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disadvantaged students</title> <meta name="description" content="Search results for: socially disadvantaged students"> <meta name="keywords" content="socially disadvantaged students"> <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> 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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="socially disadvantaged students"> <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> 6634</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: socially disadvantaged students</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6604</span> Promoting Early Learning of Children under Five Years in an Economically Disadvantaged Community in Sri Lanka through Health Promotion Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Najith%20Duminda%20Galmangoda%20Guruge">Najith Duminda Galmangoda Guruge</a>, <a href="https://publications.waset.org/abstracts/search?q=Nadeeka%20Rathnayake"> Nadeeka Rathnayake</a>, <a href="https://publications.waset.org/abstracts/search?q=Vinodani%20Wimalasena"> Vinodani Wimalasena</a>, <a href="https://publications.waset.org/abstracts/search?q=Dinesha%20Wijesooriya"> Dinesha Wijesooriya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Investing in Early Learning can improve children’ interests for education and makes them ready for school. Children in economically disadvantaged communities may have reduced readiness for schools. Health Promotion approach enables communities including disadvantaged to control over their health. Mothers of children under the age five in ‘Alapathwewa’ community (n=40) were selected as the sample with the aim to promote early learning of children to improve their school readiness. Mothers in ‘Morakeewa’ community (n=40) were the control. Interventions were for a period of 2 years and children of these mothers were followed up to school entry. Importance of early learning and possibility of providing quality learning environments for children at a low cost was discussed with mothers in an experimental setting by facilitators. Mothers were enabled to make age-appropriate baby rooms which provide learning opportunities. Collective community playhouses and play areas were developed by mothers to provide opportunities for children to interact and learn with each other. Mothers started discussing with each other and sharing experiences. The progress was monitored by mothers at regular intervals. Data regarding school competencies of children were obtained from school teachers. School teachers measured thirteen competencies of children on a scale of ‘very good, good, moderate and weak’. All children in the experimental group were in ‘very good’ level in two competencies, ‘communicate friendly with others’ and ‘express ideas well’. Children in the experimental group reported a significantly higher achievement of all thirteen competencies (p < .05) than children in control. Providing quality early learning environments for children even in economically disadvantaged settings makes them ready for schools. Through a Health Promotion approach, early learning experiences for children can be provided at a low cost. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disadvantaged" title="disadvantaged">disadvantaged</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20learning" title=" early learning"> early learning</a>, <a href="https://publications.waset.org/abstracts/search?q=economically" title=" economically"> economically</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20promotion" title=" health promotion"> health promotion</a> </p> <a href="https://publications.waset.org/abstracts/93097/promoting-early-learning-of-children-under-five-years-in-an-economically-disadvantaged-community-in-sri-lanka-through-health-promotion-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93097.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">258</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">6603</span> Ways of Life of Undergraduate Students Based On Sufficiency Economy Philosophy in Suan Sunandha Rajabhat University </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Phusit%20Phukamchanoad">Phusit Phukamchanoad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to analyse the application of sufficiency economy in students’ ways of life on campus at Suan Sunandha Rajabhat University. Data was gathered through 394 questionnaires. The study results found that the majority of students were confident that “where there’s a will, there’s a way.” Overall, the students applied the sufficiency economy at a great level, along with being people who do not exploit others, were satisfied with living their lives moderately, according to the sufficiency economy. Importance was also given to kindness and generosity. Importantly, students were happy with living according to their individual circumstances and status at the present. They saw the importance of joint life planning, self-development, and self-dependence, always learning to be satisfied with “adequate”. As for their practices and ways of life, socially relational activities rated highly, especially initiation activities for underclassmen at the university and the seniority system, which are suitable for activities on campus. Furthermore, the students knew how to build a career and find supplemental income, knew how to earnestly work according to convention to finish work, and preferred to study elective subjects which directly benefit career-wise. The students’ application of sufficiency economy philosophy principles depended on their lives in their hometowns. The students from the provinces regularly applied sufficiency economy philosophy to their lives, for example, by being frugal, steadfast, determined, avoiding negligence, and making economical spending plans; more so than the students from the capital. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=application%20of%20sufficiency%20economy%20philosophy" title="application of sufficiency economy philosophy">application of sufficiency economy philosophy</a>, <a href="https://publications.waset.org/abstracts/search?q=way%20of%20living" title=" way of living"> way of living</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20students" title=" undergraduate students"> undergraduate students</a>, <a href="https://publications.waset.org/abstracts/search?q=spending%20plan" title=" spending plan"> spending plan</a> </p> <a href="https://publications.waset.org/abstracts/11222/ways-of-life-of-undergraduate-students-based-on-sufficiency-economy-philosophy-in-suan-sunandha-rajabhat-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11222.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">213</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">6602</span> The Association between Corporate Social Responsibility Disclosure, Assurance, and Tax Aggressiveness: Evidence from Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eko%20Budi%20Santoso">Eko Budi Santoso</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is a growing interest in Corporate Social Responsibility (CSR) issues in developing countries such as Indonesia. Firms disclose their CSR activities, and some provide assurance to gain recognition as socially responsible firms. However, several of those socially responsible firms involve in tax scandals and raise a question of whether CSR disclosure is used to disguise firm misconduct or as a reflection of socially responsible firms. Specifically, whether firms engage in CSR disclosure and its assurance also responsible for their tax matters. This study examines the association between CSR disclosure and tax aggressiveness and the role of sustainability reporting assurance to the association. This research develops a modified index according to global reporting initiatives to measure CSR disclosure and various measurement for tax aggressiveness. Using a sample of Indonesian go public companies issued CSR disclosure, the empirical result shows that there is an association between CSR disclosure and tax aggressiveness. In addition, results also indicate sustainability reporting assurance moderate those association. The findings suggest that stakeholder in developing countries should examine carefully firms with active CSR disclosure before label it as socially responsible firms. JEL Classification: M14 <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CSR%20disclosure" title="CSR disclosure">CSR disclosure</a>, <a href="https://publications.waset.org/abstracts/search?q=tax%20aggressiveness" title=" tax aggressiveness"> tax aggressiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=assurance" title=" assurance"> assurance</a>, <a href="https://publications.waset.org/abstracts/search?q=business%20ethics" title=" business ethics"> business ethics</a> </p> <a href="https://publications.waset.org/abstracts/111465/the-association-between-corporate-social-responsibility-disclosure-assurance-and-tax-aggressiveness-evidence-from-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/111465.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">139</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">6601</span> Study on Evaluating the Utilization of Social Media Tools (SMT) in Collaborative Learning Case Study: Faculty of Medicine, King Khalid University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vasanthi%20Muniasamy">Vasanthi Muniasamy</a>, <a href="https://publications.waset.org/abstracts/search?q=Intisar%20Magboul%20Ejalani"> Intisar Magboul Ejalani</a>, <a href="https://publications.waset.org/abstracts/search?q=M.Anandhavalli"> M.Anandhavalli</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Gauthaman"> K. Gauthaman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social Media (SM) are websites increasingly popular and built to allow people to express themselves and to interact socially with others. Most SMT are dominated by youth particularly college students. The proliferation of popular social media tools, which can accessed from any communication devices has become pervasive in the lives of today’s student life. Connecting traditional education to social media tools are a relatively new era and any collaborative tool could be used for learning activities. This study focuses (i) how the social media tools are useful for the learning activities of the students of faculty of medicine in King Khalid University (ii) whether the social media affects the collaborative learning with interaction among students, among course instructor, their engagement, perceived ease of use and perceived ease of usefulness (TAM) (iii) overall, the students satisfy with this collaborative learning through Social media. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20media" title="social media">social media</a>, <a href="https://publications.waset.org/abstracts/search?q=Web%202.0" title=" Web 2.0"> Web 2.0</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20ease%20of%20use" title=" perceived ease of use"> perceived ease of use</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20usefulness" title=" perceived usefulness"> perceived usefulness</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20Learning" title=" collaborative Learning"> collaborative Learning</a> </p> <a href="https://publications.waset.org/abstracts/19256/study-on-evaluating-the-utilization-of-social-media-tools-smt-in-collaborative-learning-case-study-faculty-of-medicine-king-khalid-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19256.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">508</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">6600</span> SLIITBOT: Design of a Socially Assistive Robot for SLIIT</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chandimal%20Jayawardena">Chandimal Jayawardena</a>, <a href="https://publications.waset.org/abstracts/search?q=Ridmal%20Mendis"> Ridmal Mendis</a>, <a href="https://publications.waset.org/abstracts/search?q=Manoji%20Tennakoon"> Manoji Tennakoon</a>, <a href="https://publications.waset.org/abstracts/search?q=Theekshana%20Wijayathilaka"> Theekshana Wijayathilaka</a>, <a href="https://publications.waset.org/abstracts/search?q=Randima%20Marasinghe"> Randima Marasinghe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research paper defines the research area of the implementation of the socially assistive robot (SLIITBOT). It consists of the overall process implemented within the robot’s system and limitations, along with a literature survey. This project considers developing a socially assistive robot called SLIITBOT that will interact using its voice outputs and graphical user interface with people within the university and benefit them with updates and tasks. The robot will be able to detect a person when he/she enters the room, navigate towards the position the human is standing, welcome and greet the particular person with a simple conversation using its voice, introduce the services through its voice, and provide the person with services through an electronic input via an app while guiding the person with voice outputs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=application" title="application">application</a>, <a href="https://publications.waset.org/abstracts/search?q=detection" title=" detection"> detection</a>, <a href="https://publications.waset.org/abstracts/search?q=dialogue" title=" dialogue"> dialogue</a>, <a href="https://publications.waset.org/abstracts/search?q=navigation" title=" navigation"> navigation</a> </p> <a href="https://publications.waset.org/abstracts/132967/sliitbot-design-of-a-socially-assistive-robot-for-sliit" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132967.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">169</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6599</span> Interior Design Pedagogy in the 21st Century: Personalised Design Process</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Roba%20Zakariah%20Shaheen">Roba Zakariah Shaheen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the 21st-century Interior, design pedagogy has developed rapidly due to social and economical factors. Socially, this paper presents research findings that shows a significant relationship between educators and students in interior design education. It shows that students’ personal traits, design process, and thinking process are significantly interrelated. Constructively, this paper presented how personal traits can guide educators in the interior design education domain to develop students’ thinking process. In the same time, it demonstrated how students should use their own personal traits to create their own design process. Constructivism was the theory underneath this research, as it supports the grounded theory, which is the methodological approach of this research. Moreover, Mayer’s Briggs Type Indicator strategy was used to investigate the personality traits scientifically, as a psychological strategy that related to cognitive ability. Conclusions from this research strongly recommends that educators and students should utilize their personal traits to foster interior design education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interior%20design" title="interior design">interior design</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=constructivism" title=" constructivism"> constructivism</a>, <a href="https://publications.waset.org/abstracts/search?q=grounded%20theory" title=" grounded theory"> grounded theory</a>, <a href="https://publications.waset.org/abstracts/search?q=personality%20traits" title=" personality traits"> personality traits</a>, <a href="https://publications.waset.org/abstracts/search?q=creativity" title=" creativity"> creativity</a> </p> <a href="https://publications.waset.org/abstracts/139918/interior-design-pedagogy-in-the-21st-century-personalised-design-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139918.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">207</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">6598</span> Detection and Tracking for the Protection of the Elderly and Socially Vulnerable People in the Video Surveillance System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mobarok%20Hossain%20Bhuyain">Mobarok Hossain Bhuyain</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Video surveillance processing has attracted various security fields transforming it into one of the leading research fields. Today's demand for detection and tracking of human mobility for security is very useful for human security, such as in crowded areas. Accordingly, video surveillance technology has seen a rapid advancement in recent years, with algorithms analyzing the behavior of people under surveillance automatically. The main motivation of this research focuses on the detection and tracking of the elderly and socially vulnerable people in crowded areas. Degenerate people are a major health concern, especially for elderly people and socially vulnerable people. One major disadvantage of video surveillance is the need for continuous monitoring, especially in crowded areas. To assist the security monitoring live surveillance video, image processing, and artificial intelligence methods can be used to automatically send warning signals to the monitoring officers about elderly people and socially vulnerable people. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=human%20detection" title="human detection">human detection</a>, <a href="https://publications.waset.org/abstracts/search?q=target%20tracking" title=" target tracking"> target tracking</a>, <a href="https://publications.waset.org/abstracts/search?q=neural%20network" title=" neural network"> neural network</a>, <a href="https://publications.waset.org/abstracts/search?q=particle%20filter" title=" particle filter"> particle filter</a> </p> <a href="https://publications.waset.org/abstracts/131472/detection-and-tracking-for-the-protection-of-the-elderly-and-socially-vulnerable-people-in-the-video-surveillance-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131472.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">166</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">6597</span> Temperament as a Success Determinant in Formative Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=George%20Fomunyam%20Kehdinga">George Fomunyam Kehdinga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Assessment is a vital part of the educational process, and formative assessment is a way of ensuring that higher education achieves the desired effects. Different factors influence how students perform in assessments in general, and formative assessment in particular and temperament is one of such determining factors. This paper which is a qualitative case study of four universities in four different countries examines how the temperamental make up of students either empowers them to perform excellently in formative assessment or incapacitates their performance. These four universities were chosen from Cameroon, South Africa, United Kingdom and the United States of America and three students were chosen from each institution, six of which were undergraduate student and six postgraduate students. Data in this paper was generated through qualitative interviews and document analyses which was preceded by a temperament test. From the data generated, it was discovered that cholerics who are natural leaders, hence do not struggle to express themselves often perform excellently in formative assessment while sanguines on the other hand who are also extroverts like cholerics perform relatively well. Phlegmatics and melancholics performed averagely and poorly respectively in formative assessment because they are naturally prone to fear and hate such activities because they like keeping to themselves. The paper, therefore, suggest that temperament is a success determinant in formative assessment. It also proposes that lecturers need and understanding of temperaments to be able to fully administer formative assessment in the lecturer room. It also suggests that assessment should be balance in the classroom so that some students because of their temperamental make-up are not naturally disadvantaged while others are performing excellently. Lastly, the paper suggests that since formative assessment is a process of generating data, it should be contextualised or given and individualised approach so as to ensure that trustworthy data is generated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=temperament" title="temperament">temperament</a>, <a href="https://publications.waset.org/abstracts/search?q=formative%20assessment" title=" formative assessment"> formative assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20success" title=" academic success"> academic success</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/53666/temperament-as-a-success-determinant-in-formative-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53666.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">248</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6596</span> Creative Applications for Socially Assistive Robots to Support Mental Health: A Patient-Centered Feasibility Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andreas%20Kornmaaler%20Hansen">Andreas Kornmaaler Hansen</a>, <a href="https://publications.waset.org/abstracts/search?q=Carlos%20Gomez%20Cubero"> Carlos Gomez Cubero</a>, <a href="https://publications.waset.org/abstracts/search?q=Elizabeth%20Jochum"> Elizabeth Jochum</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of the arts in therapy and rehabilitation is well established, and there is growing recognition of the value of the arts for improving health and well-being across diverse populations. Combining arts with socially assistive robots is a relatively under-explored research area. This paper presents the results of a feasibility study conducted within an existing arts and health program to scope the possibility of combining visual arts with socially assistive robots to promote mental health and well-being. Using a participatory research design with participant-led perspectives, we present the results of our feasibility study with a collaborative drawing robot among an adult population with mild to severe mental illness. We identify key methodological challenges and advantages of working with participatory and human-centered approaches. Based on the results of three pilot workshops with participants and lay health workers, we outline suggestions for authentic engagement with real stakeholders toward the development of socially assistive robots in community health contexts. Working closely with a patient population at all levels of the research process is key for developing tools and interventions that center patient experience and priorities while minimizing the risks of alienating patients and communities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=arts%20and%20health" title="arts and health">arts and health</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20art" title=" visual art"> visual art</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20promotion" title=" health promotion"> health promotion</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=collaborative%20robots" title=" collaborative robots"> collaborative robots</a>, <a href="https://publications.waset.org/abstracts/search?q=creativity" title=" creativity"> creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=socially%20assistive%20robots" title=" socially assistive robots"> socially assistive robots</a> </p> <a href="https://publications.waset.org/abstracts/177950/creative-applications-for-socially-assistive-robots-to-support-mental-health-a-patient-centered-feasibility-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177950.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">64</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">6595</span> Social Awareness and Praxical Knowledge</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=F.%20Saptouw">F. Saptouw</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20Reddy"> L. Reddy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Tertiary institutions are often faced with a challenge when incorporating social awareness into course content. The information campaigns in the media often alienate the viewers and the knowledge is not readily assimilated into the students’ consciousness. This paper will present a discussion of the results of collaborative teaching projects run by the Michaelis School of fine art and the HIV/AIDS, Inclusivity and Change Unit (HAICU) at the University of Cape Town. In these projects the artistic process is employed to generate ‘praxical knowledge’ in the student body about socially relevant issues like HIV-AIDS, Gender-Based Violence (GBV) and sexual identity, specifically LGBTQI. The combination of lectures, group discussions and the creative process has been a very successful way to disseminate information amongst the student population. Evidence of the project’s success will be provided by referencing interviews, focus groups as well as surveys done with the participants. This paper will conclude by arguing for the positive role of practice-led research in developing a socially conscious public. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=art" title="art">art</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=HIV-AIDS" title=" HIV-AIDS"> HIV-AIDS</a>, <a href="https://publications.waset.org/abstracts/search?q=practice-led%20research" title=" practice-led research "> practice-led research </a> </p> <a href="https://publications.waset.org/abstracts/25656/social-awareness-and-praxical-knowledge" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25656.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">319</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">6594</span> Learning on the Go: Practicing Vocabulary with Mobile Apps</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shoba%20Bandi-Rao">Shoba Bandi-Rao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The lack of college readiness is one of the major contributors to low graduation rates at community colleges, especially among educationally and financially disadvantaged students. About 45% of underprepared high school graduates are required to complete ‘remedial’ reading/writing courses before they can begin taking college-level courses. Mobile apps present ‘bite-size’ learning materials that can be useful for practicing certain literacy skills, such as vocabulary learning. The convenience of mobile phones is ideal for a majority of students at community colleges who hold full or part-time jobs. Mobile apps allow students to learn during small ‘chunks’ of time available to them outside of the class—during subway commute, between classes, etc. Learning with mobile apps is a relatively new area in research, and their effectiveness for learning new words has been inconclusive. Using Mishra & Koehler’s TPCK theoretical framework, this study explored the effectiveness of the mobile app (Quizlet) for learning one hundred common college-level words in ‘remedial’ writing class over one semester. Each week, before coming to class, students studied a list of 10-15 words presented in context within sentences. Students came across these words in the article they read in class making their learning more meaningful. A pre and post-test measured the number of words students knew, learned and remembered. Statistical analysis shows that students performed better by 41% on the post-test indicating that the mobile app was helpful for learning words. Students also completed a short survey each week that sought to determine the amount of time students spent on the vocabulary app. A positive correlation was found between the amount of time spent on the mobile app and the number of words learned. The goal of this research is to capitalize on the convenience of smartphones to (1) better prepare them for college-level course work, and (2) contribute to current literature on mobile learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mobile%20learning" title="mobile learning">mobile learning</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20learning" title=" vocabulary learning"> vocabulary learning</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy%20skills" title=" literacy skills"> literacy skills</a>, <a href="https://publications.waset.org/abstracts/search?q=Quizlet" title=" Quizlet"> Quizlet</a> </p> <a href="https://publications.waset.org/abstracts/56352/learning-on-the-go-practicing-vocabulary-with-mobile-apps" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56352.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">224</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">6593</span> The Hospitals Residents Problem with Bounded Length Preference List under Social Stability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ashish%20Shrivastava">Ashish Shrivastava</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Pandu%20Rangan"> C. Pandu Rangan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we consider The Hospitals Residents problem with Social Stability (HRSS), where hospitals and residents can communicate only through the underlying social network. Those residents and hospitals which don not have any social connection between them can not communicate and hence they cannot be a social blocking pair with respect to a socially stable matching in an instance of hospitals residents problem with social stability. In large scale matching like NRMP or Scottish medical matching scheme etc. where set of agents, as well as length of preference lists, are very large, social stability is a useful notion in which members of a blocking pair could block a matching if and only if they know the existence of each other. Thus the notion of social stability in hospitals residents problem allows us to increase the cardinality of the matching without taking care of those blocking pairs which are not socially connected to each other. We know that finding a maximum cardinality socially stable matching, in an instance, of HRSS is NP-hard. This motivates us to solve this problem with bounded length preference lists on one side. In this paper, we have presented a polynomial time algorithm to compute maximum cardinality socially stable matching in a HRSS instance where residents can give at most two length and hospitals can give unbounded length preference list. Preference lists of residents and hospitals will be strict in nature. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=matching%20under%20preference" title="matching under preference">matching under preference</a>, <a href="https://publications.waset.org/abstracts/search?q=socially%20stable%20matching" title=" socially stable matching"> socially stable matching</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20hospital%20residents%20problem" title=" the hospital residents problem"> the hospital residents problem</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20stable%20marriage%20problem" title=" the stable marriage problem"> the stable marriage problem</a> </p> <a href="https://publications.waset.org/abstracts/57888/the-hospitals-residents-problem-with-bounded-length-preference-list-under-social-stability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57888.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">6592</span> Gifted Disadvantage in Education Safety Net: A Reality Check: A Case Study From India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jyoti%20Sharma">Jyoti Sharma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although notion of giftedness is a reality, yet it swings along the pendulum of equality and excellence. At times, nurturance of gifted abilities becomes a struggle of better catchment of resources and facilities. Those from affluent setup are blessed with better support system whereas gifted children from disadvantaged group suffer from submissive upbringing. In developing countries like India, with diverse demographic profiles, socio-cultural diversity and economic disparity, the very concept of equality in education face severe challenge. The present paper presents the dichotomy of ideology of equality and excellence in education practices. It highlights the need of wider vision, better policy making and decentralized implementation services to allow gifted children to enjoy what they are; dream what they can be; and promote what they will be. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gifted" title="gifted">gifted</a>, <a href="https://publications.waset.org/abstracts/search?q=disadvantaged" title=" disadvantaged"> disadvantaged</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20safety%20net" title=" education safety net"> education safety net</a>, <a href="https://publications.waset.org/abstracts/search?q=India" title=" India"> India</a> </p> <a href="https://publications.waset.org/abstracts/18074/gifted-disadvantage-in-education-safety-net-a-reality-check-a-case-study-from-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18074.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">528</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">6591</span> Biculturalism and Educational Success: The Case of the Social Justice High School in Chicago, Illinois, USA</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=L.%20Tizzi">L. Tizzi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this contribution is to present the experience of the U.S. secondary school Social Justice High School (SoJo), part of the larger Campus of Little Village Lawndale High School (LVLHS) located in Chicago, Illinois (USA). This experience can be considered a concrete application of the principles of the educational perspective known, in the United States, as Social Justice Education, aimed at ensuring quality education and educational success for students from disadvantaged groups, particularly those characterized by “biculturalism”, i.e. students with a dual cultural and linguistic background. The contribution will retrace the historical and social events that led to the birth of the SoJo, explaining the principles and methods used by the school to achieve its objectives and giving also some statistical data. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=biculturalism" title="biculturalism">biculturalism</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20success" title=" educational success"> educational success</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20justice%20education" title=" social justice education"> social justice education</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20justice%20high%20school" title=" social justice high school"> social justice high school</a> </p> <a href="https://publications.waset.org/abstracts/55813/biculturalism-and-educational-success-the-case-of-the-social-justice-high-school-in-chicago-illinois-usa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55813.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">206</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">6590</span> Self-Regulation in Socially Rejected Pupils</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Karla%20Hrbackova">Karla Hrbackova</a>, <a href="https://publications.waset.org/abstracts/search?q=Irena%20Balaban%20Cakirpaloglu"> Irena Balaban Cakirpaloglu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper is a report on self-regulation in socially rejected pupils. A certain form of social rejection can be found in almost every class within the school environment. Research shows that due to social rejection mechanisms supporting the individual´s effort of reintegration into the group are not triggered. Paradoxically the opposite tendency arises, i.e., an increase in selfish and defeating behaviour. The link between peer exposure and self-regulation is likely to vary as a function of a type and quality of peer interaction (e.g., rejection or acceptance). The paper aims to clarify the level of self-regulation related to interpersonal cognitive problem-solving within the process of social rejection in a school class. The research was done on a sample of 1,133 upper-primary school pupils using the Means-Ends Problem Solving technique (MEPS) and peer sociometric nomination. The results showed that the level of self-regulated skills is related to the status of social rejection. Socially rejected pupils achieve lower levels of self-regulation than other classmates. We found deficiency in the regulation of behaviour, emotions and the regulation of will in the peer rejected pupils with the exception of cognitive regulation in which no differences were detected between socially rejected pupils and other classmates. The results have implications for early prevention and intervention efforts to foster adaptive self-regulation and reduce the risk of later social rejection. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interpersonal%20cognitive%20problem-solving" title="interpersonal cognitive problem-solving">interpersonal cognitive problem-solving</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=socially%20rejected%20pupils" title=" socially rejected pupils"> socially rejected pupils</a>, <a href="https://publications.waset.org/abstracts/search?q=upper-primary%20school%20pupils" title=" upper-primary school pupils"> upper-primary school pupils</a> </p> <a href="https://publications.waset.org/abstracts/94311/self-regulation-in-socially-rejected-pupils" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94311.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">170</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">6589</span> Association between Appearance Schemas and Personality</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Berta%20Rodrigues%20Maia">Berta Rodrigues Maia</a>, <a href="https://publications.waset.org/abstracts/search?q=Mariana%20Marques"> Mariana Marques</a>, <a href="https://publications.waset.org/abstracts/search?q=Frederica%20Carvalho"> Frederica Carvalho</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Personality traits play is related to many forms of psychological distress, such as body dissatisfaction. Aim: To explore the associations between appearance schemas and personality traits. Method: 494 Portuguese university students (80.2% females, and 99.2% single), with a mean age of 20.17 years old (SD = 1.77; range: 18-20), filled in the appearance schemas inventory-revised, the NEO personality inventory (a Portuguese short version), and the composite multidimensional perfectionism scale. Results: An independent-samples t-test was conducted to compare the scores in appearance schemas by sex, with a significant difference being found in self-evaluation salience scores [females (M = 37.99, SD = 7.82); males (M = 35.36, SD = 6.60); t (489) = -3.052, p = .002]. Finally, there was no significant difference in motivational salience scores, by sex [females (M = 27.67, SD = 4.84); males (M = 26.70, SD = 4.99); t (489) = -1.748, p = .081]. Having conducted correlations separately, by sex, self-evaluation salience was positively correlated with concern over mistakes (r = .27), doubts about actions (r = .35), and socially prescribed perfectionism (r = .23). moreover, for females, self-evaluation salience was positively correlated with concern over mistakes (r = .34), personal standards (r = .25), doubts about actions (r = .33), parental expectations (r = .24), parental criticism (r = .24), organization (r = .11), socially prescribed perfectionism (r = .31), self-oriented perfectionism (r = .32), and neuroticism (r = .33). concerning motivational salience, in the total sample (not separately, by sex), this scale/dimension significantly correlated with conscientiousness (r = . 18), personal standards (r = .23), socially prescribed perfectionism (r = . 10), and self-oriented perfectionism (r = .29). All correlations were significant at a level of significance of 0.01 (2-tailed), except for socially prescribed perfectionism. All the other correlations (with neuroticism, extroversion, openness, agreeableness, concern over mistakes, doubts about actions, parental expectations, and parental criticism) were not significant. Conclusions: Females seem to value more their self-appearance than males, and, in females, the salience of appearance in life seems to be associated with maladaptive perfectionism, as well as with adaptive perfectionism. In males, the salience of appearance was only related to adaptive perfectionism. These results seem to show that males are more concerned with their own standards regarding appearance, while for females, other's standards are also relevant. In females, the level of the salience of appearance in life seems to relate to the experience of feelings, such as anxiety and depression (neuroticism). The motivation to improve appearance seemed to be particularly related, in both sexes, to adaptive perfectionism (in a general way concerning more the personal standards). Longitudinal studies are needed to clarify the causality of the results. Acknowledgment: This study was carried out under the strategic project of the Centre for Philosophical and Humanistic Studies (CEFH) UID/FIL/00683/2019, funded by the Fundação para a Ciência e a Tecnologia (FCT). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=appearance%20schemas" title="appearance schemas">appearance schemas</a>, <a href="https://publications.waset.org/abstracts/search?q=personality%20traits" title=" personality traits"> personality traits</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20students" title=" university students"> university students</a>, <a href="https://publications.waset.org/abstracts/search?q=sex" title=" sex"> sex</a> </p> <a href="https://publications.waset.org/abstracts/125029/association-between-appearance-schemas-and-personality" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/125029.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">129</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6588</span> Pressure Sensitive v/s Pressure Resistance Institutional Investors towards Socially Responsible Investment Behavior: Evidence from Malaysia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Talha">Mohammad Talha</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdullah%20Sallehhuddin%20Abdullah%20Salim"> Abdullah Sallehhuddin Abdullah Salim</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdul%20Aziz%20Abdul%20Jalil"> Abdul Aziz Abdul Jalil</a>, <a href="https://publications.waset.org/abstracts/search?q=Norzarina%20Md%20Yatim"> Norzarina Md Yatim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The significant contribution of institutional investors across the globe in socially responsible investment (SRI) is well-documented in the literature. Nevertheless, how the SRI behavior of pressure-resistant, pressure-sensitive and pressure-indeterminate institutional investors remain unexplored extensively. This study examines the moderating effect of institutional investors towards socially responsible investment behavior in the context of emerging economies. This study involved 229 institutional investors in Malaysia. A total of 1,145 questionnaires were distributed. Out of these, 308 (130 pressure sensitive institutional investors and 178 pressure resistant institutional investors), representing a usable rate of 26.9 per cent, were found fit for data analysis. Utilizing multi-group analysis via AMOS, this study found evidence for the presence of moderating effect by a type of institutional investor topology in socially responsible investment behavior. At intentional level, it established that type of institutional investor was a significant moderator in the relationship between subjective norms, and caring ethical climate with intention among pressure-resistant institutional investors, as well as between perceived behavioral controls with intention among pressure-sensitive institutional investors. At the behavioral level, the results evidenced that there was only a significant moderating effect between intention and socially responsible investment behavior among pressure-resistant institutional investors. The outcomes are expected to benefit policy makers, regulators, and market participants in order to leap forward SRI growth in developing economies. Nevertheless, the outcomes are limited to a few factors, and it is believed that future studies shall address those limitations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=socially%20responsible%20investment" title="socially responsible investment">socially responsible investment</a>, <a href="https://publications.waset.org/abstracts/search?q=behavior" title=" behavior"> behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=pressure%20sensitive%20investors" title=" pressure sensitive investors"> pressure sensitive investors</a>, <a href="https://publications.waset.org/abstracts/search?q=pressure%20insensitive%20investors" title=" pressure insensitive investors"> pressure insensitive investors</a>, <a href="https://publications.waset.org/abstracts/search?q=Institutional%20Investment%20Malaysia" title=" Institutional Investment Malaysia"> Institutional Investment Malaysia</a> </p> <a href="https://publications.waset.org/abstracts/79600/pressure-sensitive-vs-pressure-resistance-institutional-investors-towards-socially-responsible-investment-behavior-evidence-from-malaysia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79600.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">6587</span> Supporting 'vulnerable' Students to Complete Their Studies During the Economic Crisis in Greece: The Umbrella Program of International Hellenic University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rigas%20Kotsakis">Rigas Kotsakis</a>, <a href="https://publications.waset.org/abstracts/search?q=Nikolaos%20Tsigilis"> Nikolaos Tsigilis</a>, <a href="https://publications.waset.org/abstracts/search?q=Vasilis%20Grammatikopoulos"> Vasilis Grammatikopoulos</a>, <a href="https://publications.waset.org/abstracts/search?q=Evridiki%20Zachopoulou"> Evridiki Zachopoulou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> During the last decade, Greece has faced an unprecedented financial crisis, affecting various aspects and functionalities of Higher Education. Besides the restricted funding of academic institutions, the students and their families encountered economical difficulties that undoubtedly influenced the effective completion of their studies. In this context, a fairly large number of students in Alexander campus of International Hellenic University (IHU) delay, interrupt, or even abandon their studies, especially when they come from low-income families, belong to sensitive social or special needs groups, they have different cultural origins, etc. For this reason, a European project, named “Umbrella”, was initiated aiming at providing the necessary psychological support and counseling, especially to disadvantaged students, towards the completion of their studies. To this end, a network of various academic members (academic staff and students) from IHU, namely iMentor, were implicated in different roles. Specifically, experienced academic staff trained students to serve as intermediate links for the integration and educational support of students that fall into the aforementioned sensitive social groups and face problems for the completion of their studies. The main idea of the project is held upon its person-centered character, which facilitates direct student-to-student communication without the intervention of the teaching staff. The backbone of the iMentors network are senior students that face no problem in their academic life and volunteered for this project. It should be noted that there is a provision from the Umbrella structure for substantial and ethical rewards for their engagement. In this context, a well-defined, stringent methodology was implemented for the evaluation of the extent of the problem in IHU and the detection of the profile of the “candidate” disadvantaged students. The first phase included two steps, (a) data collection and (b) data cleansing/ preprocessing. The first step involved the data collection process from the Secretary Services of all Schools in IHU, from 1980 to 2019, which resulted in 96.418 records. The data set included the School name, the semester of studies, a student enrolling criteria, the nationality, the graduation year or the current, up-to-date academic state (still studying, delayed, dropped off, etc.). The second step of the employed methodology involved the data cleansing/preprocessing because of the existence of “noisy” data, missing and erroneous values, etc. Furthermore, several assumptions and grouping actions were imposed to achieve data homogeneity and an easy-to-interpret subsequent statistical analysis. Specifically, the duration of 40 years recording was limited to the last 15 years (2004-2019). In 2004 the Greek Technological Institutions were evolved into Higher Education Universities, leading into a stable and unified frame of graduate studies. In addition, the data concerning active students were excluded from the analysis since the initial processing effort was focused on the detection of factors/variables that differentiated graduate and deleted students. The final working dataset included 21.432 records with only two categories of students, those that have a degree and those who abandoned their studies. Findings of the first phase are presented across faculties and further discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title="higher education">higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20support" title=" students support"> students support</a>, <a href="https://publications.waset.org/abstracts/search?q=economic%20crisis" title=" economic crisis"> economic crisis</a>, <a href="https://publications.waset.org/abstracts/search?q=mentoring" title=" mentoring"> mentoring</a> </p> <a href="https://publications.waset.org/abstracts/130989/supporting-vulnerable-students-to-complete-their-studies-during-the-economic-crisis-in-greece-the-umbrella-program-of-international-hellenic-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130989.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">115</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">6586</span> The Effect of Affirmative Action in Private Schools on Education Expenditure in India: A Quasi-Experimental Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Athira%20Vinod">Athira Vinod</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Under the Right to Education Act (2009), the Indian government introduced an affirmative action policy aimed at the reservation of seats in private schools at the entry-level and free primary education for children from lower socio-economic backgrounds. Using exogenous variation in the status of being in a lower social category (disadvantaged groups) and the year of starting school, this study investigates the effect of exposure to the policy on the expenditure on private education. It employs a difference-in-difference strategy with the help of repeated cross-sectional household data from the National Sample Survey (NSS) of India. It also exploits regional variation in exposure by combining the household data with administrative data on schools from the District Information System for Education (DISE). The study compares the outcome across two age cohorts of disadvantaged groups, starting school at different times, that is, before and after the policy. Regional variation in exposure is proxied with a measure of enrolment rate under the policy, calculated at the district level. The study finds that exposure to the policy led to an average reduction in annual private school fees of ₹223. Similarly, a 5% increase in the rate of enrolment under the policy in a district was associated with a reduction in annual private school fees of ₹240. Furthermore, there was a larger effect of the policy among households with a higher demand for private education. However, the effect is not due to fees waived through direct enrolment under the policy but rather an increase in the supply of low-fee private schools in India. The study finds that after the policy, 79,870 more private schools entered the market due to an increased demand for private education. The new schools, on average, charged a lower fee than existing schools and had a higher enrolment of children exposed to the policy. Additionally, the district-level variation in the enrolment under the policy was very strongly correlated with the entry of new schools, which not only charged a low fee but also had a higher enrolment under the policy. Results suggest that few disadvantaged children were admitted directly under the policy, but many were attending private schools, which were largely low-fee. This implies that disadvantaged households were willing to pay a lower fee to secure a place in a private school even if they did not receive a free place under the policy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=affirmative%20action" title="affirmative action">affirmative action</a>, <a href="https://publications.waset.org/abstracts/search?q=disadvantaged%20groups" title=" disadvantaged groups"> disadvantaged groups</a>, <a href="https://publications.waset.org/abstracts/search?q=private%20schools" title=" private schools"> private schools</a>, <a href="https://publications.waset.org/abstracts/search?q=right%20to%20education%20act" title=" right to education act"> right to education act</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20fees" title=" school fees"> school fees</a> </p> <a href="https://publications.waset.org/abstracts/151271/the-effect-of-affirmative-action-in-private-schools-on-education-expenditure-in-india-a-quasi-experimental-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151271.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">116</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">6585</span> Teachers’ Education in Brazil: A Case Study on Students’ Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Priscila%20A.%20M.%20Rodrigues">Priscila A. M. Rodrigues</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Brazil, higher education is usually offered in three parts of the day: in the morning, afternoon and evening. Students have to decide what part of the day they are going to study in the application process. Most of the admitted students who choose to study in the evening also work during the day, because of their financial conditions. Brazilian higher education courses in the evening were initially created to meet the demand for teacher training. These teacher-training courses are socially discredited and considered easily accessible in the country, mostly due to the fact that students who enroll for those courses come from very poor basic education. The research has analyzed the differences between the social profiles and studying conditions of students of teacher education, especially the training intended for would-be elementary education teachers. An investigation has been conducted with these undergraduate students, who were divided into a group of those who study both in the morning and in the afternoon (group 1) and a group of those who study in the evening (group 2). The hypothesis predicted that students in group 1 would perform better than students in group 2. The analysis of training and studying conditions departed from the point of view of students and their teachers. The hypothesis predicted that students in group 1 would perform better than students in group 2. The analysis of training and studying conditions departed from the point of view of students and their teachers. Data was collected from survey, qualitative interviews, field observation and reports from students. Sociological concepts of habitus, cultural capital, trajectories and strategies are essential for this study as well as the literature on quality of higher education. The research revealed that there are differences of studying conditions between group 1 and group 2, precisely when it comes to the university atmosphere, that is to say, academic support resources and enrichment activities which promote educational, cultural and social opportunities, for example conferences, events, scholarships of different types, etc. In order to counteract the effects of their poor educational performance, students who generally come from popular strata require conditions of greater dedication and investment in higher education, which most of them do not have. Despite the considerable difficulties that students in group 2 encounter in their academic experience, the university experience per se brings a gain for the lives of these students, which translates into the expansion of their capital structure – i.e. symbolic, cultural and educational capital – with repercussions on their social trajectory, especially in professional conditions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title="higher education">higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education%20students%E2%80%99%20performance" title=" higher education students’ performance"> higher education students’ performance</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20higher%20education" title=" quality of higher education"> quality of higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%E2%80%99s%20education" title=" teacher’s education"> teacher’s education</a> </p> <a href="https://publications.waset.org/abstracts/40695/teachers-education-in-brazil-a-case-study-on-students-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40695.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">6584</span> Educating Empathy: Combining Active Listening and Moral Discovery to Facilitate Prosocial Connection</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Erika%20Price">Erika Price</a>, <a href="https://publications.waset.org/abstracts/search?q=Lisa%20Johnson"> Lisa Johnson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cognitive and dispositional empathy is decreasing among students worldwide, particularly those at university. This paper looks at the effects of encouraging empathetic positioning in divisive topics by teaching listening skills and moral discovery to university students. Two groups of university students were given the assignment to interview individuals they disagreed with on social issues (e.g. abortion, gun control, legalization of drugs, involvement in Ukraine, etc.). One group completed the assignment with no other instruction. The second group completed the assignment after receiving instruction in active listening and Jonathan Haidt’s theory of moral foundations in politics. Results show that when students are given both active listening techniques and awareness of moral foundations, they are significantly more likely to have socially positive interactions with those they disagree with on issues as compared to those who listen passively to ideological opponents. As students interacted with those they disagreed with, they evidenced prosocial behaviors of acknowledgement, validation, and even commonalities with their opponents’ viewpoints, signifying a heartening trend of empathetic connection that is waning in students. The research suggests that empathy is a skill that can be nurtured by active listening but that it is more fully cultivated when paired with the concept of moral foundations underpinning political ideologies. These findings shed light on how to create more effective pedagogies for social and emotional learning, as well as inclusion. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=empathy" title="empathy">empathy</a>, <a href="https://publications.waset.org/abstracts/search?q=listening%20skills" title=" listening skills"> listening skills</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20discovery" title=" moral discovery"> moral discovery</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=prosocial%20behavior" title=" prosocial behavior"> prosocial behavior</a> </p> <a href="https://publications.waset.org/abstracts/173825/educating-empathy-combining-active-listening-and-moral-discovery-to-facilitate-prosocial-connection" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173825.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">68</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">6583</span> A Study of Gender Awareness among College Students in Delhi </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shailly%20Kumar">Shailly Kumar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Gender is a social construction resulting in defining roles and responsibilities to carried out according to masculine and feminine traits. The main aim of the study was to explore gender awareness among college going students of Delhi. The objectives of studies were to find out (i) the understanding of term gender and roles and responsibilities associated with male and female as masculine and feminine traits in our society. (ii)Gender images representing the attributes and characteristics attached to particular gender. (iii) Gender discrimination prevailing among girls and boys in our society. (iv)Gender stereotypes resulting in gendering with respect to religion, culture, family and media. The sample of study consisted of 100 undergraduate college girl students. The findings of study stated that the students had this understanding that sex is a natural phenomenon and gender is socially constructed. Gender defines the roles and responsibilities among two sexes. On a gender image students concluded that males are represented as a powerful members of society showing physical strength and violence, force and society gave the power to men oppress and subjugate women in society that's why women are treated inferior and given secondary position in society. On gender discrimination, girl students stated that they faced discrimination at all level such as family, media ,education, workplace etc .There is strong prevailing gender stereotypes among girls and boys with respect to religious practices, choice of career ,preference of child etc. This study concluded that students were aware of gendered practices in various domains of life. The study helped to interpret the notions and perceptions of students towards gendering of social spaces and in their lives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gender" title="gender">gender</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20awareness" title=" gender awareness"> gender awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20role" title=" gender role"> gender role</a>, <a href="https://publications.waset.org/abstracts/search?q=masculinity%20and%20feminity" title=" masculinity and feminity"> masculinity and feminity</a> </p> <a href="https://publications.waset.org/abstracts/73479/a-study-of-gender-awareness-among-college-students-in-delhi" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73479.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">430</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">6582</span> The Engagement of Students with Learning Disabilities in Regular Public Primary School in Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Costrie%20Ganes%20Widayanti">Costrie Ganes Widayanti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning Disabilities (LDs) are less understood by the Indonesia’s educational practitioners. As a result, students with LDs are at risk of being outcast from the learning process that requires participation, which potentially disconnects them academically and socially. Its objective is to raise the voice of students with LDs regarding their engagement in the classroom. This research is conducted in two urban regular public primary schools in Indonesia. The study uses an ethnographic case study research design, which explores the views and experiences of four (4) students with LDs. The data were collected using participant observations and interviews. The preliminary findings highlighted two areas: 1) the stigmatization about LDs; and 2) perceived membership. Having LDs was a barrier to fully engage in the academic and social life. Interestingly, they were more likely dependent on each other for support as limited assistance was offered by teachers and peers. Their peers did not take a keen interest in helping them when they found difficulties with the assignments. Furthermore, due to their low academic performance, they were not in favor of being nominated as a group member. In a situation that required them to do a group assignment, they were not expected to give a contribution, positioning themselves as incompatible. These findings indicated that such practices legitimate the hegemony of the superior over those who are powerless and left behind. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=engagement" title="engagement">engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=experiences" title=" experiences"> experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20disability" title=" learning disability"> learning disability</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative%20design" title=" qualitative design"> qualitative design</a> </p> <a href="https://publications.waset.org/abstracts/83759/the-engagement-of-students-with-learning-disabilities-in-regular-public-primary-school-in-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83759.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">6581</span> Learning from Inclusive Education of Exceptional and Normal Children in Primary School for Architectural Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20Pastraporn">T. Pastraporn</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Panida"> J. Panida</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Gasamapong"> P. Gasamapong</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Jintana"> N. Jintana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study of inclusive educational environment of exceptional and normal children at the regional centre for special education aimed to establish guidelines for creating an environment for inclusive education. Buildings utilization of thirty-five elementary schools providing inclusive educational program in Bangkok were analyzed to study the following aspects: 1) The environment of exceptional and normal students’ inclusive classes at the regional centre for special education 2) The patterns of the environment suited to the exceptional and normal students’ inclusive classes 3) Environmental management policies for the inclusive classes of exceptional and normal students. Information was gathered from surveys, observations, questionnaires, document analysis, interviews, and non-experimental research. The findings showed that the usable spaces in school buildings were designated to enhance the three kinds of social learning experience: 1) Support class control 2) Help developing students’ personality consisting of physical, verbal and emotional expressions that are socially accepted 3) Recognition and learning, which are needed for the increasing of learning experience, were caused by having an interaction with the environment. Thus, the school buildings’ space designation positively affected the environmental management of exceptional and normal students’ inclusive classes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20environment" title="learning environment">learning environment</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title=" inclusive education"> inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20buildings" title=" school buildings"> school buildings</a>, <a href="https://publications.waset.org/abstracts/search?q=exceptional%20and%20normal%20children" title=" exceptional and normal children"> exceptional and normal children</a> </p> <a href="https://publications.waset.org/abstracts/39823/learning-from-inclusive-education-of-exceptional-and-normal-children-in-primary-school-for-architectural-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39823.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">331</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">6580</span> Who Save for Children’s Future Education in China: A Research Note</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jin%20Huang">Jin Huang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research shows that asset-building policies have positive financial and non-financial impacts on children and families. To promote the development of asset-building policies for children in China, it is important to understand the current status of family savings for children. We use the data from the 2016 China Family Panel Studies and show only 16% of families have savings designated for children’s future education. Families with advantaged socioeconomic backgrounds are more likely to save and also save more for their children than their counterparts with disadvantaged backgrounds. Without large-scale and progressive policy interventions, families with disadvantaged backgrounds are less likely to build assets for children. Policy and practice implications for family social workers are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assets" title="assets">assets</a>, <a href="https://publications.waset.org/abstracts/search?q=asset%20building" title=" asset building"> asset building</a>, <a href="https://publications.waset.org/abstracts/search?q=child" title=" child"> child</a>, <a href="https://publications.waset.org/abstracts/search?q=china" title=" china"> china</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=family" title=" family"> family</a>, <a href="https://publications.waset.org/abstracts/search?q=savings" title=" savings"> savings</a> </p> <a href="https://publications.waset.org/abstracts/161538/who-save-for-childrens-future-education-in-china-a-research-note" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161538.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">85</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6579</span> Gender Cultural Scripts and Career Choices</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Caroline%20Hoorn">Caroline Hoorn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Post-matriculants in disadvantaged communities such as Douglas encounter a number of career challenges. The transition to the democratic dispensation in 1994, coupled with the rapid changes in the information domain that are characteristic of post-industrial life, complicate the career development trajectories of disadvantaged youth. The career development stories and experiences of disadvantaged youth in provinces such as the Northern Cape have not been told, leading to their marginalisation. It is against this background that the study explored the gendered dimensions of career development narratives, experiences, and choices of post-matriculants in the Douglas community in the Northern Cape. Using a qualitative, narrative approach, the researcher elicited career development stories from 23 participants in Douglas using semi-structured interviews. Two main themes were highlighted through the narratives; (1) willingness to challenge the traditional male dominated career script (2) breaking gender barriers. The study showed that gender did not have any influence on the career choices of the post-matriculants. The perceptions around career choices and gender were being challenged partly by the urge to affirm equality and the constant reminder of the poverty-stricken conditions prevalent in the households. A preferred gender is not required to be attached to the fulfilment of outcomes in a knowledge-based economy. Thus, it is not an issue of gender or masculinity but knowledge and skills. Furthermore, the study revealed that the career choices being considered are still the traditionally stereotypical careers like nursing, teaching, and social work, which demonstrates a lack of information to a broader pool of career options to select from. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=career%20development" title="career development">career development</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=narratives" title=" narratives"> narratives</a>, <a href="https://publications.waset.org/abstracts/search?q=post-matriculants" title=" post-matriculants"> post-matriculants</a> </p> <a href="https://publications.waset.org/abstracts/159795/gender-cultural-scripts-and-career-choices" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159795.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">101</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">6578</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">6577</span> The Effect of Values on Social Innovativeness in Nursing and Medical Faculty Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bet%C3%BCl%20s%C3%B6nmez">Betül sönmez</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatma%20%20Azizo%C4%9Flu"> Fatma Azizoğlu</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Bilge%20Hap%C3%A7%C4%B1o%C4%9Flu"> S. Bilge Hapçıoğlu</a>, <a href="https://publications.waset.org/abstracts/search?q=Aytolan%20%20Y%C4%B1ld%C4%B1r%C4%B1m"> Aytolan Yıldırım</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Social innovativeness contains the procurement of a sustainable benefit for a number of problems from working conditions to education, social development, health, and from environmental control to climate change, as well as the development of new social productions and services. Objectives: This study was conducted to determine the correlation between the social innovation tendency of nursing and medical faculty students and value types. Methods and participants: The population of this correlational study consisted of third-year students studying at a medical faculty and a nursing faculty in a public university in Istanbul. Ethics committee approval and permission from the school administrations were obtained in order to conduct the study and voluntary participation of the students in the study was ensured. 524 questionnaires were obtained with a total return rate of 57.1% (65.0% in nurse student and 52.1% in physic students). The data of the study were collected by using the Portrait Values Questionnaire and a questionnaire containing the Social Innovativeness Scale. Results: The effect of the subscale scores of Portrait Values Questionnaire on the total score of Social Innovativeness Scale was 26.6%. In the model where a significance was determined (F=37.566; p<0.01), the highest effect was observed in the subscale of universalism. The effect of subscale scores obtained from the Portrait Values Questionnaire, as well as age, gender and number of siblings was 25% on the Social Innovativeness in nursing students and 30.8% in medical faculty students. In both models where a significance was determined (p<0.01), the nursing students had the values of power, universalism and kindness, whereas the medical faculty students had the values of self-direction, stimulation, hedonism and universalism showed the highest effect in both models. Conclusions: Universalism is the value with the highest effect upon the social innovativeness in both groups, which is an expected result by the nature of professions. The effect of the values of independent thinking and self-direction, as well as openness to change involving quest for innovation (stimulation), which are observed in medical faculty students, also supports the literature of innovative behavior. These results are thought to guide educators and administrators in terms of developing socially innovative behaviors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20innovativeness" title="social innovativeness">social innovativeness</a>, <a href="https://publications.waset.org/abstracts/search?q=portrait%20values%20questionnaire" title=" portrait values questionnaire"> portrait values questionnaire</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20students" title=" nursing students"> nursing students</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20faculty%20students" title=" medical faculty students"> medical faculty students</a> </p> <a href="https://publications.waset.org/abstracts/68491/the-effect-of-values-on-social-innovativeness-in-nursing-and-medical-faculty-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68491.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">321</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">6576</span> The Effect of the Enterprises Being Classified as Socially Responsible on Their Stock Returns</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chih-Hsiang%20Chang">Chih-Hsiang Chang</a>, <a href="https://publications.waset.org/abstracts/search?q=Chia-Ching%20Tsai"> Chia-Ching Tsai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study is to examine the stock price effect of the enterprises being classified as socially responsible. We explore the stock price response to the announcement that an enterprise is selected for the Taiwan Corporate Sustainability Awards. Empirical results indicate that the announcements of the Taiwan Corporate Sustainability Awards provide useful informational content to stock market. We find the evidence of insignificantly positive short-term and significantly positive long-term price reaction to the enterprises being classified as socially responsible. This study concludes that investors in the Taiwan stock market tend to view an enterprise being selected for the Taiwan Corporate Sustainability Awards as one with superior quality and long-term price potential. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corporate%20social%20responsibility" title="corporate social responsibility">corporate social responsibility</a>, <a href="https://publications.waset.org/abstracts/search?q=stock%20price%20effect" title=" stock price effect"> stock price effect</a>, <a href="https://publications.waset.org/abstracts/search?q=Taiwan%20stock%20market" title=" Taiwan stock market"> Taiwan stock market</a>, <a href="https://publications.waset.org/abstracts/search?q=investments" title=" investments"> investments</a> </p> <a href="https://publications.waset.org/abstracts/97842/the-effect-of-the-enterprises-being-classified-as-socially-responsible-on-their-stock-returns" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97842.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">154</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6575</span> Rediscovering English for Academic Purposes in the Context of the UN’s Sustainable Developmental Goals</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sally%20Abu%20Sabaa">Sally Abu Sabaa</a>, <a href="https://publications.waset.org/abstracts/search?q=Lindsey%20Gutt"> Lindsey Gutt</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In an attempt to use education as a way of raising a socially responsible and engaged global citizen, the YU-Bridge program, the largest and fastest pathway program of its kind in North America, has embarked on the journey of integrating general themes from the UN’s sustainable developmental goals (SDGs) in its English for Academic Purposes (EAP) curriculum. The purpose of this initiative was to redefine the general philosophy of education in the middle of a pandemic and align with York University’s University Academic Plan that was released in summer 2020 framed around the SDGs. The YUB program attracts international students from all over the world but mainly from China, and its goal is to enable students to achieve the minimum language requirement to join their undergraduate courses at York University. However, along with measuring outcomes, objectives, and the students’ GPA, instructors and academics are always seeking innovation of the YUB curriculum to adapt to the ever growing challenges of academics in the university context, in order to focus more on subject matter that students will be exposed to in their undergraduate studies. However, with the sudden change that has happened globally with the advance of the COVID-19 pandemic, and other natural disasters like the increase in forest fires and floods, rethinking the philosophy and goal of education was a must. Accordingly, the SDGs became the solid pillars upon which we, academics and administrators of the program, could build a new curriculum and shift our perspective from simply ESL education to education with moral and ethical goals. The preliminary implementation of this initiative was supported by an institutional-wide consultation with EAP instructors who have diverse experiences, disciplines, and interests. Along with brainstorming sessions and mini-pilot projects preceding the integration of the SDGs in the YUB-EAP curriculum, those meetings led to creating a general outline of a curriculum and an assessment framework that has the SDGs at its core with the medium of ESL used for language instruction. Accordingly, a community of knowledge exchange was spontaneously created and facilitated by instructors. This has led to knowledge, resources, and teaching pedagogies being shared and examined further. In addition, experiences and reactions of students are being shared, leading to constructive discussions about opportunities and challenges with the integration of the SDGs. The discussions have branched out to discussions about cultural and political barriers along with a thirst for knowledge and engagement, which has resulted in increased engagement not only on the part of the students but the instructors as well. Later in the program, two surveys will be conducted: one for the students and one for the instructors to measure the level of engagement of each in this initiative as well as to elicit suggestions for further development. This paper will describe this fundamental step into using ESL methodology as a mode of disseminating essential ethical and socially correct knowledge for all learners in the 21st Century, the students’ reactions, and the teachers’ involvement and reflections. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EAP" title="EAP">EAP</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum" title=" curriculum"> curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20citizen" title=" global citizen"> global citizen</a> </p> <a href="https://publications.waset.org/abstracts/130615/rediscovering-english-for-academic-purposes-in-the-context-of-the-uns-sustainable-developmental-goals" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130615.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">184</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=socially%20disadvantaged%20students&page=1" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=socially%20disadvantaged%20students&page=1">1</a></li> <li class="page-item active"><span class="page-link">2</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=socially%20disadvantaged%20students&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=socially%20disadvantaged%20students&page=4">4</a></li> <li class="page-item"><a class="page-link" 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