaire that included 25 vignettes constructed by the researcher based on court rulings adapted for the study. Muslim social workers tended to consider the religious recommendation when the family of a person with ID or mental illness was portrayed in the vignette as religious. The same applied to Imams, albeit to a greater extent. The findings call for raising awareness among social workers and academics regarding the importance of religion and tradition in formulating professional recommendations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=child%20custody" title="child custody">child custody</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20and%20developmental%20disability" title=" intellectual and developmental disability"> intellectual and developmental disability</a>, <a href="https://publications.waset.org/abstracts/search?q=marriage%2Fdivorce" title=" marriage/divorce"> marriage/divorce</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=sharia%20court" title=" sharia court"> sharia court</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20workers" title=" social workers"> social workers</a> </p> <a href="https://publications.waset.org/abstracts/141205/muslim-social-workers-and-imams-recommendations-in-marital-and-child-custody-cases-of-persons-with-intellectual-or-mental-disability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141205.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">181</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">835</span> Notice and Block?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Althaf%20Marsoof">Althaf Marsoof</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The blocking injunction, giving rise to a ‘notice and block’ regime, has become the new approach to curtail the infringement of Intellectual Property rights on the Internet. As such, the blocking injunction is an addition to the arsenal of copyright owners, and more recently has also benefited trademark owners, in their battle against piracy and counterfeiting. Yet, the blocking injunction, notwithstanding the usefulness of its ‘notice and block’ outcome, is not without limitations. In the circumstances, it is argued that ‘notice and takedown’, the approach that has been adopted by right-holders for some years, is still an important remedy against the proliferation of online content that infringe the rights of copyright and trademark owners, which is both viable and effective. Thus, it is suggested that the battle against online piracy and counterfeiting could be won only if both the blocking injunction and the practice of ‘notice and takedown’ are utilised by right-holders as complementary and simultaneous remedies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blocking%20injunctions" title="blocking injunctions">blocking injunctions</a>, <a href="https://publications.waset.org/abstracts/search?q=internet%20intermediaries" title=" internet intermediaries"> internet intermediaries</a>, <a href="https://publications.waset.org/abstracts/search?q=notice%20and%20takedown" title=" notice and takedown"> notice and takedown</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20property" title=" intellectual property"> intellectual property</a> </p> <a href="https://publications.waset.org/abstracts/23729/notice-and-block" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23729.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">416</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">834</span> Action Research: Visual Dialogue: A Strategy for Managing Emotion of Autistic Students with Intellectual Disabilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tahmina%20Huq">Tahmina Huq</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Action research equips teachers with the skills needed to work on a particular situation in their classroom. This paper aims to introduce a strategy, visual dialogue between student and teacher, used by the researcher to help autistic students with intellectual disabilities to regulate their immediate emotions to achieve their academic goals. This research has been conducted to determine whether teaching self-regulation strategies can be effective instead of segregating them. The researcher has identified that visual dialogue between the student and teacher is a helpful technique for teaching self-regulation. For this particular research, action research suits the purpose as the findings can be applied immediately in the classroom. Like many autistic students, the teacher had two 15 years old autistic students with intellectual disabilities in class who had difficulty in controlling their emotions and impulses. They expressed their emotions through aggressive behavior, such as shouting, screaming, biting teachers or any adult who was in their sight, and destroying school property. They needed two to four hours to recover from their meltdowns with the help of a psychologist. The students missed the classes as they were often isolated from the classroom and stayed in the calming room until they calmed down. This negatively affected their learning. Therefore, the researcher decided to implement a self-regulation strategy, a visual dialogue between students and teachers, instead of isolating them to recover from the meltdown. The data was collected through personal observations, a log sheet, personal reflections, and pictures. The result shows that the students can regulate their emotions shortly in the classroom (15 to 30 minutes). Through visual dialogue, they can express their feelings and needs in socially appropriate ways. The finding indicates that autistic students can regulate their emotions through visual dialogues and participate in activities by staying in the classroom. Thus it positively impacted their learning and social lives. In this paper, the researcher discussed the findings of exploring how teachers can successfully implement a self-regulation strategy for autistic students in classroom settings. The action research describes the strategy that has been found effective for managing the emotions of autistic students with intellectual disabilities. <p class="card-text"><strong>Keywords:</strong> <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=self-regulation" title=" self-regulation"> self-regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=autism" title=" autism"> autism</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20communication" title=" visual communication"> visual communication</a> </p> <a href="https://publications.waset.org/abstracts/167541/action-research-visual-dialogue-a-strategy-for-managing-emotion-of-autistic-students-with-intellectual-disabilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167541.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">833</span> Interpreting Chopin’s Music Today: Mythologization of Art: Kitsch</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ilona%20Bala">Ilona Bala</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The subject of this abstract is related to the notion of 'popular music', a notion that should be treated with extreme care, particularly when applied to Frederic Chopin, one of the greatest composers of Romanticism. By ‘popular music’, we mean a category of everyday music, set against the more intellectual kind, referred to as ‘classical’. We only need to look back to the culture of the nineteenth century to realize that this ‘popular music’ refers to the ‘music of the low’. It can be studied from a sociological viewpoint, or as sociological aesthetics. However, we cannot ignore the fact that, very quickly, this music spread to the wealthiest strata of the European society of the nineteenth century, while likewise the lowest classes often listen to the intellectual classical music, so pleasant to listen to. Further, we can observe that a sort of ‘sacralisation of kitsch’ occurs at the intersection between the classical and popular music. This process is the topic of this contribution. We will start by investigating the notion of kitsch through the study of Chopin’s popular compositions. However, before considering the popularisation of this music in today’s culture, we will have to focus on the use of the word kitsch in Chopin’s times, through his own musical aesthetics. Finally, the objective here will be to negate the theory that art is simply the intellectual definition of aesthetics. A kitsch can, obviously, only work on the emotivity of the masses, as it represents one of the features of culture-language (the words which the masses identify with). All art is transformed, becoming something outdated or even outmoded. Here, we are truly within a process of mythologization of art, through the study of the aesthetic reception of the musical work. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=F.%20Chopin" title="F. Chopin">F. Chopin</a>, <a href="https://publications.waset.org/abstracts/search?q=kitsch" title=" kitsch"> kitsch</a>, <a href="https://publications.waset.org/abstracts/search?q=musical%20work" title=" musical work"> musical work</a>, <a href="https://publications.waset.org/abstracts/search?q=mythologization%20of%20art" title=" mythologization of art"> mythologization of art</a>, <a href="https://publications.waset.org/abstracts/search?q=popular%20music" title=" popular music"> popular music</a>, <a href="https://publications.waset.org/abstracts/search?q=romantic%20music" title=" romantic music"> romantic music</a> </p> <a href="https://publications.waset.org/abstracts/40903/interpreting-chopins-music-today-mythologization-of-art-kitsch" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40903.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">413</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">832</span> The Enlightenment Project in the Arab World: Saudi Arabia as a Case Study in Modern Islamic Thought</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khawla%20Almulla">Khawla Almulla</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is noticed that many Arab intellectuals have called to the need and the importance of enlightenment and its application in their communities, such as Saudi Arabia. To every Islamic state, the Kingdom of Saudi Arabia represents a strategic cornerstone, since it is considered the cradle of Islam. It is the Land of the Two Holy Mosques: the Holy Mosque in Makkah surrounding the Kaaba, towards which all Muslims around the world turn while performing daily prayers and even travel to if possible in order to perform the Hajj (Pilgrimage). It also has the Prophet'ـ‘s Holy Mosque in Al-Madinah Al-Munawarah, which contains the tomb of Prophet Muhammad (pbuh). Therefore, Saudi Arabia occupies an eminent position among Arab and Islamic countries on a religious level. Saudi Arabia has become the most influential country in the Arab world, since it has one-third of the oil resources outside Central Asia, China and Russia .It is the world’s largest producer and exporter of oil. Discovering oil in Saudi Arabia converted it from an important country for Muslims-only to an important country for the major industrial countries and also the developing countries, as well. For various reasons, the diversity of intellectual currents can play a significant role in each community by way of cultural improvement, the development of civilization and the education of people until they become accustomed to accepting or rejecting opinions or ideas which differ from or oppose their own. In addition, the intellectual pluralism and cultural diversity can play a variety of roles. This helps promote dialogue and understanding between different groups or schools of thought. It can also develop cognitive skills, by exchanging ideas and views between different schools and intellectual currents. However, in Saudi Arabia there is much to oppose this plurality. The situation today shows that having a variety of ideologies and differences of cultures are not considered a reasonable way to develop intellectually as an individual or as a country. Rather the opposite is recommended, such that the ideologies of different groups are enough to bring out intellectual conflict and then to the segregation of society. As a consequence, extremism of thought from the different currents in Saudi Arabia has become apparent. This research is of great importance in its exploration of two significant themes. First, it highlights the Saudi Arabian background, in particular the historical, religious and social contexts, in order to understand the background of each religious or liberal movement and find the core of the intellectual differences between them. In addition, the aim of this research is to show the importance of moderation in Islamic thought in Saudi Arabia by tracing the thoughts and views of Dr Salman Al-Odah, whom he has considered to be the most important moderate thinker in Saudi Arabia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saudi%20Arabia" title="Saudi Arabia">Saudi Arabia</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20movements" title=" intellectual movements"> intellectual movements</a>, <a href="https://publications.waset.org/abstracts/search?q=religious%20movements" title=" religious movements"> religious movements</a>, <a href="https://publications.waset.org/abstracts/search?q=extremism" title=" extremism"> extremism</a>, <a href="https://publications.waset.org/abstracts/search?q=moderation" title=" moderation"> moderation</a>, <a href="https://publications.waset.org/abstracts/search?q=Salafism" title=" Salafism"> Salafism</a>, <a href="https://publications.waset.org/abstracts/search?q=liberalism" title=" liberalism"> liberalism</a>, <a href="https://publications.waset.org/abstracts/search?q=Salman%20Al-Odah" title=" Salman Al-Odah"> Salman Al-Odah</a> </p> <a href="https://publications.waset.org/abstracts/46370/the-enlightenment-project-in-the-arab-world-saudi-arabia-as-a-case-study-in-modern-islamic-thought" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46370.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">831</span> Branding a Powerful Catalyst for Rural Economic Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mojtaba%20Borhani">Mojtaba Borhani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> By employing the unique characteristics of a region, its economy, climate, geography, and culture, rural communities can create distinctive products. This approach not only boosts economic opportunities but also promotes sustainable growth and preserves cultural heritage. A strategic focus on branding and intellectual property (IP) is essential. By developing strong brands, rural areas can differentiate their products, increase their market value, and build consumer loyalty. Moreover, IP protection safeguards the creative and innovative output of rural communities, incentivizing further development. Rural branding can serve as a cornerstone for community empowerment. It can help to prevent rural exodus by providing economic incentives and a strong sense of place. Additionally, by protecting traditional knowledge and cultural expressions, branding contributes to the long-term sustainability of rural livelihoods. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intellectual%20property" title="intellectual property">intellectual property</a>, <a href="https://publications.waset.org/abstracts/search?q=regional%20branding" title=" regional branding"> regional branding</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development" title=" sustainable development"> sustainable development</a>, <a href="https://publications.waset.org/abstracts/search?q=rural%20economy" title=" rural economy"> rural economy</a> </p> <a href="https://publications.waset.org/abstracts/188951/branding-a-powerful-catalyst-for-rural-economic-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188951.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">24</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">830</span> An Exemption for Vertical Restraint Regarding Intellectual Property Licensing: Case Study of Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sanpetchuda%20Krutkrua">Sanpetchuda Krutkrua</a>, <a href="https://publications.waset.org/abstracts/search?q=Suphawatchara%20Malanond"> Suphawatchara Malanond</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Throughout the history of Antitrust regimes in Thailand, Thailand has been trying to prevent collusive practices in the market through the amendments of the Trade Competition Act, and Thailand just passed the current Trade Competition Act of B.E. 2560 in 2017 of which several aspects of the law were amended in order to enhance the prevention of collusive outcome through both vertical trade restraints and horizontal trade restraints. An agreement is vertical when it involves arrangements that are in a complementary relationship. In Section 55 of the Act, any agreements to reduce the price, quantity, or quality of the goods, agreements to assign a sole retailer for the goods, and the agreement to impose conditions on the retailers are not allowed. However, Section 56 provides exemptions for the vertical relationship between the business operators, the franchise agreement, and the licensing agreement as long as such agreements do not surpass the necessity to do so, create monopolization, or affect the consumers in terms of price, quality, quantity, or options. The paper aims to explore the extent of the exemption under Section 56 and sequential regulations in terms of the vertical trade restraints regarding intellectual property licensing, and, at the same time, compare with the exemptions under the European Union competition law, and Singapore competition law. Comparative legal analysis with leading jurisdiction will illustrate the application of the newly enacted Thai Competition Act in terms of its enforcement in the global impact of IP rights, which, by nature are de jure or de facto international protection. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=antitrust" title="antitrust">antitrust</a>, <a href="https://publications.waset.org/abstracts/search?q=competition%20law" title=" competition law"> competition law</a>, <a href="https://publications.waset.org/abstracts/search?q=vertical%20restraint" title=" vertical restraint"> vertical restraint</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20property" title=" intellectual property"> intellectual property</a>, <a href="https://publications.waset.org/abstracts/search?q=IP%20licensing" title=" IP licensing"> IP licensing</a> </p> <a href="https://publications.waset.org/abstracts/104356/an-exemption-for-vertical-restraint-regarding-intellectual-property-licensing-case-study-of-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104356.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">829</span> The Efficacy of Methylphenidate vs Atomoxetine in Treating Attention Deficit/Hyperactivity Disorder in Child and Adolescent</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gadia%20Duhita">Gadia Duhita</a>, <a href="https://publications.waset.org/abstracts/search?q=Noorhana"> Noorhana</a>, <a href="https://publications.waset.org/abstracts/search?q=Tjhin%20Wiguna"> Tjhin Wiguna</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: ADHD is the most common behavioural disorder in Indonesia. A stimulant, specifically methylphenidate, has been the first drug of choice for an ADHD treatment more than half a century. During the last decade, non-stimulant therapy (atomoxetine) for ADHD treatment has been developing. Growing evidence of its efficacy and the difference in its side effects profile to stimulant therapy have made methylphenidate’s position as a first line therapy for ADHD in need of re-evaluation. Both methylphenidate and atomoxetine have proven themselves against placebos in reducing core symptoms of ADHD. More recent studies directly compare the efficacy of methylphenidate and atomoxetine. Objective: The objective of this paper is to find out if either methylphenidate or atomoxetine is superior to another. This paper will assess the validity, importance, and applicability of current available evidence which compare the effectivity, efficacy, and safety of methylphenidate to atomoxetine for treatment in children and adolescents with ADHD. Method: The articles were searched for through the PubMed and Cochrane databases with “attention deficit/hyperactivity disorder OR adhd”, “methylphenidate”, and “atomoxetine” as the search keywords. Two articles which were relevant and eligible were chosen by using inclusion and exclusion criterias to be critically appraised. Result: The study by Hazel et al. showed that the efficacy of methylphenidate and atomoxetine are comparable for treatment in child and adolescent ADHD. The result shows 53.6% (95% CI 48.5%-58.4%) of the patient responded to the treatment by atomoxetine and 54.4% (95% CI 47.6%-61.1%) patients responded to methylphenidate, with the difference in proportion of–0.9% (95% CI –9.2%-7.5%). The other study by Hanwella et al. also showed that the efficacy of atomoxetine was not inferior to metilphenidate (SMD = 0.09, 95% CI –0.08-0.26) (Z = 1.06, p = 0.29). However, the sub-group analysis showed that OROS methylphenidate is more effective compared to atomoxetine (SMD = 0.32, 95% CI 0.12-0.53) (Z = 3.05, p < 0.02). Conclusion: The efficacy of methylphenidate and atomoxetine in reducing symptoms of ADHD is comparable. None is proven inferior to another. The choice of pharmacological tratment children and adolescents with ADHD should be made based on contraindication and the side effects profile of each drug. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attention%20deficit%2Fhyperactivity%20disorder" title="attention deficit/hyperactivity disorder">attention deficit/hyperactivity disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=ADHD" title=" ADHD"> ADHD</a>, <a href="https://publications.waset.org/abstracts/search?q=atomoxetine" title=" atomoxetine"> atomoxetine</a>, <a href="https://publications.waset.org/abstracts/search?q=methylphenidate" title=" methylphenidate"> methylphenidate</a> </p> <a href="https://publications.waset.org/abstracts/17413/the-efficacy-of-methylphenidate-vs-atomoxetine-in-treating-attention-deficithyperactivity-disorder-in-child-and-adolescent" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17413.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">474</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">828</span> Using Computerized Analogical Reasoning Tasks as a Way to Improve Literacy Skills in Children with Mild Intellectual Disability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Caroline%20Denaes">Caroline Denaes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The ability to read is crucial for a successful path in school and in a social and professional context. Children with mild intellectual disability are confronted to serious difficulties in literacy. A lot of them do not read or are illiterate. Only one child out of five is able to acquire basic reading skills, which increases the likelihood to misfit in society, especially when these children grow up and cannot manage themselves in situations requiring higher reading levels. One way to help these children acquiring basic reading skills is to use analogical reasoning, as some researchers demonstrated that this mechanism is fundamental for any reading process. For this purpose, we developed computerized analogies displayed on a touch screen tablet. Analogies are comparisons that give children a framework they can use to understand new information. They work by comparing one thing to another in order to emphasize some mutual quality. If one of the items is unfamiliar, that mutual quality can help make it understandable, or it can cause the children to consider something familiar in some new way, such as transferring what they know about familiar words to help them identify unfamiliar words. In addition, using touch screen tablets represents several advantages: the ease of use, the relevance to this specific population and the appeal of a self-directed activity gives individuals and practitioners a modern tool that differs from the traditional paper-and-pencil material. In addition, the touch screen dimension is especially appropriate for children as assistive technology has been found to be more motivating that any other types of devices and improves the children’ attention span. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=literacy" title="literacy">literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20disabilities" title=" intellectual disabilities"> intellectual disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=touch%20screen%20techonology" title=" touch screen techonology"> touch screen techonology</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy%20skill" title=" literacy skill"> literacy skill</a> </p> <a href="https://publications.waset.org/abstracts/17637/using-computerized-analogical-reasoning-tasks-as-a-way-to-improve-literacy-skills-in-children-with-mild-intellectual-disability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17637.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">270</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">827</span> Application of Blockchain Technology in Geological Field</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mengdi%20Zhang">Mengdi Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhenji%20Gao"> Zhenji Gao</a>, <a href="https://publications.waset.org/abstracts/search?q=Ning%20Kang"> Ning Kang</a>, <a href="https://publications.waset.org/abstracts/search?q=Rongmei%20Liu"> Rongmei Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Management and application of geological big data is an important part of China's national big data strategy. With the implementation of a national big data strategy, geological big data management becomes more and more critical. At present, there are still a lot of technology barriers as well as cognition chaos in many aspects of geological big data management and application, such as data sharing, intellectual property protection, and application technology. Therefore, it’s a key task to make better use of new technologies for deeper delving and wider application of geological big data. In this paper, we briefly introduce the basic principle of blockchain technology at the beginning and then make an analysis of the application dilemma of geological data. Based on the current analysis, we bring forward some feasible patterns and scenarios for the blockchain application in geological big data and put forward serval suggestions for future work in geological big data management. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blockchain" title="blockchain">blockchain</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20property%20protection" title=" intellectual property protection"> intellectual property protection</a>, <a href="https://publications.waset.org/abstracts/search?q=geological%20data" title=" geological data"> geological data</a>, <a href="https://publications.waset.org/abstracts/search?q=big%20data%20management" title=" big data management"> big data management</a> </p> <a href="https://publications.waset.org/abstracts/168400/application-of-blockchain-technology-in-geological-field" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168400.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">89</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">826</span> Characteristics of the Labor Intensity of Secondary School Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Meruyert%20Burumbayeva">Meruyert Burumbayeva</a>, <a href="https://publications.waset.org/abstracts/search?q=Aiman%20Mussina"> Aiman Mussina</a>, <a href="https://publications.waset.org/abstracts/search?q=Gulshat%20Yerdenova"> Gulshat Yerdenova</a>, <a href="https://publications.waset.org/abstracts/search?q=Bakyt%20Ilyassova"> Bakyt Ilyassova</a>, <a href="https://publications.waset.org/abstracts/search?q=Aiymtory%20Abildaeva"> Aiymtory Abildaeva</a>, <a href="https://publications.waset.org/abstracts/search?q=Gulnoza%20Aldabekova"> Gulnoza Aldabekova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, there were analyzed the intensity of teachers of secondary schools of Astana. The analysis is based on the account of the whole complex of factors of production, creating the preconditions for the emergence of adverse neuro-emotional states (surge). All the factors of the labor process in the qualitative or quantitative terms were grouped into types of loads: intellectual, sensory, emotional, monotone, regime. The results showed that teachers' work activity is more intense in terms of sensory, intellectual, emotional work schedule loads and characterized class working conditions for tensions as '1st degree of harmful stressful work' and by a combined indicator refers to the category of high labor intensity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intensity%20of%20teachers" title="intensity of teachers">intensity of teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=neuro-emotional%20states" title=" neuro-emotional states"> neuro-emotional states</a>, <a href="https://publications.waset.org/abstracts/search?q=labor%20process" title=" labor process"> labor process</a>, <a href="https://publications.waset.org/abstracts/search?q=occupational%20stress" title=" occupational stress"> occupational stress</a> </p> <a href="https://publications.waset.org/abstracts/67366/characteristics-of-the-labor-intensity-of-secondary-school-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67366.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">326</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">825</span> Investigating the Effect of the Pedagogical Agent on Visual Attention in Attention Deficit Hyperactivity Disorder Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nasrin%20Mohammadhasani">Nasrin Mohammadhasani</a>, <a href="https://publications.waset.org/abstracts/search?q=Rosa%20Angela%20Fabio"> Rosa Angela Fabio</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The attention to relevance information is the key element for learning. Otherwise, Attention Deficit Hyperactivity Disorder (ADHD) students have a fuzzy visual pattern that prevents them to attention and remember learning subject. The present study aimed to test the hypothesis that the presence of a pedagogical agent can effectively support ADHD learner's attention and learning outcomes in a multimedia learning environment. The learning environment was integrated with a pedagogical agent, named Koosha as a social peer. This study employed a pretest and posttest experimental design with control group. The statistical population was 30 boys students, age 10-11 with ADHD that randomly assigned to learn with/without an agent in well designed environment for mathematic. The results suggested that experimental and control groups show a significant difference in time when they participated and mathematics achievement. According to this research, using the pedagogical agent can enhance learning of ADHD students by gaining and guiding their attention to relevance information part on display, so it can be considered as asocial cue that provides theme cognitive supports. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attention" title="attention">attention</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20assisted%20instruction" title=" computer assisted instruction"> computer assisted instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=multimedia%20learning%20environment" title=" multimedia learning environment"> multimedia learning environment</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20agent" title=" pedagogical agent"> pedagogical agent</a> </p> <a href="https://publications.waset.org/abstracts/66806/investigating-the-effect-of-the-pedagogical-agent-on-visual-attention-in-attention-deficit-hyperactivity-disorder-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66806.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">314</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">824</span> Succinct Perspective on the Implications of Intellectual Property Rights and 3rd Generation Partnership Project in the Rapidly Evolving Telecommunication Industry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arnesh%20Vijay">Arnesh Vijay</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Ever since its early introduction in the late 1980s, the mobile industry has been rapidly evolving with each passing year. The development witnessed is not just in its ability to support diverse applications, but also its extension into diverse technological means to access and offer various services to users. Amongst the various technologies present, radio systems have clearly emerged as a strong contender, due to its fine attributes of accessibility, reachability, interactiveness, and cost efficiency. These advancements have no doubt guaranteed unprecedented ease, utility and sophistication to the cell phone users, but caused uncertainty due to the interdependence of various systems, making it extremely complicated to exactly map concepts on to 3GPP (3rd Generation Partnership Project) standards. Although the close interrelation and interdependence of intellectual property rights and mobile standard specifications have been widely acknowledged by the technical and legal community; there, however, is a requirement for clear distinction between the scope and future-proof of inventions to influence standards and its market place adoptability. For this, collaborative work is required between intellectual property professionals, researchers, standardization specialists and country specific legal experts. With the evolution into next generation mobile technology, i.e., to 5G systems, there is a need for further work to be done in this field, which has been felt now more than ever before. Based on these lines, this poster will briefly describe the importance of intellectual property rights in the European market. More specifically, will analyse the role played by intellectual property in various standardization institutes, such as 3GPP (3rd generation partnership project) and ITU (International Telecommunications Union). The main intention: to ensure the scope and purpose is well defined, and concerned parties on all four sides are well informed on the clear significance of good proposals which not only bring economic revenue to the company but those that are capable of improving the technology and offer better services to mankind. The poster will comprise different sections. The first segment begins with a background on the rapidly evolving mobile technology, with a brief insight on the industrial impact of standards and its relation to intellectual property rights. Next, section two will succinctly outline the interplay between patents and standards; explicitly discussing the ever changing and rapidly evolving relationship between the two sectors. Then the remaining sections will examine ITU and its role played in international standards development, touching upon the various standardization process and the common patent policies and related guidelines. Finally, it proposes ways to improve the collaboration amongst various sectors for a more evolved and sophisticated next generation mobile telecommunication system. The sole purpose here is to discuss methods to reduce the gap and enhance the exchange of information between the two sectors to offer advanced technologies and services to mankind. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mobile%20technology" title="mobile technology">mobile technology</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20standards" title=" mobile standards"> mobile standards</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20property%20rights" title=" intellectual property rights"> intellectual property rights</a>, <a href="https://publications.waset.org/abstracts/search?q=3GPP" title=" 3GPP"> 3GPP</a> </p> <a href="https://publications.waset.org/abstracts/88299/succinct-perspective-on-the-implications-of-intellectual-property-rights-and-3rd-generation-partnership-project-in-the-rapidly-evolving-telecommunication-industry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88299.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">127</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">823</span> The Incidental Linguistic Information Processing and Its Relation to General Intellectual Abilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Evgeniya%20V.%20Gavrilova">Evgeniya V. Gavrilova</a>, <a href="https://publications.waset.org/abstracts/search?q=Sofya%20S.%20Belova"> Sofya S. Belova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study was aimed at clarifying the relationship between general intellectual abilities and efficiency in free recall and rhymed words generation task after incidental exposure to linguistic stimuli. The theoretical frameworks stress that general intellectual abilities are based on intentional mental strategies. In this context, it seems to be crucial to examine the efficiency of incidentally presented information processing in cognitive task and its relation to general intellectual abilities. The sample consisted of 32 Russian students. Participants were exposed to pairs of words. Each pair consisted of two common nouns or two city names. Participants had to decide whether a city name was presented in each pair. Thus words’ semantics was processed intentionally. The city names were considered to be focal stimuli, whereas common nouns were considered to be peripheral stimuli. Along with that each pair of words could be rhymed or not be rhymed, but this phonemic aspect of stimuli’s characteristic (rhymed and non-rhymed words) was processed incidentally. Then participants were asked to produce as many rhymes as they could to new words. The stimuli presented earlier could be used as well. After that, participants had to retrieve all words presented earlier. In the end, verbal and non-verbal abilities were measured with number of special psychometric tests. As for free recall task intentionally processed focal stimuli had an advantage in recall compared to peripheral stimuli. In addition all the rhymed stimuli were recalled more effectively than non-rhymed ones. The inverse effect was found in words generation task where participants tended to use mainly peripheral stimuli compared to focal ones. Furthermore peripheral rhymed stimuli were most popular target category of stimuli that was used in this task. Thus the information that was processed incidentally had a supplemental influence on efficiency of stimuli processing as well in free recall as in word generation task. Different patterns of correlations between intellectual abilities and efficiency in different stimuli processing in both tasks were revealed. Non-verbal reasoning ability correlated positively with free recall of peripheral rhymed stimuli, but it was not related to performance on rhymed words’ generation task. Verbal reasoning ability correlated positively with free recall of focal stimuli. As for rhymed words generation task, verbal intelligence correlated negatively with generation of focal stimuli and correlated positively with generation of all peripheral stimuli. The present findings lead to two key conclusions. First, incidentally processed stimuli had an advantage in free recall and word generation task. Thus incidental information processing appeared to be crucial for subsequent cognitive performance. Secondly, it was demonstrated that incidentally processed stimuli were recalled more frequently by participants with high nonverbal reasoning ability and were more effectively used by participants with high verbal reasoning ability in subsequent cognitive tasks. That implies that general intellectual abilities could benefit from operating by different levels of information processing while cognitive problem solving. This research was supported by the “Grant of President of RF for young PhD scientists” (contract № is 14.Z56.17.2980- MK) and the Grant № 15-36-01348a2 of Russian Foundation for Humanities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=focal%20and%20peripheral%20stimuli" title="focal and peripheral stimuli">focal and peripheral stimuli</a>, <a href="https://publications.waset.org/abstracts/search?q=general%20intellectual%20abilities" title=" general intellectual abilities"> general intellectual abilities</a>, <a href="https://publications.waset.org/abstracts/search?q=incidental%20information%20processing" title=" incidental information processing"> incidental information processing</a> </p> <a href="https://publications.waset.org/abstracts/70096/the-incidental-linguistic-information-processing-and-its-relation-to-general-intellectual-abilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70096.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">231</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">822</span> Exploring the Benefits of Hiring Individuals with Disabilities in the Workplace</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rosilyn%20Sanders">Rosilyn Sanders</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This qualitative study examined the impact of hiring people with intellectual disabilities (ID). The research questions were: What defines a disability? What accommodations are needed to ensure the success of a person with a disability? As a leader, what benefits do people with intellectual disabilities bring to the organization? What are the benefits of hiring people with intellectual disabilities in retail organizations? Moreover, how might people with intellectual disabilities contribute to the organizational culture of retail organizations? A narrative strength approach was used as a theoretical framework to guide the discussion and uncover the benefits of hiring individuals with intellectual disabilities in various retail organizations. Using qualitative interviews, the following themes emerged: diversity and inclusion, accommodations, organizational culture, motivation, and customer service. These findings put to rest some negative stereotypes and perceptions of persons with ID as being unemployable or unable to perform tasks when employed, showing instead that persons with ID can work efficiently when given necessary work accommodations and support in an enabling organizational culture. All participants were recruited and selected through various forms of electronic communication via social media, email invitations, and phone; this was conducted through the methodology of snowball sampling with the following demographics: age, ethnicity, gender, number of years in retail, number of years in management, and number of direct reports. The sample population was employed in several retail organizations throughout Arkansas and Texas. The small sample size for qualitative research in this study helped the researcher develop, build, and maintain close relationships that encouraged participants to be forthcoming and honest with information (Clow & James, 2014 ). Participants were screened to ensure they met the researcher's study; and screened to ensure that they were over 18 years of age. Participants were asked if they recruit, interview, hire, and supervise individuals with intellectual disabilities. Individuals were given consent forms via email to indicate their interest in participating in this study. Due to COVID-19, all interviews were conducted via teleconferencing (Zoom or Microsoft Teams) that lasted approximately 1 hour, which were transcribed, coded for themes, and grouped based on similar responses. Further, the participants were not privy to the interview questions beforehand, and demographic questions were asked at the end, including questions concerning age, education level, and job status. Each participant was assigned random numbers using an app called ‘The Random Number Generator ‘to ensure that all personal or identifying information of participants were removed. Regarding data storage, all documentation was stored on a password-protected external drive, inclusive of consent forms, recordings, transcripts, and researcher notes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diversity" title="diversity">diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20psychology" title=" positive psychology"> positive psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20development" title=" organizational development"> organizational development</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a> </p> <a href="https://publications.waset.org/abstracts/179049/exploring-the-benefits-of-hiring-individuals-with-disabilities-in-the-workplace" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179049.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">67</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">821</span> Hybrid Obfuscation Technique for Reverse Engineering Problem</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Asma%E2%80%99a%20Mahfoud">Asma’a Mahfoud</a>, <a href="https://publications.waset.org/abstracts/search?q=Abu%20Bakar%20Md.%20Sultan"> Abu Bakar Md. Sultan</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdul%20Azim%20Abd"> Abdul Azim Abd</a>, <a href="https://publications.waset.org/abstracts/search?q=Norhayati%20Mohd%20Ali"> Norhayati Mohd Ali</a>, <a href="https://publications.waset.org/abstracts/search?q=Novia%20Admodisastro"> Novia Admodisastro</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Obfuscation is a practice to make something difficult and complicated. Programming code is ordinarily obfuscated to protect the intellectual property (IP) and prevent the attacker from reverse engineering (RE) a copyrighted software program. Obfuscation may involve encrypting some or all the code, transforming out potentially revealing data, renaming useful classes and variables (identifiers) names to meaningless labels, or adding unused or meaningless code to an application binary. Obfuscation techniques were not performing effectively recently as the reversing tools are able to break the obfuscated code. We propose in this paper a hybrid obfuscation technique that contains three approaches of renaming. Experimentation was conducted to test the effectiveness of the proposed technique. The experimentation has presented a promising result, where the reversing tools were not able to read the code. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intellectual%20property" title="intellectual property">intellectual property</a>, <a href="https://publications.waset.org/abstracts/search?q=obfuscation" title=" obfuscation"> obfuscation</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20security" title=" software security"> software security</a>, <a href="https://publications.waset.org/abstracts/search?q=reverse%20engineering" title=" reverse engineering"> reverse engineering</a> </p> <a href="https://publications.waset.org/abstracts/116796/hybrid-obfuscation-technique-for-reverse-engineering-problem" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/116796.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">820</span> Effectiveness of Computer-Based Cognitive Training in Improving Attention-Deficit/Hyperactivity Disorder Rehabilitation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marjan%20Ghazisaeedi">Marjan Ghazisaeedi</a>, <a href="https://publications.waset.org/abstracts/search?q=Azadeh%20Bashiri"> Azadeh Bashiri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Attention-Deficit/Hyperactivity Disorder(ADHD), is one of the most common psychiatric disorders in early childhood that in addition to its main symptoms provide significant deficits in the areas of educational, social and individual relationship. Considering the importance of rehabilitation in ADHD patients to control these problems, this study investigated the advantages of computer-based cognitive training in these patients. Methods: This review article has been conducted by searching articles since 2005 in scientific databases and e-Journals and by using keywords including computerized cognitive rehabilitation, computer-based training and ADHD. Results: Since drugs have short term effects and also they have many side effects in the rehabilitation of ADHD patients, using supplementary methods such as computer-based cognitive training is one of the best solutions. This approach has quick feedback and also has no side effects. So, it provides promising results in cognitive rehabilitation of ADHD especially on the working memory and attention. Conclusion: Considering different cognitive dysfunctions in ADHD patients, application of the computerized cognitive training has the potential to improve cognitive functions and consequently social, academic and behavioral performances in patients with this disorder. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ADHD" title="ADHD">ADHD</a>, <a href="https://publications.waset.org/abstracts/search?q=computer-based%20cognitive%20training" title=" computer-based cognitive training"> computer-based cognitive training</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20functions" title=" cognitive functions"> cognitive functions</a>, <a href="https://publications.waset.org/abstracts/search?q=rehabilitation" title=" rehabilitation"> rehabilitation</a> </p> <a href="https://publications.waset.org/abstracts/55357/effectiveness-of-computer-based-cognitive-training-in-improving-attention-deficithyperactivity-disorder-rehabilitation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55357.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">277</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">819</span> Siblings of People with Intellectual and Developmental Disabilities: Influence of Culture on Their Identity and Quality of Life</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olga%20Muries-Cantan">Olga Muries-Cantan</a>, <a href="https://publications.waset.org/abstracts/search?q=Alice%20Schippers"> Alice Schippers</a>, <a href="https://publications.waset.org/abstracts/search?q=Climent%20Gine"> Climent Gine</a>, <a href="https://publications.waset.org/abstracts/search?q=Noelle%20van%20den%20Heuvel"> Noelle van den Heuvel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A systematic review of the literature about the quality of life perceptions of siblings of people with intellectual and developmental disabilities (ID/DD) has shown differences and similarities among siblings’ perceptions around the world. Some of these differences might be explained by the influence of cultural and religious backgrounds on siblings’ quality of life through values, beliefs, and perceptions of ‘normalcy’ and stigma. The main goal of the multiple case study that we present, is to explore the quality of life perceptions of two adolescent siblings of individuals with ID/DD in order to identify the role cultural influence has played in their perceptions of quality of life. Two siblings from different European regions will participate in the study: one from a Southern European country (Spain) and the other one from a Western European country (The Netherlands). Taking a cross-cultural perspective, concepts such as values, cultural beliefs regarding disability, expectations, identity, supports, desires, and sibling relationships, will be discussed in a semi-structured interview with each sibling. Data will be analysed following an interpretative phenomenological analysis (IPA). It is expected that findings will show the particularities of the experience of having a brother or a sister with ID/DD and the singular influence of the culture on siblings’ perceptions of quality of life. The results of this study will help to spread awareness around the necessity that researchers, practitioners, and policymakers take into account the cultural background of the individuals in order to provide them with better services and support. In this line, more culturally situated research is required to enlarge the knowledge in this field. <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=intellectual%20disability" title=" intellectual disability"> intellectual disability</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20life" title=" quality of life"> quality of life</a>, <a href="https://publications.waset.org/abstracts/search?q=siblings" title=" siblings"> siblings</a> </p> <a href="https://publications.waset.org/abstracts/118666/siblings-of-people-with-intellectual-and-developmental-disabilities-influence-of-culture-on-their-identity-and-quality-of-life" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/118666.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">121</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">818</span> Experimental Investigation of S822 and S823 Wind Turbine Airfoils Wake</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amir%20B.%20Khoshnevis">Amir B. Khoshnevis</a>, <a href="https://publications.waset.org/abstracts/search?q=Morteza%20Mirhosseini"> Morteza Mirhosseini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper deals with a sub-part of an extensive research program on the wake survey method in various Reynolds numbers and angles of attack. This research experimentally investigates the wake flow characteristics behind S823 and S822 airfoils in which designed for small wind turbines. Velocity measurements determined by using hot-wire anemometer. Data acquired in the wake of the airfoil at locations(c is the chord length): 0.01c - 3c. Reynolds number increased due to increase of free stream velocity. Results showed that mean velocity profiles depend on the angle of attack and location of data collections. Data acquired at the low Reynolds numbers (smaller than 10^5). Effects of Reynolds numbers on the mean velocity profiles are more significant in near locations the trailing edge and these effects decrease by taking distance from trailing edge toward downstream. Mean velocity profiles region increased by increasing the angle of attack, except for 7°, and also the maximum velocity deficit (velocity defect) increased. The difference of mean velocity in and out of the wake decreased by taking distance from trailing edge, and mean velocity profile become wider and more uniform. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=angle%20of%20attack" title="angle of attack">angle of attack</a>, <a href="https://publications.waset.org/abstracts/search?q=Reynolds%20number" title=" Reynolds number"> Reynolds number</a>, <a href="https://publications.waset.org/abstracts/search?q=velocity%20deficit" title=" velocity deficit"> velocity deficit</a>, <a href="https://publications.waset.org/abstracts/search?q=separation" title=" separation"> separation</a> </p> <a href="https://publications.waset.org/abstracts/36863/experimental-investigation-of-s822-and-s823-wind-turbine-airfoils-wake" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36863.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">377</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">817</span> A Risk Management Approach to the Diagnosis of Attention Deficit-Hyperactivity Disorder</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lloyd%20A.%20Taylor">Lloyd A. Taylor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An increase in the prevalence of Attention Deficit-Hyperactivity Disorder (ADHD) highlights the need to consider factors that may be exacerbating symptom presentation. Traditional diagnostic criteria provide a little framework for healthcare providers to consider as they attempt to diagnose and treat children with behavioral problems. In fact, aside from exclusion criteria, limited alternative considerations are available, and approaches fail to consider the impact of outside factors that could increase or decrease the likelihood of appropriate diagnosis and success of interventions. This paper will consider specific systems-based factors that influence behavior and intervention successes that, when not considered, could account for the upsurge of diagnoses. These include understanding (1) challenges in the healthcare system, (2) the influence and impact of educators and the educational system, (3) technology use, and (4) patient and parental attitudes about the diagnosis of ADHD. These factors must be considered both individually and as a whole when considering both the increase in diagnoses and the subsequent increases in prescriptions for psychostimulant medication. A theoretical model based on a risk management approach will be presented. Finally, data will be presented that demonstrates pediatric provider satisfaction with this approach to diagnoses and treatment of ADHD as it relates to practice trends. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ADHD" title="ADHD">ADHD</a>, <a href="https://publications.waset.org/abstracts/search?q=diagnostic%20criteria" title=" diagnostic criteria"> diagnostic criteria</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20management%20model" title=" risk management model"> risk management model</a>, <a href="https://publications.waset.org/abstracts/search?q=pediatricians" title=" pediatricians"> pediatricians</a> </p> <a href="https://publications.waset.org/abstracts/150877/a-risk-management-approach-to-the-diagnosis-of-attention-deficit-hyperactivity-disorder" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150877.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">94</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">816</span> Redefining Intellectual Humility in Indian Context: An Experimental Investigation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jayashree%20And%20Gajjam">Jayashree And Gajjam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Intellectual humility (IH) is defined as a virtuous mean between intellectual arrogance and intellectual self-diffidence by the ‘Doxastic Account of IH’ studied, researched and developed by western scholars not earlier than 2015 at the University of Edinburgh. Ancient Indian philosophical texts or the Upanisads written in the Sanskrit language during the later Vedic period (circa 600-300 BCE) have long addressed the virtue of being humble in several stories and narratives. The current research paper questions and revisits these character traits in an Indian context following an experimental method. Based on the subjective reports of more than 400 Indian teenagers and adults, it argues that while a few traits of IH (such as trustworthiness, respectfulness, intelligence, politeness, etc.) are panhuman and pancultural, a few are not. Some attributes of IH (such as proper pride, open-mindedness, awareness of own strength, etc.) may be taken for arrogance by the Indian population, while other qualities of Intellectual Diffidence such as agreeableness, surrendering can be regarded as the characteristic of IH. The paper then gives the reasoning for this discrepancy that can be traced back to the ancient Indian (Upaniṣadic) teachings that are still prevalent in many Indian families and still anchor their views on IH. The name Upanisad itself means ‘sitting down near’ (to the Guru to gain the Supreme knowledge of the Self and the Universe and setting to rest ignorance) which is equivalent to the three traits among the BIG SEVEN characterized as IH by the western scholars viz. ‘being a good listener’, ‘curious to learn’, and ‘respect to other’s opinion’. The story of Satyakama Jabala (Chandogya Upanisad 4.4-8) who seeks the truth for several years even from the bull, the fire, the swan and waterfowl, suggests nothing but the ‘need for cognition’ or ‘desire for knowledge’. Nachiketa (Katha Upanisad), a boy with a pure mind and heart, follows his father’s words and offers himself to Yama (the God of Death) where after waiting for Yama for three days and nights, he seeks the knowledge of the mysteries of life and death. Although the main aim of these Upaniṣadic stories is to give the knowledge of life and death, the Supreme reality which can be identical with traits such as ‘curious to learn’, one cannot deny that they have a lot more to offer than mere information about true knowledge e.g., ‘politeness’, ‘good listener’, ‘awareness of own limitations’, etc. The possible future scope of this research includes (1) finding other socio-cultural factors that affect the ideas on IH such as age, gender, caste, type of education, highest qualification, place of residence and source of income, etc. which may be predominant in current Indian society despite our great teachings of the Upaniṣads, and (2) to devise different measures to impart IH in Indian children, teenagers, and younger adults for the harmonious future. The current experimental research can be considered as the first step towards these goals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ethics%20and%20virtue%20epistemology" title="ethics and virtue epistemology">ethics and virtue epistemology</a>, <a href="https://publications.waset.org/abstracts/search?q=Indian%20philosophy" title=" Indian philosophy"> Indian philosophy</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20humility" title=" intellectual humility"> intellectual humility</a>, <a href="https://publications.waset.org/abstracts/search?q=upani%E1%B9%A3adic%20texts%20in%20ancient%20India" title=" upaniṣadic texts in ancient India"> upaniṣadic texts in ancient India</a> </p> <a href="https://publications.waset.org/abstracts/148188/redefining-intellectual-humility-in-indian-context-an-experimental-investigation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148188.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">92</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">815</span> Relationship between Codependency, Perceived Social Support, and Depression in Mothers of Children with Intellectual Disability </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sajed%20Yaghoubnezhad">Sajed Yaghoubnezhad</a>, <a href="https://publications.waset.org/abstracts/search?q=Mina%20Karimi"> Mina Karimi</a>, <a href="https://publications.waset.org/abstracts/search?q=Seyede%20Marjan%20Modirkhazeni"> Seyede Marjan Modirkhazeni</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The goal of this research was to study the relationship between codependency, perceived social support and depression in mothers of children with intellectual disability (ID). The correlational method was used in this study. The research population is comprised of mothers of educable children with ID in the age range of 25 to 61 years. From among this, a sample of 251 individuals, in the multistage cluster sampling method, was selected from educational districts in Tehran, who responded to the Spann-Fischer Codependency Scale (SFCDS), the Social Support Questionnaire and the Beck Depression Inventory (BDI). The findings of this study indicate that among mothers of children with ID depression has a positive and significant correlation with codependency (P<0.01, r=0.4) and a negative and significant correlation with the total score of social support (P<0.01, r=-0.34). Moreover, the results of stepwise multiple regression analysis showed that codependency is allocated a higher variance than social support in explaining depression (R<sup>2</sup>=0.023). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=codependency" title="codependency">codependency</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20support" title=" social support"> social support</a>, <a href="https://publications.waset.org/abstracts/search?q=depression" title=" depression"> depression</a>, <a href="https://publications.waset.org/abstracts/search?q=mothers%20of%20children%20with%20ID" title=" mothers of children with ID"> mothers of children with ID</a> </p> <a href="https://publications.waset.org/abstracts/46012/relationship-between-codependency-perceived-social-support-and-depression-in-mothers-of-children-with-intellectual-disability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46012.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">368</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">814</span> Enhancing Emotional Regulation in Autistic Students with Intellectual Disabilities through Visual Dialogue: An Action Research Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tahmina%20Huq">Tahmina Huq</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents the findings of an action research study that aimed to investigate the efficacy of a visual dialogue strategy in assisting autistic students with intellectual disabilities in managing their immediate emotions and improving their academic achievements. The research sought to explore the effectiveness of teaching self-regulation techniques as an alternative to traditional approaches involving segregation. The study identified visual dialogue as a valuable tool for promoting self-regulation in this specific student population. Action research was chosen as the methodology due to its suitability for immediate implementation of the findings in the classroom. Autistic students with intellectual disabilities often face challenges in controlling their emotions, which can disrupt their learning and academic progress. Conventional methods of intervention, such as isolation and psychologist-assisted approaches, may result in missed classes and hindered academic development. This study introduces the utilization of visual dialogue between students and teachers as an effective self-regulation strategy, addressing the limitations of traditional approaches. Action research was employed as the methodology for this study, allowing for the direct application of the findings in the classroom. The study observed two 15-year-old autistic students with intellectual disabilities who exhibited difficulties in emotional regulation and displayed aggressive behaviors. The research question focused on the effectiveness of visual dialogue in managing the emotions of these students and its impact on their learning outcomes. Data collection methods included personal observations, log sheets, personal reflections, and visual documentation. The study revealed that the implementation of visual dialogue as a self-regulation strategy enabled the students to regulate their emotions within a short timeframe (10 to 30 minutes). Through visual dialogue, they were able to express their feelings and needs in socially appropriate ways. This finding underscores the significance of visual dialogue as a tool for promoting emotional regulation and facilitating active participation in classroom activities. As a result, the students' learning outcomes and social interactions were positively impacted. The findings of this study hold significant implications for educators working with autistic students with intellectual disabilities. The use of visual dialogue as a self-regulation strategy can enhance emotional regulation skills and improve overall academic progress. The action research approach outlined in this paper provides practical guidance for educators in effectively implementing self-regulation strategies within classroom settings. In conclusion, the study demonstrates that visual dialogue is an effective strategy for enhancing emotional regulation in autistic students with intellectual disabilities. By employing visual communication, students can successfully regulate their emotions and actively engage in classroom activities, leading to improved learning outcomes and social interactions. This paper underscores the importance of implementing self-regulation strategies in educational settings to cater to the unique needs of autistic students. <p class="card-text"><strong>Keywords:</strong> <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=self-regulation" title=" self-regulation"> self-regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=autism" title=" autism"> autism</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20communication" title=" visual communication"> visual communication</a> </p> <a href="https://publications.waset.org/abstracts/175924/enhancing-emotional-regulation-in-autistic-students-with-intellectual-disabilities-through-visual-dialogue-an-action-research-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175924.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">62</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">813</span> Development a Fine Motor and Executive Function Assessment (FiM&EF) for Assessing School Aged Children with Attention Deficit/Hyperactivity Disorder (AD/HD)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Negar%20Miri-Lavasani">Negar Miri-Lavasani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Children with Attention-deficit/hyperactivity disorder (ADHD) show fine motor skills difficulties, and it is controversial whether this difficulty is based on problems in their fine motor skills or their executive function impairments. Objectives of Study: The Fine Motor and Executive Function assessment tool (FiM&EF) was developed to answer the question, ‘Do the fine motor skill deficits in children with ADHD come from their fine motor problems or is it caused by their executive function problems?’. This paper describes the development of a new assessment of Fine Motor and Executive Function (FiM &EF) needed by primary school students with ADHD aged 6-12 years with ADHD. Methods: A study on the content validity established through a survey of a panel of nine experts is explained in detail. Findings: Most the experts agreed such an assessment was needed and two items were deleted as a result of experts’ feedback. Relevance to Clinical Practice: Distinguishing the main reason of fine motor problem in these children could help the clinician for their therapy plans. Knowledge on the influence of executive functioning on fine motor ability in selected age children with ADHD would provide a clearer clinical picture of the fine motor capabilities and executive function for these children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children%20with%20ADHD" title="children with ADHD">children with ADHD</a>, <a href="https://publications.waset.org/abstracts/search?q=executive%20function" title=" executive function"> executive function</a>, <a href="https://publications.waset.org/abstracts/search?q=fine%20motor" title=" fine motor"> fine motor</a>, <a href="https://publications.waset.org/abstracts/search?q=test" title=" test"> test</a> </p> <a href="https://publications.waset.org/abstracts/77892/development-a-fine-motor-and-executive-function-assessment-fimef-for-assessing-school-aged-children-with-attention-deficithyperactivity-disorder-adhd" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77892.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">812</span> Intellectual Property Law as a Tool to Enhance and Sustain Museums in Digital Era</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nayira%20Ahmed%20Galal%20Elden%20Hassan">Nayira Ahmed Galal Elden Hassan</a>, <a href="https://publications.waset.org/abstracts/search?q=Amr%20Mostafa%20Awad%20Kassem"> Amr Mostafa Awad Kassem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The management of Intellectual Property (IP) in museums can be complex and challenging, as it requires balancing access and control. On the one hand, museums must ensure that they have balanced permissions to display works in their collections and make them accessible to the public. On the other hand, they must also protect the rights of creators and owners of works and ensure that they are not infringing on IP rights. Intellectual property has become an increasingly important aspect of museum operations in the digital age. Museums hold a vast array of cultural assets in their collections, many of which have significant value as IP assets. The balanced management of IP in museums can help to generate additional revenue and promote cultural heritage, while also protecting the rights of the museum and its collections. Digital technologies have greatly impacted the way museums manage IP, providing new opportunities for revenue generation through e-commerce and licensing, while also presenting new challenges related to IP protection and management. Museums must take a comprehensive approach to IP management, leveraging digital technologies, protecting IP rights, and engaging in licensing and e-commerce activities to maximize income and the economy of countries through the strong management of cultural institutions. Overall, the balanced management of IP in museums is crucial for ensuring the sustainability of museum operations and for preserving cultural heritage for future generations. By taking a balanced approach to identifying museum IP assets, museums can generate revenues and secure their financial sustainability to ensure the long-term preservation of their cultural heritage. We can divide IP assets in museums to two kinds, collection IP and Museum generated IP. Certain museums become confused and lose sight of their mission when trying to leverage collections-based IP. This was the case at the German state Museum in Berlin when the museum made 100 replicas from Nefertiti bust which is an Egyptian artifacts and wrote under the replicas all rights reserved to the Berlin museum and issued a certificate to prevent any person or Institution from reproducing any replica from this bust. The implications of IP in museums are far-reaching and can have significant impacts on the preservation of cultural heritage, the dissemination of information, and the development of educational programs. As such, it is important for museums to have a comprehensive understanding of IP laws and regulations, and to properly manage IP to avoid legal liability, damage to reputation, and loss of revenue. The research aims to highlight the importance and role of intellectual property in museums and provide some illustrative examples of this. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intellectual%20property" title="intellectual property">intellectual property</a>, <a href="https://publications.waset.org/abstracts/search?q=museums" title=" museums"> museums</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20assets" title=" cultural assets"> cultural assets</a>, <a href="https://publications.waset.org/abstracts/search?q=IP%20management" title=" IP management"> IP management</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20technologies" title=" digital technologies"> digital technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=revenue%20generation" title=" revenue generation"> revenue generation</a>, <a href="https://publications.waset.org/abstracts/search?q=licensing" title=" licensing"> licensing</a>, <a href="https://publications.waset.org/abstracts/search?q=IP%20protection" title=" IP protection"> IP protection</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20heritage" title=" cultural heritage"> cultural heritage</a> </p> <a href="https://publications.waset.org/abstracts/193120/intellectual-property-law-as-a-tool-to-enhance-and-sustain-museums-in-digital-era" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193120.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">3</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">811</span> Owning (up to) the 'Art of the Insane': Re-Claiming Personhood through Copyright Law</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mathilde%20Pavis">Mathilde Pavis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> From Schumann to Van Gogh, Frida Kahlo, and Ray Charles, the stories narrating the careers of artists with physical or mental disabilities are becoming increasingly popular. From the emergence of ‘pathography’ at the end of 18th century to cinematographic portrayals, the work and lives of differently-abled creative individuals continue to fascinate readers, spectators and researchers. The achievements of those artists form the tip of the iceberg composed of complex politico-cultural movements which continue to advocate for wider recognition of disabled artists’ contribution to western culture. This paper envisages copyright law as a potential tool to such end. It investigates the array of rights available to artists with intellectual disabilities to assert their position as authors of their artwork in the twenty-first-century looking at international and national copyright laws (UK and US). Put simply, this paper questions whether an artist’s intellectual disability could be a barrier to assert their intellectual property rights over their creation. From a legal perspective, basic principles of non-discrimination would contradict the representation of artists’ disability as an obstacle to authorship as granted by intellectual property laws. Yet empirical studies reveal that artists with intellectual disabilities are often denied the opportunity to exercise their intellectual property rights or any form of agency over their work. In practice, it appears that, unlike other non-disabled artists, the prospect for differently-abled creators to make use of their right is contingent to the context in which the creative process takes place. Often will the management of such rights rest with the institution, art therapist or mediator involved in the artists’ work as the latter will have necessitated greater support than their non-disabled peers for a variety of reasons, either medical or practical. Moreover, the financial setbacks suffered by medical institutions and private therapy practices have renewed administrators’ and physicians’ interest in monetising the artworks produced under their supervision. Adding to those economic incentives, the rise of criminal and civil litigation in psychiatric cases has also encouraged the retention of patients’ work by therapists who feel compelled to keep comprehensive medical records to shield themselves from liability in the event of a lawsuit. Unspoken transactions, contracts, implied agreements and consent forms have thus progressively made their way into the relationship between those artists and their therapists or assistants, disregarding any notions of copyright. The question of artists’ authorship finds itself caught in an unusually multi-faceted web of issues formed by tightening purse strings, ethical concerns and the fear of civil or criminal liability. Whilst those issues are playing out behind closed doors, the popularity of what was once called the ‘Art of the Insane’ continues to grow and open new commercial avenues. This socio-economic context exacerbates the need to devise a legal framework able to help practitioners, artists and their advocates navigate through those issues in such a way that neither this minority nor our cultural heritage suffers from the fragmentation of the legal protection available to them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=authorship" title="authorship">authorship</a>, <a href="https://publications.waset.org/abstracts/search?q=copyright%20law" title=" copyright law"> copyright law</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20disabilities" title=" intellectual disabilities"> intellectual disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=art%20therapy%20and%20mediation" title=" art therapy and mediation "> art therapy and mediation </a> </p> <a href="https://publications.waset.org/abstracts/82630/owning-up-to-the-art-of-the-insane-re-claiming-personhood-through-copyright-law" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82630.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> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=intellectual%20deficit&page=6" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=intellectual%20deficit&page=1">1</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=intellectual%20deficit&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=intellectual%20deficit&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=intellectual%20deficit&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=intellectual%20deficit&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=intellectual%20deficit&page=6">6</a></li> <li class="page-item active"><span class="page-link">7</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=intellectual%20deficit&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=intellectual%20deficit&page=9">9</a></li> <li class="page-item"><a class="page-link" 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