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<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: Tiffany W. Ardley</title> <meta name="description" content="Search results for: Tiffany W. Ardley"> <meta name="keywords" content="Tiffany W. Ardley"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="Tiffany W. 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Ardley"> <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> 16</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Tiffany W. Ardley</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16</span> A Photoredox (C)sp³-(C)sp² Coupling Method Comparison Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shasline%20Gedeon">Shasline Gedeon</a>, <a href="https://publications.waset.org/abstracts/search?q=Tiffany%20W.%20Ardley"> Tiffany W. Ardley</a>, <a href="https://publications.waset.org/abstracts/search?q=Ying%20Wang"> Ying Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Nathan%20J.%20Gesmundo"> Nathan J. Gesmundo</a>, <a href="https://publications.waset.org/abstracts/search?q=Katarina%20A.%20Sarris"> Katarina A. Sarris</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20L.%20Aguirre"> Ana L. Aguirre</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Drug discovery and delivery involve drug targeting, an approach that helps find a drug against a chosen target through high throughput screening and other methods by way of identifying the physical properties of the potential lead compound. Physical properties of potential drug candidates have been an imperative focus since the unveiling of Lipinski's Rule of 5 for oral drugs. Throughout a compound's journey from discovery, clinical phase trials, then becoming a classified drug on the market, the desirable properties are optimized while minimizing/eliminating toxicity and undesirable properties. In the pharmaceutical industry, the ability to generate molecules in parallel with maximum efficiency is a substantial factor achieved through sp²-sp² carbon coupling reactions, e.g., Suzuki Coupling reactions. These reaction types allow for the increase of aromatic fragments onto a compound. More recent literature has found benefits to decreasing aromaticity, calling for more sp³-sp² carbon coupling reactions instead. The objective of this project is to provide a comparison between various sp³-sp² carbon coupling methods and reaction conditions, collecting data on production of the desired product. There were four different coupling methods being tested amongst three cores and 4-5 installation groups per method; each method ran under three distinct reaction conditions. The tested methods include the Photoredox Decarboxylative Coupling, the Photoredox Potassium Alkyl Trifluoroborate (BF3K) Coupling, the Photoredox Cross-Electrophile (PCE) Coupling, and the Weix Cross-Electrophile (WCE) Coupling. The results concluded that the Decarboxylative method was very difficult in yielding product despite the several literature conditions chosen. The BF3K and PCE methods produced competitive results. Amongst the two Cross-Electrophile coupling methods, the Photoredox method surpassed the Weix method on numerous accounts. The results will be used to build future libraries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=drug%20discovery" title="drug discovery">drug discovery</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20throughput%20chemistry" title=" high throughput chemistry"> high throughput chemistry</a>, <a href="https://publications.waset.org/abstracts/search?q=photoredox%20chemistry" title=" photoredox chemistry"> photoredox chemistry</a>, <a href="https://publications.waset.org/abstracts/search?q=sp%C2%B3-sp%C2%B2%20carbon%20coupling%20methods" title=" sp³-sp² carbon coupling methods"> sp³-sp² carbon coupling methods</a> </p> <a href="https://publications.waset.org/abstracts/122791/a-photoredox-csp3-csp2-coupling-method-comparison-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122791.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">144</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15</span> Learners as Consultants: Knowledge Acquisition and Client Organisations-A Student as Producer Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Barry%20Ardley">Barry Ardley</a>, <a href="https://publications.waset.org/abstracts/search?q=Abi%20Hunt"> Abi Hunt</a>, <a href="https://publications.waset.org/abstracts/search?q=Nick%20Taylor"> Nick Taylor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As a theoretical and practical framework, this study uses the student-as-producer approach to learning in higher education, as adopted by the Lincoln International Business School, University of Lincoln, UK. Students as producer positions learners as skilled and capable agents, able to participate as partners with tutors in live research projects. To illuminate the nature of this approach to learning and to highlight its critical issues, the authors report on two guided student consultancy projects. These were set up with the assistance of two local organisations in the city of Lincoln, UK. Using the student as a producer model to deliver the projects enabled learners to acquire and develop a range of key skills and knowledge not easily accessible in more traditional educational settings. This paper presents a systematic case study analysis of the eight organising principles of the student-as-producer model, as adopted by university tutors. The experience of tutors implementing students as producers suggests that the model can be widely applied to benefit not only the learning and teaching experiences of higher education students and staff but additionally a university’s research programme and its community partners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=consultancy" title="consultancy">consultancy</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20as%20producer" title=" student as producer"> student as producer</a>, <a href="https://publications.waset.org/abstracts/search?q=research" title=" research"> research</a> </p> <a href="https://publications.waset.org/abstracts/159060/learners-as-consultants-knowledge-acquisition-and-client-organisations-a-student-as-producer-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159060.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">78</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14</span> Exploring Health Care Self-Advocacy of Queer Patients</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tiffany%20Wicks">Tiffany Wicks</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Queer patients can face issues with self-advocating due to the factors of implicit provider bias, lack of tools and resources to self-advocate, and lack of comfortability in self-advocating based on prior experiences. In this study, five participants who identify as queer discussed their interactions with their healthcare providers. This exploratory study revealed that there is a need for healthcare provider education to reduce implicit bias and judgments about queer patients. There is also an important need for peer advocates in order to further inform healthcare promotion and decision-making before and during provider visits in an effort for a better outcome. Through this exploration, queer patients voiced their experiences and concerns to inform a need for change in healthcare collaboration between providers and patients in the queer community. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=queer" title="queer">queer</a>, <a href="https://publications.waset.org/abstracts/search?q=LGBT" title=" LGBT"> LGBT</a>, <a href="https://publications.waset.org/abstracts/search?q=patient" title=" patient"> patient</a>, <a href="https://publications.waset.org/abstracts/search?q=self-advocacy" title=" self-advocacy"> self-advocacy</a>, <a href="https://publications.waset.org/abstracts/search?q=healthcare" title=" healthcare"> healthcare</a> </p> <a href="https://publications.waset.org/abstracts/163611/exploring-health-care-self-advocacy-of-queer-patients" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163611.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">87</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13</span> The Study of Idiom Translation in Fiction from English into Thai</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinchira%20Bunchutrakun">Chinchira Bunchutrakun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of the study are to investigate the problems that the translators encountered when translating English idioms into Thai and study the strategies they applied in solving the problems. The original English version and the Thai translated version of each of two works of fiction were purposively selected for the study. The first was Mr. Maybe, written by Jane Green and translated by Montharat Songphao. The second was The Trials of Tiffany Trott, written by Isabel Wolff and translated by Jitraporn Notoda. Thirty idioms of two translated works of fiction were, then, analyzed. Questionnaires and interviews with the translators of each novel were conducted to obtain the best possible information. The results indicated that the only type of problem that occurred was cultural problems, and these were solved differently by the two translators. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=translation" title="translation">translation</a>, <a href="https://publications.waset.org/abstracts/search?q=idiom%20translation" title=" idiom translation"> idiom translation</a>, <a href="https://publications.waset.org/abstracts/search?q=fiction%20translation" title=" fiction translation"> fiction translation</a>, <a href="https://publications.waset.org/abstracts/search?q=problem-solution%20strategies" title=" problem-solution strategies"> problem-solution strategies</a> </p> <a href="https://publications.waset.org/abstracts/12436/the-study-of-idiom-translation-in-fiction-from-english-into-thai" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12436.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">299</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12</span> Mechanism of Charge Transport in the Interface of CsSnI₃-FASnI₃ Perovskite Based Solar Cell</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seyedeh%20Mozhgan%20Seyed-Talebi">Seyedeh Mozhgan Seyed-Talebi</a>, <a href="https://publications.waset.org/abstracts/search?q=Weng-Kent%20Chan"> Weng-Kent Chan</a>, <a href="https://publications.waset.org/abstracts/search?q=Hsin-Yi%20Tiffany%20Chen"> Hsin-Yi Tiffany Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Lead-free perovskite photovoltaic (PV) technology employing non-toxic tin halide perovskite absorbers is pivotal for advancing perovskite solar cell (PSC) commercialization. Despite challenges posed by perovskite sensitivity to oxygen and humidity, our study utilizes DFT calculations using VASP and NanoDCAL software and SCAPS-1D simulations to elucidate the charge transport mechanism at the interface of CsSnI₃-FASnI₃ heterojunction. Results reveal how inherent electric fields facilitate efficient carrier transport, reducing recombination losses. We predict optimized power conversion efficiencies (PCEs) and highlight the potential of CsSnI3-FASnI3 heterojunctions for cost-effective and efficient charge transport layer-free (CTLF) photovoltaic devices. Our study provides insights into the future direction of recognizing more efficient, nontoxic heterojunction perovskite devices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=charge%20transport%20layer%20free" title="charge transport layer free">charge transport layer free</a>, <a href="https://publications.waset.org/abstracts/search?q=CsSnI%E2%82%83-FASnI%E2%82%83%20heterojunction" title=" CsSnI₃-FASnI₃ heterojunction"> CsSnI₃-FASnI₃ heterojunction</a>, <a href="https://publications.waset.org/abstracts/search?q=lead-free%20perovskite%20solar%20cell" title=" lead-free perovskite solar cell"> lead-free perovskite solar cell</a>, <a href="https://publications.waset.org/abstracts/search?q=tin%20halide%20perovskite." title=" tin halide perovskite."> tin halide perovskite.</a>, <a href="https://publications.waset.org/abstracts/search?q=Charge%20transport%20layer%20free" title=" Charge transport layer free"> Charge transport layer free</a> </p> <a href="https://publications.waset.org/abstracts/186055/mechanism-of-charge-transport-in-the-interface-of-cssni3-fasni3-perovskite-based-solar-cell" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186055.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">45</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11</span> The Six 'P' Model: Principles of Inclusive Practice for Inclusion Coaches</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tiffany%20Gallagher">Tiffany Gallagher</a>, <a href="https://publications.waset.org/abstracts/search?q=Sheila%20Bennett"> Sheila Bennett</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Based on data from a larger study, this research is based in a small school district in Ontario, Canada, that has made a transition from self-contained classes for students with exceptionalities to inclusive classroom placements for all students with their age-appropriate peers. The school board aided this transition by hiring Inclusion Coaches with a background in special education to work alongside teachers as partners and inform their inclusive practice. Based on qualitative data from four focus groups conducted with Inclusion Coaches, as well as four blog-style reflections collected at various points over two years, six principles of inclusive practice were identified for coaches. The six principles form a model during transition: pre-requisite, process, precipice, promotion, proof, and promise. These principles are encapsulated in a visual model of a spiraling staircase displaying the conditions that exist prior to coaching, during coaching interactions and considerations for the sustainability of coaching. These six principles are re-iterative and should be re-visited each time a coaching interaction is initiated. Exploring inclusion coaching as a model emulates coaching in other contexts and allows us to examine an established process through a new lens. This research becomes increasingly important as more school boards transition toward inclusive classrooms, The Six ‘P’ Model: Principles of Inclusive Practice for Inclusion Coaches allows for a unique look into a scaffolding model of building educator capacity in an inclusive setting. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=capacity%20building" title="capacity building">capacity building</a>, <a href="https://publications.waset.org/abstracts/search?q=coaching" title=" coaching"> coaching</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20education" title=" special education"> special education</a> </p> <a href="https://publications.waset.org/abstracts/75158/the-six-p-model-principles-of-inclusive-practice-for-inclusion-coaches" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75158.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">249</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10</span> The Effectiveness of Using Picture Storybooks on Young English as a Foreign Language Learners for English Vocabulary Acquisition and Moral Education: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tiffany%20Yung%20Hsuan%20Ma">Tiffany Yung Hsuan Ma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Whole Language Approach, which gained prominence in the 1980s, and the increasing emphasis on multimodal resources in educational research have elevated the utilization of picture books in English as a foreign language (EFL) instruction. This approach underscores real-world language application, providing EFL learners with a range of sensory stimuli, including visual elements. Additionally, the substantial impact of picture books on fostering prosocial behaviors in children has garnered recognition. These narratives offer opportunities to impart essential values such as kindness, fairness, and respect. Examining how picture books enhance vocabulary acquisition can offer valuable insights for educators in devising engaging language activities conducive to a positive learning environment. This research entails a case study involving two kindergarten-aged EFL learners and employs qualitative methods, including worksheets, observations, and interviews with parents. It centers on three pivotal inquiries: (1) The extent of young learners' acquisition of essential vocabulary, (2) The influence of these books on their behavior at home, and (3) Effective teaching strategies for the seamless integration of picture storybooks into EFL instruction for young learners. The findings can provide guidance to parents, educators, curriculum developers, and policymakers regarding the advantages and optimal approaches to incorporating picture books into language instruction. Ultimately, this research has the potential to enhance English language learning outcomes and promote moral education within the Taiwanese EFL context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EFL" title="EFL">EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20acquisition" title=" vocabulary acquisition"> vocabulary acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20learners" title=" young learners"> young learners</a>, <a href="https://publications.waset.org/abstracts/search?q=picture%20book" title=" picture book"> picture book</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20education" title=" moral education"> moral education</a> </p> <a href="https://publications.waset.org/abstracts/173749/the-effectiveness-of-using-picture-storybooks-on-young-english-as-a-foreign-language-learners-for-english-vocabulary-acquisition-and-moral-education-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173749.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">70</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9</span> Narrative Research in Secondary Teacher Education: Examining the Self-Efficacy of Content Area Teacher Candidates</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tiffany%20Karalis%20Noel">Tiffany Karalis Noel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to examine the factors attributed to the self-efficacy of beginning secondary content area teachers as they moved through their student teaching experiences. This study used a narrative inquiry methodology to understand the variables attributed to teacher self-efficacy among a group of secondary content area teacher candidates. The primary purpose of using a narrative inquiry methodology was to share the stories of content area teacher candidates’ student teaching experiences. Focused research questions included: (1) To what extent does teacher education preparation affect the self-efficacy of beginning content area teachers? (2) Which recurrent elements of teacher education affect the self-efficacy of beginning teachers, regardless of content area? (3) How do the findings from research questions 1 and 2 inform teacher educators? The findings of this study suggest that teacher education preparation affects the self-efficacy of beginning secondary teacher candidates across the content areas; accordingly, the findings of this study provide insight for teacher educators to consider the areas where teacher education programs are failing to provide adequate preparation. These teacher candidates emphasized the value of adequate preparation throughout their teacher education programs to help inform their student teaching experiences. In order to feel effective and successful as beginning teachers, these teacher candidates required additional opportunities to apply the practical application of their teaching skills prior to the student teaching experience, the incorporation of classroom management strategy coursework into their curriculum, and opportunities to explore the extensive demands of the teaching profession ranging from time management to dealing with difficult parents, to name a few referenced examples. The teacher candidates experienced feelings of self-doubt related to their effectiveness as teachers when they were unable to employ successful classroom management strategies, pedagogical techniques, or even feel confidence in navigating challenging conversations with students, parents, and/or administrators. In order to help future teacher candidates and beginning teachers in general overcome these barriers, additional coursework, fieldwork, and practical application experiences should be provided in teacher education programs to help boost the self-efficacy of student teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title="self-efficacy">self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20efficacy" title=" teacher efficacy"> teacher efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20preservice%20teacher%20education" title=" secondary preservice teacher education"> secondary preservice teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20candidacy" title=" teacher candidacy"> teacher candidacy</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20teaching" title=" student teaching"> student teaching</a> </p> <a href="https://publications.waset.org/abstracts/98725/narrative-research-in-secondary-teacher-education-examining-the-self-efficacy-of-content-area-teacher-candidates" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98725.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">152</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8</span> Weight Loss and Symptom Improvement in Women with Secondary Lymphedema Using Semaglutide</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shivani%20Thakur">Shivani Thakur</a>, <a href="https://publications.waset.org/abstracts/search?q=Jasmin%20Dominguez%20Cervantes"> Jasmin Dominguez Cervantes</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Zabiba"> Ahmed Zabiba</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatima%20Zabiba"> Fatima Zabiba</a>, <a href="https://publications.waset.org/abstracts/search?q=Sandhini%20Agarwal"> Sandhini Agarwal</a>, <a href="https://publications.waset.org/abstracts/search?q=Kamalpreet%20Kaur"> Kamalpreet Kaur</a>, <a href="https://publications.waset.org/abstracts/search?q=Hussein%20Maatouk"> Hussein Maatouk</a>, <a href="https://publications.waset.org/abstracts/search?q=Shae%20Chand"> Shae Chand</a>, <a href="https://publications.waset.org/abstracts/search?q=Omar%20Madriz"> Omar Madriz</a>, <a href="https://publications.waset.org/abstracts/search?q=Tiffany%20Huang"> Tiffany Huang</a>, <a href="https://publications.waset.org/abstracts/search?q=Saloni%20Bansal"> Saloni Bansal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The prevalence of lymphedema in women in rural communities highlights the importance of developing effective treatment and prevention methods. Subjects with secondary lymphedema in California’s Central Valley were surveyed at 6 surgical clinics to assess demographics and symptoms of lymphedema. Additionally, subjects on semaglutide treatment for obesity and/or T2DM were monitored for their diabetes management, weight loss progress, and lymphedema symptoms compared to subjects who were not treated with semaglutide. The subjects were followed for 12 months. Subjects who were treated with semaglutide completed pre-treatment questionnaires and follow-up post-treatment questionnaires at 3, 6, 9, 12 months, along with medical assessment. The untreated subjects completed similar questionnaires. The questionnaires investigated subjective feelings regarding lymphedema symptoms and management using a Likert-scale; quantitative leg measurements were collected, and blood work reviewed at these appointments. Paired difference t-tests, chi-squared tests, and independent sample t-tests were performed. 50 subjects, aged 18-75 years, completed the surveys evaluating secondary lymphedema: 90% female, 69% Hispanic, 45% Spanish speaking, 42% disabled, 57 % employed, 54% income range below 30 thousand dollars, and average BMI of 40. Both treatment and non-treatment groups noted the most common symptoms were leg swelling (x̄=3.2, ▁d= 1.3), leg pain (x̄=3.2, ▁d=1.6 ), loss of daily function (x̄=3, ▁d=1.4 ), and negative body image (x̄=4.4, ▁d=0.54). Subjects in the semaglutide treatment group >3 months of treatment compared to the untreated group demonstrated: 55% subject in the treated group had a 10% weight loss vs 3% in the untreated group (average BMI reduction by 11% vs untreated by 2.5%, p<0.05) and improved subjective feelings about their lymphedema symptoms: leg swelling (x̄=2.4, ▁d=0.45 vs x̄=3.2, ▁d=1.3, p<0.05), leg pain (x̄=2.2, ▁d=0.45 vs x̄= 3.2, ▁d= 1.6, p<0.05), and heaviness (x̄=2.2, ▁d=0.45 vs x̄=3, ▁d=1.56, p<0.05). Improvement in diabetes management was demonstrated by an average of 0.9 % decrease in A1C values compared to untreated 0.1 %, p<0.05. In comparison to untreated subjects, treatment subjects on semaglutide noted 6 cm decrease in the circumference of the leg, knee, calf, and ankle compared to 2 cm in untreated subjects, p<0.05. Semaglutide was shown to significantly improve weight loss, T2DM management, leg circumference, and secondary lymphedema functional, physical and psychosocial symptoms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diabetes" title="diabetes">diabetes</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20lymphedema" title=" secondary lymphedema"> secondary lymphedema</a>, <a href="https://publications.waset.org/abstracts/search?q=semaglutide" title=" semaglutide"> semaglutide</a>, <a href="https://publications.waset.org/abstracts/search?q=obesity" title=" obesity"> obesity</a> </p> <a href="https://publications.waset.org/abstracts/177737/weight-loss-and-symptom-improvement-in-women-with-secondary-lymphedema-using-semaglutide" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177737.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">61</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7</span> Evaluating the Service Quality and Customers’ Satisfaction for Lihpaoland in Taiwan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wan-Yu%20Liu">Wan-Yu Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Tiffany%20April%20Lin"> Tiffany April Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Yu-Chieh%20Tang"> Yu-Chieh Tang</a>, <a href="https://publications.waset.org/abstracts/search?q=Yi-Lin%20Wang"> Yi-Lin Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Chieh-Hui%20Li"> Chieh-Hui Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As the national income in Taiwan has been raised, the life style of the public has also been changed, so that the tourism industry gradually moves from a service industry to an experience economy. The Lihpaoland is one of the most popular theme parks in Taiwan. However, the related works on performance of service quality of the park have been lacking since its re-operation in 2012. Therefore, this study investigates the quality of software/hardware facilities and services of the Lihpaoland, and aims to achieve the following three goals: 1) analyzing how various sample data of tourists leads to different results for service quality of LihpaoLand; 2) analyzing how tourists respond to the service tangibility, service reliability, service responsiveness, service guarantee, and service empathy of LihpaoLand; 3) according to the theoretical and empirical results, proposing how to improve the overall facilities and services of LihpaoLand, and hoping to provide suggestions to the LihpaoLand or other related businesses to make decision. The survey was conducted on the tourists to the LihpaoLand using convenience sampling, and 400 questionnaires were collected successfully. Analysis results show that tourists paid much attention to maintenance of amusement facilities and safety of the park, and were satisfied with them, which are great advantages of the park. However, transportation around the LihpaoLand was inadequate, and the price of the Fullon hotel (which is the hotel closest to the LihpaoLand) were not accepted by tourists – more promotion events are recommended. Additionally, the shows are not diversified, and should be improved with the highest priority. Tourists did not pay attention to service personnel’s clothing and the ticket price, but they were not satisfied with them. Hence, this study recommends to design more distinctive costumes and conduct ticket promotions. Accordingly, the suggestions made in this study for LihpaoLand are stated as follows: 1) Diversified amusement facilities should be provided to satisfy the needs at different ages. 2) Cheep but tasty catering and more distinctive souvenirs should be offered. 3) Diversified propaganda schemes should be strengthened to increase number of tourists. 4) Quality and professional of the service staff should be enhanced to acquire public praise and tourists revisiting. 5) Ticket promotions in peak seasons, low seasons, and special events should be conducted. 6) Proper traffic flows should be planned and combined with technologies to reduce waiting time of tourists. 7) The features of theme landscape in LihpaoLand should be strengthened to increase willingness of the tourists with special preferences to visit the park. 8) Ticket discounts or premier points card promotions should be adopted to reward the tourists with high loyalty. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=service%20quality" title="service quality">service quality</a>, <a href="https://publications.waset.org/abstracts/search?q=customers%E2%80%99%20satisfaction" title=" customers’ satisfaction"> customers’ satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=theme%20park" title=" theme park"> theme park</a>, <a href="https://publications.waset.org/abstracts/search?q=Taiwan" title=" Taiwan"> Taiwan</a> </p> <a href="https://publications.waset.org/abstracts/29506/evaluating-the-service-quality-and-customers-satisfaction-for-lihpaoland-in-taiwan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29506.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">471</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6</span> An Analysis of Teacher Knowledge of Recognizing and Addressing the Needs of Traumatized Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tiffany%20Hollis">Tiffany Hollis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Childhood trauma is well documented in mental health research, yet has received little attention in urban schools. Child trauma affects brain development and impacts cognitive, emotional, and behavioral functioning. When educators understand that some of the behaviors that appear to be aggressive in nature might be the result of a hidden diagnosis of trauma, learning can take place, and the child can thrive in the classroom setting. Traumatized children, however, do not fit neatly into any single ‘box.’ Although many children enter school each day carrying with them the experience of exposure to violence in the home, the symptoms of their trauma can be multifaceted and complex, requiring individualized therapeutic attention. The purpose of this study was to examine how prepared educators are to address the unique challenges facing children who experience trauma. Given the vast number of traumatized children in our society, it is evident that our education system must investigate ways to create an optimal learning environment that accounts for trauma, addresses its impact on cognitive and behavioral development, and facilitates mental and emotional health and well-being. The researcher describes the knowledge, attitudes, dispositions, and skills relating to trauma-informed knowledge of induction level teachers in a diverse middle school. The data for this study were collected through interviews with teachers, who are in the induction phase (the first three years of their teaching career). The study findings paint a clear picture of how ill-prepared educators are to address the needs of students who have experienced trauma and the implications for the development of a professional development workshop or series of workshops that train teachers how to recognize and address and respond to the needs of students. The study shows how teachers often lack skills to meet the needs of students who have experienced trauma. Traumatized children regularly carry a heavy weight on their shoulders. Children who have experienced trauma may feel that the world is filled with unresponsive, threatening adults, and peers. Despite this, supportive interventions can provide traumatized children with places to go that are safe, stimulating, and even fun. Schools offer an environment that potentially meets these requirements by creating safe spaces where students can feel at ease and have fun while also learning via stimulating educational activities. This study highlights the lack of preparedness of educators to address the academic, behavioral, and cognitive needs of students who have experienced trauma. These findings provide implications for the creation of a professional development workshop that addresses how to recognize and address the needs of students who have experienced some type of trauma. They also provide implications for future research with a focus on specific interventions that enable the creation of optimal learning environments where students who have experienced trauma and all students can succeed, regardless of their life experiences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educator%20preparation" title="educator preparation">educator preparation</a>, <a href="https://publications.waset.org/abstracts/search?q=induction%20educators" title=" induction educators"> induction educators</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=trauma-informed" title=" trauma-informed"> trauma-informed</a> </p> <a href="https://publications.waset.org/abstracts/109209/an-analysis-of-teacher-knowledge-of-recognizing-and-addressing-the-needs-of-traumatized-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/109209.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">124</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5</span> A Robust Stretchable Bio Micro-Electromechanical Systems Technology for High-Strain in vitro Cellular Studies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tiffany%20Baetens">Tiffany Baetens</a>, <a href="https://publications.waset.org/abstracts/search?q=Sophie%20Halliez"> Sophie Halliez</a>, <a href="https://publications.waset.org/abstracts/search?q=Luc%20Bu%C3%A9e"> Luc Buée</a>, <a href="https://publications.waset.org/abstracts/search?q=Emiliano%20Pallecchi"> Emiliano Pallecchi</a>, <a href="https://publications.waset.org/abstracts/search?q=Vincent%20Thomy"> Vincent Thomy</a>, <a href="https://publications.waset.org/abstracts/search?q=Steve%20Arscott"> Steve Arscott</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We demonstrate here a viable stretchable bio-microelectromechanical systems (BioMEMS) technology for use with biological studies concerned with the effect of high mechanical strains on living cells. An example of this is traumatic brain injury (TBI) where neurons are damaged with physical force to the brain during, e.g., accidents and sports. Robust, miniaturized integrated systems are needed by biologists to be able to study the effect of TBI on neuron cells in vitro. The major challenges in this area are (i) to develop micro, and nanofabrication processes which are based on stretchable substrates and to (ii) create systems which are robust and performant at very high mechanical strain values—sometimes as high as 100%. At the time of writing, such processes and systems were rapidly evolving subject of research and development. The BioMEMS which we present here is composed of an elastomer substrate (low Young’s modulus ~1 MPa) onto which is patterned robust electrodes and insulators. The patterning of the thin films is achieved using standard photolithography techniques directly on the elastomer substrate—thus making the process generic and applicable to many materials’ in based systems. The chosen elastomer used is commercial ‘Sylgard 184’ polydimethylsiloxane (PDMS). It is spin-coated onto a silicon wafer. Multistep ultra-violet based photolithography involving commercial photoresists are then used to pattern robust thin film metallic electrodes (chromium/gold) and insulating layers (parylene) on the top of the PDMS substrate. The thin film metals are deposited using thermal evaporation and shaped using lift-off techniques The BioMEMS has been characterized mechanically using an in-house strain-applicator tool. The system is composed of 12 electrodes with one reference electrode transversally-orientated to the uniaxial longitudinal straining of the system. The electrical resistance of the electrodes is observed to remain very stable with applied strain—with a resistivity approaching that of evaporated gold—up to an interline strain of ~50%. The mechanical characterization revealed some interesting original properties of such stretchable BioMEMS. For example, a Poisson effect induced electrical ‘self-healing’ of cracking was identified. Biocompatibility of the commercial photoresist has been studied and is conclusive. We will present the results of the BioMEMS, which has also characterized living cells with a commercial Multi Electrode Array (MEA) characterization tool (Multi Channel Systems, USA). The BioMEMS enables the cells to be strained up to 50% and then characterized electrically and optically. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=BioMEMS" title="BioMEMS">BioMEMS</a>, <a href="https://publications.waset.org/abstracts/search?q=elastomer" title=" elastomer"> elastomer</a>, <a href="https://publications.waset.org/abstracts/search?q=electrical%20impedance%20measurements%20of%20living%20cells" title=" electrical impedance measurements of living cells"> electrical impedance measurements of living cells</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20mechanical%20strain" title=" high mechanical strain"> high mechanical strain</a>, <a href="https://publications.waset.org/abstracts/search?q=microfabrication" title=" microfabrication"> microfabrication</a>, <a href="https://publications.waset.org/abstracts/search?q=stretchable%20systems" title=" stretchable systems"> stretchable systems</a>, <a href="https://publications.waset.org/abstracts/search?q=thin%20films" title=" thin films"> thin films</a>, <a href="https://publications.waset.org/abstracts/search?q=traumatic%20brain%20injury" title=" traumatic brain injury"> traumatic brain injury</a> </p> <a href="https://publications.waset.org/abstracts/104986/a-robust-stretchable-bio-micro-electromechanical-systems-technology-for-high-strain-in-vitro-cellular-studies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104986.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">4</span> Mood Symptom Severity in Service Members with Posttraumatic Stress Symptoms after Service Dog Training</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tiffany%20Riggleman">Tiffany Riggleman</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrea%20Schultheis"> Andrea Schultheis</a>, <a href="https://publications.waset.org/abstracts/search?q=Kalyn%20Jannace"> Kalyn Jannace</a>, <a href="https://publications.waset.org/abstracts/search?q=Jerika%20Taylor"> Jerika Taylor</a>, <a href="https://publications.waset.org/abstracts/search?q=Michelle%20Nordstrom"> Michelle Nordstrom</a>, <a href="https://publications.waset.org/abstracts/search?q=Paul%20F.%20Pasquina"> Paul F. Pasquina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Posttraumatic Stress (PTS) and Posttraumatic Stress Disorder (PTSD) remain significant problems for military and veteran communities. Symptoms of PTSD often include poor sleep, intrusive thoughts, difficulty concentrating, and trouble with emotional regulation. Unfortunately, despite its high prevalence, service members diagnosed with PTSD often do not seek help, usually because of the perceived stigma surrounding behavioral health care. To help address these challenges, non-pharmacological, therapeutic approaches are being developed to help improve care and enhance compliance. The Service Dog Training Program (SDTP), which involves teaching patients how to train puppies to become mobility service dogs, has been successfully implemented into PTS/PTSD care programs with anecdotal reports of improved outcomes. This study was designed to assess the biopsychosocial effects of SDTP from military beneficiaries with PTS symptoms. Methods: Individuals between the ages of 18 and 65 with PTS symptom were recruited to participate in this prospective study. Each subject completes 4 weeks of baseline testing, followed by 6 weeks of active service dog training (twice per week for one hour sessions) with a professional service dog trainer. Outcome measures included the Posttraumatic Stress Checklist for the DSM-5 (PCL-5), Generalized Anxiety Disorder questionnaire-7 (GAD-7), Patient Health Questionnaire-9 (PHQ-9), social support/interaction, anthropometrics, blood/serum biomarkers, and qualitative interviews. Preliminary analysis of 17 participants examined mean scores on the GAD-7, PCL-5, and PHQ-9, pre- and post-SDTP, and changes were assessed using Wilcoxon Signed-Rank tests. Results: Post-SDTP, there was a statistically significant mean decrease in PCL-5 scores of 13.5 on an 80-point scale (p=0.03) and a significant mean decrease of 2.2 in PHQ-9 scores on a 27 point scale (p=0.04), suggestive of decreased PTSD and depression symptoms. While there was a decrease in mean GAD-7 scores post-SDTP, the difference was not significant (p=0.20). Recurring themes among results from the qualitative interviews include decreased pain, forgetting about stressors, improved sense of calm, increased confidence, improved communication, and establishing a connection with the service dog. Conclusion: Preliminary results of the first 17 participants in this study suggest that individuals who received SDTP had a statistically significant decrease in PTS symptom, as measured by the PCL-5 and PHQ-9. This ongoing study seeks to enroll a total of 156 military beneficiaries with PTS symptoms. Future analyses will include additional psychological outcomes, pain scores, blood/serum biomarkers, and other measures of the social aspects of PTSD, such as relationship satisfaction and sleep hygiene. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=post-concussive%20syndrome" title="post-concussive syndrome">post-concussive syndrome</a>, <a href="https://publications.waset.org/abstracts/search?q=posttraumatic%20stress" title=" posttraumatic stress"> posttraumatic stress</a>, <a href="https://publications.waset.org/abstracts/search?q=service%20dog" title=" service dog"> service dog</a>, <a href="https://publications.waset.org/abstracts/search?q=service%20dog%20training%20program" title=" service dog training program"> service dog training program</a>, <a href="https://publications.waset.org/abstracts/search?q=traumatic%20brain%20injury" title=" traumatic brain injury"> traumatic brain injury</a> </p> <a href="https://publications.waset.org/abstracts/133149/mood-symptom-severity-in-service-members-with-posttraumatic-stress-symptoms-after-service-dog-training" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/133149.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">113</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3</span> The Influence of Age and Education on Patients' Attitudes Towards Contraceptives in Rural California</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shivani%20Thakur">Shivani Thakur</a>, <a href="https://publications.waset.org/abstracts/search?q=Jasmin%20Dominguez%20Cervantes"> Jasmin Dominguez Cervantes</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Zabiba"> Ahmed Zabiba</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatima%20Zabiba"> Fatima Zabiba</a>, <a href="https://publications.waset.org/abstracts/search?q=Sandhini%20Agarwal"> Sandhini Agarwal</a>, <a href="https://publications.waset.org/abstracts/search?q=Kamalpreet%20Kaur"> Kamalpreet Kaur</a>, <a href="https://publications.waset.org/abstracts/search?q=Hussein%20Maatouk"> Hussein Maatouk</a>, <a href="https://publications.waset.org/abstracts/search?q=Shae%20Chand"> Shae Chand</a>, <a href="https://publications.waset.org/abstracts/search?q=Omar%20Madriz"> Omar Madriz</a>, <a href="https://publications.waset.org/abstracts/search?q=Tiffany%20Huang"> Tiffany Huang</a>, <a href="https://publications.waset.org/abstracts/search?q=Saloni%20Bansal"> Saloni Bansal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Contraceptives are an effective public health achievement, allowing for family planning and reducing the risk of sexually transmitted diseases (STDs). California’s rural Central Valley has high rates of teenage pregnancy and STDs. Factors affecting contraceptive usage here may include religious concerns, financial issues, and regional variations in the accessibility and availability of contraceptives. The increasing population and diversity of the Central Valley make the understanding of the determinants of unintended pregnancy and STDs increasingly nuanced. Patients in California’s Central Valley were surveyed at 6 surgical clinics to assess attitudes toward contraceptives. The questionnaire consisted of demographics and 14 Likert-scale statements investigating patients’ feelings regarding contraceptives. Parametric and non-parametric analysis was performed on the Likert statements. A correlation matrix for the Likert-scale statements was used to evaluate the strength of the relationship between each question. 76 patients aged 18-75 years completed the questionnaire. 90% of the participants were female, 76% Hispanic, 36% married, 44% with an income range between 30-60K, and 83% were between childbearing ages. 60% of participants stated they are currently using or had used some type of contraceptive. 25% of participants had at least one unplanned pregnancy. The most common type of contraceptives used were oral contraceptives(28%) and condoms(38%). The top reasons for patients’ contraceptive usage were: prevention of pregnancy (72%), safe sex/prevention of STDs (32%), and regulation of menstrual cycle (19%). Further analysis of Likert responses revealed that contraception usage increased due to approval of contraceptives (x̄=3.98, σ =1.02); partner approval of contraceptives (x̄=3.875, σ =1.16); and reduced anxiety about pregnancy (x̄=3.875, σ =1.23). Younger females (18-34 years old) agreed more with the statement that the cost of contraceptive supplies is too expensive than older females (35-75 years old), (x̄=3.2, σ = 1.4 vs x̄=2.8, σ =1.3, p<0.05). Younger females (44%) were also more likely to use short-acting contraceptive methods (oral and male condoms) compared to older females (64%) who use long-acting methods (implants/ intrauterine devices). 51% of Hispanic females were using some type of contraceptive. Of those Hispanic females who do not use contraceptives, 33% stated having no children, and all plan to have at least one child in the future. 35% of participants had a bachelor's degree. Those with bachelor’s degrees were more likely to use contraceptives, 58% vs 51%, p<0.05, and less likely to have unplanned pregnancy, 50% vs. 12%, p<0.01. There is increasing use and awareness among patients in rural settings concerning contraceptives. Our finding shows that younger women and women with higher educational attainment tend to have more positive attitudes towards the use of contraceptives. This work gives physicians an understanding of patients’ concerns about contraceptive methods and offers insight into culturally competent intervention programs that respect individual values. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=contraceptives" title="contraceptives">contraceptives</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20health" title=" public health"> public health</a>, <a href="https://publications.waset.org/abstracts/search?q=rural%20california" title=" rural california"> rural california</a>, <a href="https://publications.waset.org/abstracts/search?q=women%20of%20child%20baring%20age" title=" women of child baring age"> women of child baring age</a> </p> <a href="https://publications.waset.org/abstracts/177730/the-influence-of-age-and-education-on-patients-attitudes-towards-contraceptives-in-rural-california" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177730.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">57</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2</span> The Moral Geography of Entertainment Businesses: Boundary Work and Respectability Politics in Global City Singapore</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tiffany%20Chuang">Tiffany Chuang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study of inequality in urban space has typically emphasized class and race as dimensions of stratification, but a small and growing body of work also pays attention to exclusionary processes based on moral grounds, as is the case with mainstream disapproval of sexually oriented businesses and red-light districts. However, many sexually-oriented businesses co-exist with similar non-sexually oriented businesses in the tourism and broader entertainment industries. Furthermore, regulators and tourism- and entertainment industries are acknowledged by regulators and ordinary citizens as important contributors to the economy, and in the case of aspiring global cities, to urban prestige. Under such circumstances, it is important to examine how policymakers, residents, and other stakeholders distinguish between sexually oriented and non-sexually oriented businesses, as well as how such efforts shape moral geographies in urban settings. To address this question, this paper introduces the concept of permeable industries to describe businesses that, by their very nature of providing adult entertainment along with a measure of privacy and discretion, facilitate easy interchange between their officially sanctioned purposes and illicit or stigmatised uses, most notably by the sex industry. The permeability and ambiguity surrounding the sexual- and non-sexual activities in such establishments is in fact, a source of tension that generates energetic boundary-drawing exercises that designate legitimate from illegitimate establishments. This paper draws on three years of ethnographic fieldwork, qualitative research, and archival research (1920—2020) on Joo Chiat, a neighborhood in the city-state of Singapore. It then analyzes how middle-class residents reacted to the sudden influx of sexually oriented businesses in the early 2000s, turning the once-quiet residential and commercial neighborhood into a semi-red-light district staffed by migrant Asian women. Ironically, the red-light district had been inadvertently precipitated by the state’s neoliberal policies in the 1990s to cultivate suburban neighborhoods as decentralized tourist attractions while loosening social regulations in pursuit of global city ambitions. Residents mobilized around the discourse of “sleaze”, using it to draw symbolic boundaries while advocating for regulatory boundaries between sexually oriented and non-sexually oriented businesses in the neighborhood. Since the concept of “sleaze” was informed by middle-class distaste for low-status sex work, the result of residents’ efforts was a state-endorsed moral geography that excluded sexually-oriented businesses while tolerating adult-oriented entertainment businesses that dovetailed with global city aspirations. This study contributes to the study of urban inequality by demonstrating the importance of boundary work in reproducing respectability politics, which in turn shapes the urban geographies of moral worth. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=moral%20geography" title="moral geography">moral geography</a>, <a href="https://publications.waset.org/abstracts/search?q=boundary%20work" title=" boundary work"> boundary work</a>, <a href="https://publications.waset.org/abstracts/search?q=respectability%20politics" title=" respectability politics"> respectability politics</a>, <a href="https://publications.waset.org/abstracts/search?q=entertainment%20businesses" title=" entertainment businesses"> entertainment businesses</a> </p> <a href="https://publications.waset.org/abstracts/168431/the-moral-geography-of-entertainment-businesses-boundary-work-and-respectability-politics-in-global-city-singapore" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168431.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">71</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</span> Unique Interprofessional Mental Health Education Model: A Pre/Post Survey</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michele%20L.%20Tilstra">Michele L. Tilstra</a>, <a href="https://publications.waset.org/abstracts/search?q=Tiffany%20J.%20Peets"> Tiffany J. Peets</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Interprofessional collaboration in behavioral healthcare education is increasingly recognized for its value in training students to address diverse client needs. While interprofessional education (IPE) is well-documented in occupational therapy education to address physical health, limited research exists on collaboration with counselors to address mental health concerns and the psychosocial needs of individuals receiving care. Counseling education literature primarily examines the collaboration of counseling students with psychiatrists, psychologists, social workers, and marriage and family therapists. This pretest/posttest survey research study explored changes in attitudes toward interprofessional teams among 56 Master of Occupational Therapy (MOT) (n = 42) and Counseling and Human Development (CHD) (n = 14) students participating in the Counselors and Occupational Therapists Professionally Engaged in the Community (COPE) program. The COPE program was designed to strengthen the behavioral health workforce in high-need and high-demand areas. Students accepted into the COPE program were divided into small MOT/CHD groups to complete multiple interprofessional multicultural learning modules using videos, case studies, and online discussion board posts. The online modules encouraged reflection on various behavioral healthcare roles, benefits of team-based care, cultural humility, current mental health challenges, personal biases, power imbalances, and advocacy for underserved populations. Using the Student Perceptions of Interprofessional Clinical Education- Revision 2 (SPICE-R2) scale, students completed pretest and posttest surveys using a 5-point Likert scale (Strongly Agree = 5 to Strongly Disagree = 1) to evaluate their attitudes toward interprofessional teamwork and collaboration. The SPICE-R2 measured three different factors: interprofessional teamwork and team-based practice (Team), roles/responsibilities for collaborative practice (Roles), and patient outcomes from collaborative practice (Outcomes). The mean total scores for all students improved from 4.25 (pretest) to 4.43 (posttest), Team from 4.66 to 4.58, Roles from 3.88 to 4.30, and Outcomes from 4.08 to 4.36. A paired t-test analysis for the total mean scores resulted in a t-statistic of 2.54, which exceeded both one-tail and two-tail critical values, indicating statistical significance (p = .001). When the factors of the SPICE-R2 were analyzed separately, only the Roles (t Stat=4.08, p =.0001) and Outcomes (t Stat=3.13, p = .002) were statistically significant. The item ‘I understand the roles of other health professionals’ showed the most improvement from a mean score for all students of 3.76 (pretest) to 4.46 (posttest). The significant improvement in students' attitudes toward interprofessional teams suggests that the unique integration of OT and CHD students in the COPE program effectively develops a better understanding of the collaborative roles necessary for holistic client care. These results support the importance of IPE through structured, engaging interprofessional experiences. These experiences are essential for enhancing students' readiness for collaborative practice and align with accreditation standards requiring interprofessional education in OT and CHD programs to prepare practitioners for team-based care. The findings contribute to the growing body of evidence supporting the integration of IPE in behavioral healthcare curricula to improve holistic client care and encourage students to engage in collaborative practice across healthcare settings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=behavioral%20healthcare" title="behavioral healthcare">behavioral healthcare</a>, <a href="https://publications.waset.org/abstracts/search?q=counseling%20education" title=" counseling education"> counseling education</a>, <a href="https://publications.waset.org/abstracts/search?q=interprofessional%20education" title=" interprofessional education"> interprofessional education</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health%20education" title=" mental health education"> mental health education</a>, <a href="https://publications.waset.org/abstracts/search?q=occupational%20therapy%20education" title=" occupational therapy education"> occupational therapy education</a> </p> <a href="https://publications.waset.org/abstracts/186548/unique-interprofessional-mental-health-education-model-a-prepost-survey" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186548.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">39</span> </span> </div> </div> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th 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