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An</title> <meta name="description" content="Search results for: Ah Young An"> <meta name="keywords" content="Ah Young An"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" 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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="Ah Young An"> <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> 2310</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Ah Young An</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2280</span> A Multicriteria Model for Sustainable Management in Agriculture</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Basil%20Manos">Basil Manos</a>, <a href="https://publications.waset.org/abstracts/search?q=Thomas%20Bournaris"> Thomas Bournaris</a>, <a href="https://publications.waset.org/abstracts/search?q=Christina%20Moulogianni"> Christina Moulogianni</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The European agricultural policy supports all member states to apply agricultural development plans for the development of their agricultural sectors. A specific measure of the agricultural development plans refers to young people in order to enter into the agricultural sector. This measure helps the participating young farmers in achieving maximum efficiency, using methods and environmentally friendly practices, by altering their farm plans. This study applies a Multicriteria Mathematical Programming (MCDA) model for the young farmers to find farm plans that achieve the maximum gross margin and the minimum environmental impacts (less use of fertilizers and irrigation water). The analysis was made in the region of Central Macedonia, Greece, among young farmers who have participated in the “Setting up Young Farmers” measure during 2007-2010. The analysis includes the implementation of the MCDA model for the farm plans optimization and the comparison of selected environmental indicators with those of the existent situation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multicriteria" title="multicriteria">multicriteria</a>, <a href="https://publications.waset.org/abstracts/search?q=optimum%20farm%20plans" title=" optimum farm plans"> optimum farm plans</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20impacts" title=" environmental impacts"> environmental impacts</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20management" title=" sustainable management"> sustainable management</a> </p> <a href="https://publications.waset.org/abstracts/3653/a-multicriteria-model-for-sustainable-management-in-agriculture" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3653.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">340</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">2279</span> Youth and Radicalization: Main Causes Who Lead Young People to Radicalize in a Context with Background of Radicalization</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zineb%20Emrane">Zineb Emrane</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This abstract addresses the issue of radicalization of young people in a context with background of radicalization, in North of Morocco, 5 terrorist of Madrid's Attacts on 11th March, were coming from this context. It were developed a study pilot that describing young people perception about the main causes that lead and motivate for radicalization. Whenever we talk about this topic, we obtain information from studies and investigations by specialists in field, but we don’t give voice to the protagonists who in many cases are victims, specifically, young people at social risk because of social factors. Extremist radicalization is an expanding phenomenon, that affect young people, in north of Morocco. They live in a context with radical background and at risk of social exclusion, their social, economic and familiar needs make them vulnerable. The extremist groups take advantage of this vulnerability to involve them in a process of radicalization, offering them an alternative environment where they can found all they are looking for. This study pilot approaches the main causes that lead and motivates young people to become radicals, analyzing their context with emphasis on influencing factors, and bearing in mind the analysis of young people about how the radical background affect them and their opinion this phenomenon. The pilot study was carried out through the following actions: - Group dynamics with young people to analyze the process of violent radicalization of young people. -A participatory workshop with members of organizations that work directly with young people at risk of radicalization. -Interviews with institutional managers -Participant observation. The implementation of actions has led to the conclusion that young people define violent radicalization as a sequential process, depending on the stage, it can be deconstructed. Young people recognize that they stop feeling belonging to their family, school and neighborhood when they see behavior contrary to what they consider good and evil. The emotional rupture and the search for references outside their circle, push them to sympathize with groups that have an extremist ideology and that offer them what they need. The radicalization is a process with different stages, the main causes and the factors which lead young people to use extremist violence are related their low level of belonging feeling to their context, and lack of critical thinking about important issues. The young people are in a vulnerable stage, searching their identity, a space in which they can be accepted, and when they don't find it they are easily manipulated and susceptible to being attracted by extremist groups. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=exclusion" title="exclusion">exclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=radicalization" title=" radicalization"> radicalization</a>, <a href="https://publications.waset.org/abstracts/search?q=vulnerability" title=" vulnerability"> vulnerability</a>, <a href="https://publications.waset.org/abstracts/search?q=youth" title=" youth"> youth</a> </p> <a href="https://publications.waset.org/abstracts/93180/youth-and-radicalization-main-causes-who-lead-young-people-to-radicalize-in-a-context-with-background-of-radicalization" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93180.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">163</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2278</span> Questioning the Relationship Between Young People and Fake News Through Their Use of Social Media</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marion%20Billard">Marion Billard</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper will focus on the question of the real relationship between young people and fake news. Fake news is one of today’s main issues in the world of information and communication. Social media and its democratization helped to spread false information. According to traditional beliefs, young people are more inclined to believe what they read through social media. But, the individuals concerned, think that they are more inclined to make a distinction between real and fake news. This phenomenon is due to their use of the internet and social media from an early age. During the 2016 and 2017 French and American presidential campaigns, the term fake news was in the mouth of the entire world and became a real issue in the field of information. While young people were informing themselves with newspapers or television until the beginning of the ’90s, Gen Z (meaning people born between 1997 and 2010), has always been immersed in this world of fast communication. They know how to use social media from a young age and the internet has no secret for them. Today, despite the sporadic use of traditional media, young people tend to turn to their smartphones and social networks such as Instagram or Twitter to stay abreast of the latest news. The growth of social media information led to an “ambient journalism”, giving access to an endless quantity of information. Waking up in the morning, young people will see little posts with short texts supplying the essential of the news, without, for the most, many details. As a result, impressionable people are not able to do a distinction between real media, and “junk news” or Fake News. This massive use of social media is probably explained by the inability of the youngsters to find connections between the communication of the traditional media and what they are living. The question arises if this over-confidence of the young people in their ability to distinguish between accurate and fake news would not make it more difficult for them to examine critically the information. Their relationship with media and fake news is more complex than popular opinion. Today’s young people are not the master in the quest for information, nor inherently the most impressionable public on social media. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fake%20news" title="fake news">fake news</a>, <a href="https://publications.waset.org/abstracts/search?q=youngsters" title=" youngsters"> youngsters</a>, <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=information" title=" information"> information</a>, <a href="https://publications.waset.org/abstracts/search?q=generation" title=" generation"> generation</a> </p> <a href="https://publications.waset.org/abstracts/144465/questioning-the-relationship-between-young-people-and-fake-news-through-their-use-of-social-media" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144465.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">161</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">2277</span> Young Children’s Use of Representations in Problem Solving </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kamariah%20Abu%20Bakar">Kamariah Abu Bakar</a>, <a href="https://publications.waset.org/abstracts/search?q=Jennifer%20Way"> Jennifer Way</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated how young children (six years old) constructed and used representations in mathematics classroom; particularly in problem solving. The purpose of this study is to explore the ways children used representations in solving addition problems and to determine whether their representations can play a supportive role in understanding the problem situation and solving them correctly. Data collection includes observations, children’s artifact, photographs and conversation with children during task completion. The results revealed that children were able to construct and use various representations in solving problems. However, they have certain preferences in generating representations to support their problem solving. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=young%20children" title="young children">young children</a>, <a href="https://publications.waset.org/abstracts/search?q=representations" title=" representations"> representations</a>, <a href="https://publications.waset.org/abstracts/search?q=addition" title=" addition"> addition</a>, <a href="https://publications.waset.org/abstracts/search?q=problem%20solving" title=" problem solving"> problem solving</a> </p> <a href="https://publications.waset.org/abstracts/40756/young-childrens-use-of-representations-in-problem-solving" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40756.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">461</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">2276</span> Motivational Strategies for Young Learners in Distance Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saziye%20Darendeli">Saziye Darendeli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Motivation has a significant impact on a second/foreign language learning process, so it plays a vital role while achieving the learning goal. As it is defined by Simon (1967, p. 29), motivation is “a goal terminating mechanism, permitting goals to be processed serially.”AccordingtoSimon, if a learning goal is activated and enough attention is given, the learner starts learning. In connection with this view, the more attention is given on a subject, and the more activation takes place on it, the quicker learning will occur. Moreover, today almost every teacher is familiar with the term “distance education” regardless of their student's age group. As it is stated by Visser (2002), when compared to the traditional classrooms, in distance education, the rate and success of language learningdecreasesandone of the most essential reasons is that motivating students in distance education contexts, in which interaction is lower, is much more challenging than face-to-face training especially with young learners(Lim& Kim, 2003). Besides, there are limited numbers of studies conducted on motivational strategies for young learners in distance education contexts since we have been experiencing full time the online schooling process recently, yet online teaching seems to be permanent in our lives with the new technological era. Therefore, there appears to be a need for various strategies to motivate young learners in distance education, and the current study aims to find out the strategies that young learners’ teachers use to increase their students’ motivation level in distance education. To achieve this aim, a qualitative research approach and a phenomenological method with an interpretive design will be used. The participants, who are teachers of young learners, will be interviewed using a structured interview format consisting of 7 questions. As the participants are young learners’teacherswhohavebeenexperiencingteaching online, exploring thestrategiesthattheyusetoincreasetheirstudents’ motivationlevelwillprovidesomesuggestionsaboutthemotivationalstrategiesforfuture online classes. Also, in this paper, I will move beyond the traditional classrooms that have face-to-face lessons and discuss the effective motivational strategies for young learners in distance education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motivation" title="motivation">motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title=" distance education"> distance education</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20learners" title=" young learners"> young learners</a>, <a href="https://publications.waset.org/abstracts/search?q=strategies" title=" strategies"> strategies</a> </p> <a href="https://publications.waset.org/abstracts/137247/motivational-strategies-for-young-learners-in-distance-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137247.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">191</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">2275</span> An Atomic Finite Element Model for Mechanical Properties of Graphene Sheets</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Win-Jin%20Chang">Win-Jin Chang</a>, <a href="https://publications.waset.org/abstracts/search?q=Haw-Long%20Lee"> Haw-Long Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Yu-Ching%20Yang"> Yu-Ching Yang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, we use the atomic-scale finite element method to investigate the mechanical behavior of the armchair- and zigzag-structured nanoporous graphene sheets with the clamped-free-free-free boundary condition under tension and shear loadings. The effect of porosity on Young’s modulus and shear modulus of nanoporous graphene sheets is obvious. For the armchair- and zigzag-structured nanoporous graphene sheets, Young’s modulus and shear modulus decreases with increasing porosity. Young’s modulus and shear modulus of zigzag graphene are larger than that of armchair one for the same porosity. The results are useful for application in the design of nanoporous graphene sheets. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=graphene" title="graphene">graphene</a>, <a href="https://publications.waset.org/abstracts/search?q=nanoporous" title=" nanoporous"> nanoporous</a>, <a href="https://publications.waset.org/abstracts/search?q=Young%27s%20modulus" title=" Young's modulus"> Young's modulus</a>, <a href="https://publications.waset.org/abstracts/search?q=shear%20modulus" title=" shear modulus"> shear modulus</a> </p> <a href="https://publications.waset.org/abstracts/65038/an-atomic-finite-element-model-for-mechanical-properties-of-graphene-sheets" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65038.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">397</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">2274</span> Gender Differences in the Prediction of Smartphone Use While Driving: Personal and Social Factors </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Erez%20Kita">Erez Kita</a>, <a href="https://publications.waset.org/abstracts/search?q=Gil%20Luria"> Gil Luria</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines gender as a boundary condition for the relationship between the psychological variable of mindfulness and the social variable of income with regards to the use of smartphones by young drivers. The use of smartphones while driving increases the likelihood of a car accident, endangering young drivers and other road users. The study sample included 186 young drivers who were legally permitted to drive without supervision. The subjects were first asked to complete questionnaires on mindfulness and income. Next, their smartphone use while driving was monitored over a one-month period. This study is unique as it used an objective smartphone monitoring application (rather than self-reporting) to count the number of times the young participants actually touched their smartphones while driving. The findings show that gender moderates the effects of social and personal factors (i.e., income and mindfulness) on the use of smartphones while driving. The pattern of moderation was similar for both social and personal factors. For men, mindfulness and income are negatively associated with the use of smartphones while driving. These factors are not related to the use of smartphones by women drivers. Mindfulness and income can be used to identify male populations that are at risk of using smartphones while driving. Interventions that improve mindfulness can be used to reduce the use of smartphones by male drivers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mindfulness" title="mindfulness">mindfulness</a>, <a href="https://publications.waset.org/abstracts/search?q=using%20smartphones%20while%20driving" title=" using smartphones while driving"> using smartphones while driving</a>, <a href="https://publications.waset.org/abstracts/search?q=income" title=" income"> income</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20drivers" title=" young drivers"> young drivers</a> </p> <a href="https://publications.waset.org/abstracts/118529/gender-differences-in-the-prediction-of-smartphone-use-while-driving-personal-and-social-factors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/118529.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">172</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">2273</span> Young Women in Residential Care: The Interplay between Dominant Narratives and Personal Stories</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20A.%20Marlow">M. A. Marlow</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20S%C3%B8rly"> R. Sørly</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20K.%20Kaatrakoski"> H. K. Kaatrakoski</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social work practice produces and circulates dominant narratives of young women in residential care. These stories are characterised by negative descriptions and hopelessness while dismissing the capabilities of narrative practice. This paper gives an account of how young women with histories in residential care can resist the dominant narratives. The analysis is based on a study of five young women aged 17 to 26 years old with different backgrounds and experiences with Norwegian residential care. The meaning of the context is analysed based on two interviews that were completed and one that was cancelled in the field. The contextual narrative analysis was oriented around the understanding of stories as performances and provided insight into a possible future storytelling practice in social work. The first author’s field notes are included as part of the data material in the analysis and provide a picture of important knowledge development related to stories and the value of being able to tell one’s own experiences. Faced with the dominant narratives that define young women with negative experiences with residential care, we provide a more contextualised understanding of storytelling as a possibility for positive change. To allow young women to create new stories from their lives, we, as both social workers and researchers, must be aware of what kinds of stories we relate to our own practices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=context%20analysis" title="context analysis">context analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=narrative%20research" title=" narrative research"> narrative research</a>, <a href="https://publications.waset.org/abstracts/search?q=rejection" title=" rejection"> rejection</a>, <a href="https://publications.waset.org/abstracts/search?q=residential%20care" title=" residential care"> residential care</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20work%20practice" title=" social work practice"> social work practice</a> </p> <a href="https://publications.waset.org/abstracts/156177/young-women-in-residential-care-the-interplay-between-dominant-narratives-and-personal-stories" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156177.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">88</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">2272</span> Empowering Rangatahi: Amplifying Youth Voices on Smartphone and Social Media Use in Aotearoa New Zealand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Melissa%20L%20Gould">Melissa L Gould</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The uptick in social media users during the COVID-19 lockdowns has accelerated concerns about cellphone addiction, cyberbullying, and exposure to harmful content, particularly mis- and disinformation and extremist content. The validity of these concerns is synthesized for media technologists to expose the strategies behind social media and search platform technology and explain why they restrict their children from using it. Banning cell phones in schools, increasing age limits on social media accounts, and putting warning labels on social media are some of the solutions proposed to protect young people from smartphones and social media. Largely missing from these conversations are the voices of young people (rangatahi). Instead, their lived experiences are being told and managed by adults. This presentation will outline my research that amplified the voices and lived experiences of young people by positioning them as experts. Using The Social Dilemma as a discussion prompt, the focus groups of rangatahi in Aotearoa, New Zealand, provide a space for young people to articulate their own lived experiences and respond to the dominant narratives on their generation's use of smartphones and 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=smart%20phones" title=" smart phones"> smart phones</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20people" title=" young people"> young people</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20dilemma" title=" social dilemma"> social dilemma</a> </p> <a href="https://publications.waset.org/abstracts/187441/empowering-rangatahi-amplifying-youth-voices-on-smartphone-and-social-media-use-in-aotearoa-new-zealand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187441.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">31</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">2271</span> The University of California at Los Angeles-Young Autism Project: A Systematic Review of Replication Studies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michael%20Nicolosi">Michael Nicolosi</a>, <a href="https://publications.waset.org/abstracts/search?q=Karola%20Dillenburger"> Karola Dillenburger</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The University of California at Los Angeles-Young Autism Project (UCLA-YAP) provides one of the best-known and most researched comprehensive applied behavior analysis-based intervention models for young children on the autism spectrum. This paper reports a systematic literature review of replication studies over more than 30 years. The data show that the relatively high-intensity UCLA-YAP model can be greatly beneficial for children on the autism spectrum, particularly with regard to their cognitive functioning and adaptive behavior. This review concludes that, while more research is always welcome, the impact of the UCLA-YAP model on autism interventions is justified by more than 30 years of outcome evidence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ABA" title="ABA">ABA</a>, <a href="https://publications.waset.org/abstracts/search?q=applied%20behavior%20analysis" title=" applied behavior analysis"> applied behavior analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=autism" title=" autism"> autism</a>, <a href="https://publications.waset.org/abstracts/search?q=California%20at%20Los%20Angeles%20Young%20Autism%20project" title=" California at Los Angeles Young Autism project"> California at Los Angeles Young Autism project</a>, <a href="https://publications.waset.org/abstracts/search?q=intervention" title=" intervention"> intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=Lovaas" title=" Lovaas"> Lovaas</a>, <a href="https://publications.waset.org/abstracts/search?q=UCLA-YAP" title=" UCLA-YAP"> UCLA-YAP</a> </p> <a href="https://publications.waset.org/abstracts/152727/the-university-of-california-at-los-angeles-young-autism-project-a-systematic-review-of-replication-studies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152727.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">103</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">2270</span> Effects of Sn and Al on Phase Stability and Mechanical Properties of Metastable Beta Ti Alloys</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yonosuke%20Murayama">Yonosuke Murayama</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We have developed and studied a metastable beta Ti alloy, which shows super-elasticity and low Young’s modulus according to the phase stability of its beta phase. The super-elasticity and low Young’s modulus are required in a wide range of applications in various industrial fields. For example, the metallic implant with low Young’s modulus and non-toxicity is desirable because the large difference of Young’s modulus between the human bone and the implant material may cause a stress-shielding phenomenon. We have investigated the role of Sn and Al in metastable beta Ti-Cr-Sn, Ti-Cr-Al, Ti-V-Sn, and Ti-V-Al alloys. The metastable beta Ti-Cr-Sn, Ti-Cr-Al, Ti-V-Sn, and Ti-V-Al alloys form during quenching from the beta field at high temperature. While Cr and V act as beta stabilizers, Sn and Al are considered as elements to suppress the athermal omega phase produced during quenching. The athermal omega phase degrades the properties of super-elasticity and Young’s modulus. Although Al and Sn as single elements are considered as an alpha stabilizer and neutral, respectively, Sn and Al acted also as beta stabilizers when added simultaneously with beta stabilized element of Cr or V in this experiment. The quenched microstructure of Ti-Cr-Sn, Ti-Cr-Al, Ti-V-Sn, and Ti-V-Al alloys shifts from martensitic structure to beta single-phase structure with increasing Cr or V. The Young’s modulus of Ti-Cr-Sn, Ti-Cr-Al, Ti-V-Sn, and Ti-V-Al alloys decreased and then increased with increasing Cr or V, each showing its own minimum value of Young's modulus respectively. The composition of the alloy with the minimum Young’s modulus is a near border composition where the quenched microstructure shifts from martensite to beta. The border composition of Ti-Cr-Sn and Ti-V-Sn alloys required only less amount of each beta stabilizer, Cr or V, than Ti-Cr-Al and Ti-V-Al alloys. This indicates that the effect of Sn as a beta stabilizer is stronger than Al. Sn and Al influenced the competitive relation between stress-induced martensitic transformation and slip deformation. Thus, super-elastic properties of metastable beta Ti-Cr-Sn, Ti-Cr-Al, Ti-V-Sn, and Ti-V-Al alloys varied depending on the alloyed element, Sn or Al. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=metastable%20beta%20Ti%20alloy" title="metastable beta Ti alloy">metastable beta Ti alloy</a>, <a href="https://publications.waset.org/abstracts/search?q=super-elasticity" title=" super-elasticity"> super-elasticity</a>, <a href="https://publications.waset.org/abstracts/search?q=low%20Young%E2%80%99s%20modulus" title=" low Young’s modulus"> low Young’s modulus</a>, <a href="https://publications.waset.org/abstracts/search?q=stress-induced%20martensitic%20transformation" title=" stress-induced martensitic transformation"> stress-induced martensitic transformation</a>, <a href="https://publications.waset.org/abstracts/search?q=beta%20stabilized%20element" title=" beta stabilized element"> beta stabilized element</a> </p> <a href="https://publications.waset.org/abstracts/123727/effects-of-sn-and-al-on-phase-stability-and-mechanical-properties-of-metastable-beta-ti-alloys" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/123727.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">146</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2269</span> Taiwanese Families' Perspectives: Promoting Foundations of Self-Determination Skills for Young Children with Special Needs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Szu-Yin%20Chu">Szu-Yin Chu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Self-determination has been particularly influential in obtaining a better quality of life through successful transition processes for students with disabilities. The development of self-determination through learning has raised attention at an early age. This study used a survey questionnaire to construct the understanding of the self-determination in Taiwan, learn the perspectives about the environmental and situational contexts where the respondents expect children to display self-determination skills in different cultures. Specifically, the research questions are: (a) What are Taiwanese families’ general perspectives about the development of foundations of self-determination for young children with special needs? and (b) how does families’ demographic background (i.e., income level, educational background) and child characteristics (i.e., age, emotional or behavior problems) impact Taiwanese families’ perspectives on the foundations of self-determination across three critical components (i.e., choice-making and problem-solving, self-regulation, and engagement) for young children with special needs? Data from 125 participants were gathered and analyzed. The findings suggested that Taiwanese families showed very positive attitudes toward promoting a foundation of self-determination for young children with special needs. Families’ income level and child’s severity of emotional/behavioral problems were two variables that were found to impact families’ views on their child’s foundational self-determination skills. Implications for future research and practice in supporting families to promote foundations of self-determination for young children with special needs will be provided. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disabilities" title="disabilities">disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=self-determination" title=" self-determination"> self-determination</a>, <a href="https://publications.waset.org/abstracts/search?q=Taiwan" title=" Taiwan"> Taiwan</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20children" title=" young children"> young children</a> </p> <a href="https://publications.waset.org/abstracts/76936/taiwanese-families-perspectives-promoting-foundations-of-self-determination-skills-for-young-children-with-special-needs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76936.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">301</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">2268</span> Participatory Planning of the III Young Sea Meeting: An Experience of the Young Albatroz Collective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Victor%20V.%20Ribeiro">Victor V. Ribeiro</a>, <a href="https://publications.waset.org/abstracts/search?q=Thais%20C.%20Lopes"> Thais C. Lopes</a>, <a href="https://publications.waset.org/abstracts/search?q=Rafael%20A.%20A.%20Monteiro"> Rafael A. A. Monteiro</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Albatroz, Baleia Jubarte, Coral Vivo, Golfinho Rotador and Tamar projects make up the Young Sea Network (YSN), part of the BIOMAR Network, which aims to integrate the environmental youths of the Brazilian coast. For this, three editions of the Young Sea Meeting (YSM) were performed. Seeking to stimulate belonging, self-knowledge, participation, autonomy and youth protagonism, the Albatroz Project hosted the III YSM, in Bertioga (SP), in April 2019 and aimed to collectively plan the meeting. Five pillars of Environmental Education were used: identity, community, dialogue, power to act and happiness, the OCA Method and the Young Educates Young; Young Chooses Young; and One Generation Learns from the Other principals. In December 2018, still in the II YSM, the participatory planning of the III YSM began. Two "representatives" of each group were voluntarily elected to facilitate joint decisions, propose, receive and communicate demands from their groups and coordinators. The Young Albatroz Collective (YAC) facilitated the organization process as a whole. The purpose of the meeting was collectively constructed, answering the following question: "What is the YSM for?". Only two of the five pairs of representatives responded. There was difficulty gathering the young people in each group, because it was the end of the year, with people traveling. Thus, due to the short planning time, the YAC built a pre-programming to be validated by the other groups, defining as the objective of the meeting the strengthening of youth protagonism within the YSN. In the planning process, the YAC held 20 meetings, with 60 hours of face-to-face work, in three months, and two technical visits to the headquarters of the III YSM. The participatory dynamics of consultation, when it occurred, required up to two weeks, evidencing the limits of participation. The project coordinations stated that they were not being included in the process by their young people. There is a need to work more to be able to aloud the participation, developing skills and understanding about its principles. This training must take place in an articulated way between the network, implying the important role of the five projects in jointly developing and implementing educator processes with this objective in a national dimension, but without forgetting the specificities of each young group. Finally, it is worth highlighting the great potential of the III YSM by stimulating the exercise of leading environmental youth in more than 50 young people from Brazilian coast, linked to the YSN, stimulating the learning and mobilization of young people in favor of coastal and marine conservation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marine%20Conservation" title="Marine Conservation">Marine Conservation</a>, <a href="https://publications.waset.org/abstracts/search?q=Environmental%20Education" title=" Environmental Education"> Environmental Education</a>, <a href="https://publications.waset.org/abstracts/search?q=Youth" title=" Youth"> Youth</a>, <a href="https://publications.waset.org/abstracts/search?q=Participation" title=" Participation"> Participation</a>, <a href="https://publications.waset.org/abstracts/search?q=Planning" title=" Planning"> Planning</a> </p> <a href="https://publications.waset.org/abstracts/120459/participatory-planning-of-the-iii-young-sea-meeting-an-experience-of-the-young-albatroz-collective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120459.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">2267</span> Live Concert Performances in Preschool: Requirements of a Successful Concert for Young Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mei-Ying%20Liao">Mei-Ying Liao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main purpose of this study was to examine the requirements of a successful concert for young children in preschool in Taiwan. This study reports a case study of a preschool’s experience which undertook ten concerts for young children. The main audiences were young children who were two to six years of age. The performers, including children’s family, amateurs and professional performers, were invited to perform music instruments or singing twice a week. The performers participated in these concerts separately, as a solo or ensemble performance. There were totally ten concerts. The structure of concert included the performance, musical activities, questions and answers, song requests, and exploration of instruments. Data collection included interviews with children, teachers and performers, concert observations, and footnotes. Results showed that the requirements of a successful and meaningful concert for young children were suggested to include concert preparation, concert, and post activities. The concert organizer, host and classroom teachers played vital roles for a successful concert. The organizer had to organize the programs and prepared for the concerts based on the needs and interests of their audience of young children, engage their attention and offer the potential to expand their musical worlds. The hosts had to build a bridge between performers and young children who had to know how they could delight and educate children. Concerts combined games, storytelling, instrument exploration and great music had great effects. Finally, the classroom teachers had to do the extension activities after the concerts so that the children will involve more and get more enthusiasm in concerts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=case%20study" title="case study">case study</a>, <a href="https://publications.waset.org/abstracts/search?q=concert" title=" concert"> concert</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20education" title=" music education"> music education</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a> </p> <a href="https://publications.waset.org/abstracts/65524/live-concert-performances-in-preschool-requirements-of-a-successful-concert-for-young-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65524.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">346</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">2266</span> Influence of Physical Properties on Estimation of Mechanical Strength of Limestone </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khaled%20Benyounes">Khaled Benyounes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Determination of the rock mechanical properties such as unconfined compressive strength UCS, Young’s modulus E, and tensile strength by the Brazilian test Rtb is considered to be the most important component in drilling and mining engineering project. Research related to establishing correlation between strength and physical parameters of rocks has always been of interest to mining and reservoir engineering. For this, many rock blocks of limestone were collected from the quarry located in Meftah(Algeria), the cores were crafted in the laboratory using a core drill. This work examines the relationships between mechanical properties and some physical properties of limestone. Many empirical equations are established between UCS and physical properties of limestone (such as dry bulk density, velocity of P-waves, dynamic Young’s modulus, alteration index, and total porosity). Others correlations UCS-tensile strength, dynamic Young’s modulus-static Young’s modulus have been find. Based on the Mohr-Coulomb failure criterion, we were able to establish mathematical relationships that will allow estimating the cohesion and internal friction angle from UCS and indirect tensile strength. Results from this study can be useful for mining industry for resolve range of geomechanical problems such as slope stability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=limestone" title="limestone">limestone</a>, <a href="https://publications.waset.org/abstracts/search?q=mechanical%20strength" title=" mechanical strength"> mechanical strength</a>, <a href="https://publications.waset.org/abstracts/search?q=Young%E2%80%99s%20modulus" title=" Young’s modulus"> Young’s modulus</a>, <a href="https://publications.waset.org/abstracts/search?q=porosity" title=" porosity"> porosity</a> </p> <a href="https://publications.waset.org/abstracts/16336/influence-of-physical-properties-on-estimation-of-mechanical-strength-of-limestone" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16336.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">454</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">2265</span> ‘The Guilt Complex’: Assessing the Guilt of Youth Returning From Terrorist Groups in the Narratives of Justice Presentation on the Methodological Opportunities and Concerns in Operational Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arpita%20Mitra">Arpita Mitra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research explores the concept of ‘guilt’ as understood in relation to children and young individuals associated with terrorist groups who are exiting these groups and returning to civilian lives (‘young returnees’). The study explores young returnees’ guilt – in its psychological, legal, and sociological manifestations and how it contributes to experiences of reintegration and justice administration. Streamlining it further, the research question on assessing guilt engages with young adults – between 18 and 30 years – who were part of a terrorist organization during their formative years and have returned to civilian life. Overall, the findings of the said research are intended to contribute first-hand operational research to criminological literature as well as transitional justice mechanisms with regard to narratives on truth, justice, reparations and institutional reform/guarantees of non-recurrence. Particularly for this paper, the focus of the paper shall be on one aspect of this research, that is, on the added value of conducting operational research and the methodological challenges encountered during this process with regard to informed consent, data protection, mental health and security considerations for the respondents and researcher. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=terrorism" title="terrorism">terrorism</a>, <a href="https://publications.waset.org/abstracts/search?q=reintegration" title=" reintegration"> reintegration</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20returnees" title=" young returnees"> young returnees</a>, <a href="https://publications.waset.org/abstracts/search?q=criminology" title=" criminology"> criminology</a> </p> <a href="https://publications.waset.org/abstracts/176246/the-guilt-complex-assessing-the-guilt-of-youth-returning-from-terrorist-groups-in-the-narratives-of-justice-presentation-on-the-methodological-opportunities-and-concerns-in-operational-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176246.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">59</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">2264</span> Relationship between Dynamic Balance and Explosive Leg Power in Young Female Gymnasts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Aleksic-Veljkovic">A. Aleksic-Veljkovic</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Herodek"> K. Herodek</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Bratic"> M. Bratic</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Mitic"> M. Mitic</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study was to investigate the relationship between variables of dynamic balance and countermovement jump in young, female gymnasts. A single-group design was used. Forty-seven young, female gymnasts (Mean±SD; age: 8-12 years, height: 42.88±10.38 cm, mass: 35.59±8.15 kg; body mass index: 17.18±1.62 kg/m2; training hours per week: 15-18 h/week) performed measurements of dynamic balance and countermovement jump with and without arm swing. Significant, but small to medium associations were observed between variables of balance and height of the jump in both protocols of the countermovement jump ranging from r = +0.313 to +0.426. No significant associations were observed between variables of dynamic balance and relative power and peak power of countermovement jump with or without arm swings. The data indicate that dynamic balance and leg power imply that balance and power are independent of each other and may have to be tested and trained complementarily in young gymnasts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artistic%20gymnastics" title="artistic gymnastics">artistic gymnastics</a>, <a href="https://publications.waset.org/abstracts/search?q=countermovement%20jump" title=" countermovement jump"> countermovement jump</a>, <a href="https://publications.waset.org/abstracts/search?q=jump%20height" title=" jump height"> jump height</a>, <a href="https://publications.waset.org/abstracts/search?q=testing" title=" testing"> testing</a> </p> <a href="https://publications.waset.org/abstracts/41548/relationship-between-dynamic-balance-and-explosive-leg-power-in-young-female-gymnasts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41548.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">394</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">2263</span> Adolescents’ and Young Adults’ Well-Being, Health, and Loneliness during the COVID-19 Pandemic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jessica%20Hemberg">Jessica Hemberg</a>, <a href="https://publications.waset.org/abstracts/search?q=Amanda%20Sundqvist"> Amanda Sundqvist</a>, <a href="https://publications.waset.org/abstracts/search?q=Yulia%20Korzhina"> Yulia Korzhina</a>, <a href="https://publications.waset.org/abstracts/search?q=Lillemor%20%C3%96stman"> Lillemor Östman</a>, <a href="https://publications.waset.org/abstracts/search?q=Sofia%20Gylfe"> Sofia Gylfe</a>, <a href="https://publications.waset.org/abstracts/search?q=Frida%20G%C3%A4dda"> Frida Gädda</a>, <a href="https://publications.waset.org/abstracts/search?q=Lisbet%20Nystr%C3%B6m"> Lisbet Nyström</a>, <a href="https://publications.waset.org/abstracts/search?q=Henrik%20Groundstroem"> Henrik Groundstroem</a>, <a href="https://publications.waset.org/abstracts/search?q=Pia%20Nyman-Kurkiala"> Pia Nyman-Kurkiala</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: There are large gaps in the literature on COVID-19 pandemic-related mental health outcomes and after-effects specific to adolescents and young adults. The study's aim was to explore adolescents’ and young adults’ experiences of well-being, health, and loneliness during the COVID-19 pandemic. Method: A qualitative exploratory design with qualitative content analysis was used. Twenty-three participants (aged 19-27; four men and 19 women) were interviewed. Results: Four themes emerged: Changed social networks – fewer and closer contacts, changed mental and physical health, increased physical and social loneliness, well-being, internal growth, and need for support. Conclusion: Adolescents’ and young adults’ experiences of well-being, health, and loneliness are subtle and complex. Participants experienced changed social networks, mental and physical health, and well-being. Also, internal growth, need for support, and increased loneliness were seen. Clear information on how to seek help and support from professionals should be made available. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescents" title="adolescents">adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19%20pandemic" title=" COVID-19 pandemic"> COVID-19 pandemic</a>, <a href="https://publications.waset.org/abstracts/search?q=health" title=" health"> health</a>, <a href="https://publications.waset.org/abstracts/search?q=interviews" title=" interviews"> interviews</a>, <a href="https://publications.waset.org/abstracts/search?q=loneliness" title=" loneliness"> loneliness</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative" title=" qualitative"> qualitative</a>, <a href="https://publications.waset.org/abstracts/search?q=well-being" title=" well-being"> well-being</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20adults" title=" young adults"> young adults</a> </p> <a href="https://publications.waset.org/abstracts/152575/adolescents-and-young-adults-well-being-health-and-loneliness-during-the-covid-19-pandemic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152575.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">97</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">2262</span> Physical and Mechanical Characterization of Limestone in the Quarry of Meftah (Algeria)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khaled%20Benyounes">Khaled Benyounes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Determination of the rock mechanical properties such as unconfined compressive strength UCS, Young’s modulus E, and tensile strength by the Brazilian test Rtb is considered to be the most important component in drilling and mining engineering project. Research related to establishing correlation between strength and physical parameters of rocks has always been of interest to mining and reservoir engineering. For this, many rock blocks of limestone were collected from the quarry located in Meftah (Algeria), the cores were crafted in the laboratory using a core drill. This work examines the relationships between mechanical properties and some physical properties of limestone. Many empirical equations are established between UCS and physical properties of limestone (such as dry bulk density, velocity of P-waves, dynamic Young’s modulus, alteration index, and total porosity). Other correlations, UCS - tensile strength, dynamic Young’s modulus - static Young’s modulus have been find. Based on the Mohr-Coulomb failure criterion, we were able to establish mathematical relationships that will allow estimating the cohesion and internal friction angle from UCS and indirect tensile strength. Results from this study can be useful for mining industry for resolve range of geomechanical problems such as slope stability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=limestone" title="limestone">limestone</a>, <a href="https://publications.waset.org/abstracts/search?q=mechanical%20strength" title=" mechanical strength"> mechanical strength</a>, <a href="https://publications.waset.org/abstracts/search?q=Young%E2%80%99s%20modulus" title=" Young’s modulus"> Young’s modulus</a>, <a href="https://publications.waset.org/abstracts/search?q=porosity" title=" porosity"> porosity</a> </p> <a href="https://publications.waset.org/abstracts/8819/physical-and-mechanical-characterization-of-limestone-in-the-quarry-of-meftah-algeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8819.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">637</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">2261</span> Attitude towards the Consumption of Social Media: Analyzing Young Consumers’ Travel Behavior</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Farzana%20Sharmin">Farzana Sharmin</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Tipu%20Sultan"> Mohammad Tipu Sultan</a>, <a href="https://publications.waset.org/abstracts/search?q=Benqian%20Li"> Benqian Li </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Advancement of new media technology and consumption of social media have altered the way of communication in the tourism industry, mostly for consumers’ travel planning, online purchase, and experience sharing activity. There is an accelerating trend among young consumers’ to utilize this new media technology. This paper aims to analyze the attitude of young consumers’ about social media use for travel purposes. The convenience random sample method used to collect data from an urban area of Shanghai (China), consists of 225 young consumers’. This survey identified behavioral determinants of social media consumption by the extended theory of planned behavior (TPB). The instrument developed support on previous research to test hypotheses. The results of structural analyses indicate that attitude towards the use of social media is affected by external factors such as availability and accessibility of technology. In addition, subjective norm and perceived behavioral control have partially influenced the attitude of respondents’. The results of this study could help to improve social media travel marketing and promotional strategies for respective groups. <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=theory%20of%20planned%20behavior" title=" theory of planned behavior"> theory of planned behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=travel%20behavior" title=" travel behavior"> travel behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20consumer" title=" young consumer"> young consumer</a> </p> <a href="https://publications.waset.org/abstracts/102580/attitude-towards-the-consumption-of-social-media-analyzing-young-consumers-travel-behavior" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102580.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">196</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">2260</span> Parent-Child Communication: Community Based HIV/AIDS Response Strategy among Young Persons</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vicent%20Lwanga">Vicent Lwanga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Issue: Communication between parent and child is important and necessary. Poor parenting and lack of openness and communication between parents and their children contribute to the increasing rate of HIV infection among young persons between the ages of 10-25. The young person, when left on their own are at the risk of misinformation from peers and from other sources. Description: Parent-Child Communication (PCC) was designed as a key component of a community-based HIV and AIDS intervention focused on young persons by Elderly Widows Orphans Family Support Organisation. Findings from the preliminary community-level process indicated that the lack of parent-child communication militates against young persons adopting and maintaining healthier sexual behaviors. An integrated youth strategy consisting of youth Peer Education/Facilitation and PCC was used to bridge this gap. The process involved an interactive parent-child forum, which allowed parents and children to meet and have open and frank discussions on the needs of young persons and the role of parents. This forum addressed all emerging issues from all parties and created better cordiality amongst them. Lessons Learnt: When young people feel unconnected to their parents, family, or home, they may become involved in activities that put their health at risk. Equally, when parents affirm the value of their children through open interaction, children are more likely to develop positive and healthy attitudes about themselves. Creating the opportunity for this interactive forum is paramount in any intervention program focused on young persons. Conclusion: HIV and AIDS-related programmes, especially those focusing on youth, should have PCC as an integral, essential component. Parents should be vehicles for information dissemination and need to be equipped with the capacity and skills to take on the onerous task of talking sexual reproductive health and sexuality with their children and wards. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aids" title="aids">aids</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a>, <a href="https://publications.waset.org/abstracts/search?q=HIV" title=" HIV"> HIV</a>, <a href="https://publications.waset.org/abstracts/search?q=youth" title=" youth"> youth</a> </p> <a href="https://publications.waset.org/abstracts/122171/parent-child-communication-community-based-hivaids-response-strategy-among-young-persons" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122171.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">123</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">2259</span> ‘Social Health’, ‘Physical Health’ and Wellbeing: Analyzing the Interplay between the Practices of Heavy Drinking and Exercise among Young People with Bourdieusian Concepts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jukka%20T%C3%B6rr%C3%B6nen">Jukka Törrönen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the article, we examine the interplay between the practices of heavy drinking and exercise among young people as patterned around the ‘social’ and ‘physical health’ approaches. The comparison helps us to clarify why young people are currently drinking less than earlier and how the neoliberal healthism discourse, as well as the feminine tradition of taking care of one’s body, are modifying young people’s heavy drinking practices. The data is based on interviews (n = 56) in Sweden among 15-16-year-olds and 18˗19-year-olds. By drawing on Pierre Bourdieu’s concepts of habitus, field, and capital, we examine what kinds of resources of wellbeing young people accumulate in the fields of heavy drinking and exercise, how these resources carry symbolic value for distinction, and what kind of health-related habitus they imply. The analysis suggests that as heavy drinking is no longer able to stand as a practice through which one may acquire capital that is more valuable than the capital acquired in other fields, this lessens peer pressure to drink among young people. Our analysis further shows that the healthism discourse modifies young people’s heavy drinking practices both from inside and from outside. The interviewees translate the symbolic value of healthism discourse to social vulnerability and deploy it for the purposes of increasing one’s social status among peers. Moreover, our analysis demonstrates that the social spaces and positions in intoxication and exercise are shaped by gendered dualisms of masculine dominance. However, while the interviewees naturalize the gender binaries in intoxication as based on biological drives, they understand gender binaries in exercise as normative social constructions of neoliberal society. As these binaries emphasize the struggle for recognition of the symbolic value of bodily look, they may shift young men’s attention from risk-taking to issues that traditionally have been female concerns. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=young%20people" title="young people">young people</a>, <a href="https://publications.waset.org/abstracts/search?q=decline%20in%20drinking" title=" decline in drinking "> decline in drinking </a>, <a href="https://publications.waset.org/abstracts/search?q=health" title=" health"> health</a>, <a href="https://publications.waset.org/abstracts/search?q=intoxication" title=" intoxication"> intoxication</a>, <a href="https://publications.waset.org/abstracts/search?q=exercise" title=" exercise"> exercise</a>, <a href="https://publications.waset.org/abstracts/search?q=Bourdieu" title=" Bourdieu"> Bourdieu</a> </p> <a href="https://publications.waset.org/abstracts/116516/social-health-physical-health-and-wellbeing-analyzing-the-interplay-between-the-practices-of-heavy-drinking-and-exercise-among-young-people-with-bourdieusian-concepts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/116516.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">117</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">2258</span> Young’s Modulus Variability: Influence on Masonry Vault Behavior</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdelmounaim%20Zanaz">Abdelmounaim Zanaz</a>, <a href="https://publications.waset.org/abstracts/search?q=Sylvie%20Yotte"> Sylvie Yotte</a>, <a href="https://publications.waset.org/abstracts/search?q=Fazia%20Fouchal"> Fazia Fouchal</a>, <a href="https://publications.waset.org/abstracts/search?q=Alaa%20Chateauneuf"> Alaa Chateauneuf</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents a methodology for probabilistic assessment of bearing capacity and prediction of failure mechanism of masonry vaults at the ultimate state with consideration of the natural variability of Young’s modulus of stones. First, the computation model is explained. The failure mode is the most reported mode, i.e. the four-hinge mechanism. Based on this assumption, the study of a vault composed of 16 segments is presented. The Young’s modulus of the segments is considered as random variable defined by a mean value and a coefficient of variation CV. A relationship linking the vault bearing capacity to the modulus variation of voussoirs is proposed. The failure mechanisms, in addition to that observed in the deterministic case, are identified for each CV value as well as their probability of occurrence. The results show that the mechanism observed in the deterministic case has decreasing probability of occurrence in terms of CV, while the number of other mechanisms and their probability of occurrence increase with the coefficient of variation of Young’s modulus. This means that if a significant change in the Young modulus of the segments is proven, taken it into account in computations becomes mandatory, both for determining the vault bearing capacity and for predicting its failure mechanism. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=masonry" title="masonry">masonry</a>, <a href="https://publications.waset.org/abstracts/search?q=mechanism" title=" mechanism"> mechanism</a>, <a href="https://publications.waset.org/abstracts/search?q=probability" title=" probability"> probability</a>, <a href="https://publications.waset.org/abstracts/search?q=variability" title=" variability"> variability</a>, <a href="https://publications.waset.org/abstracts/search?q=vault" title=" vault"> vault</a> </p> <a href="https://publications.waset.org/abstracts/31230/youngs-modulus-variability-influence-on-masonry-vault-behavior" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31230.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">442</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">2257</span> How to Reach Adolescents Vulnerable for Suicidal Behaviour: A Qualitative Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Birgit%20Reime">Birgit Reime</a>, <a href="https://publications.waset.org/abstracts/search?q=Sonja%20Gscheidle"> Sonja Gscheidle</a>, <a href="https://publications.waset.org/abstracts/search?q=Toni%20H%C3%BCbener"> Toni Hübener</a>, <a href="https://publications.waset.org/abstracts/search?q=Lara%20H%C3%BCbener"> Lara Hübener</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Suicide in individuals under 30 years is a global public health concern. The objective of this study was to identify strategies for the prevention of suicide and suicidal behavior preferred by adolescents and young adults who are vulnerable to suicidal behavior and by relevant experts. Using semi-structured interviews with n= 17 adolescents and young adults (18-25 years of age) and with n= 11 experts from relevant fields, we have applied an inductive approach and applied thematic content analysis. Six strategies for suicide prevention in young individuals were reported. These were digital solutions with appealing designs, anonymous support, trained peer support, spiritual support, improving existing structures, and raising suicide literacy. Accessibility of anonymous digital support may contribute to suicide prevention in young people. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=suicide%20prevention" title="suicide prevention">suicide prevention</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescents" title=" adolescents"> adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=E-health" title=" E-health"> E-health</a>, <a href="https://publications.waset.org/abstracts/search?q=Germany" title=" Germany"> Germany</a> </p> <a href="https://publications.waset.org/abstracts/143088/how-to-reach-adolescents-vulnerable-for-suicidal-behaviour-a-qualitative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143088.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">185</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">2256</span> The Effects of Different Doses of Caffeine on Young Futsal Players</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saead%20Rostami">Saead Rostami</a>, <a href="https://publications.waset.org/abstracts/search?q=Seyyed%20Hadi%20Hosseini%20Alavije"> Seyyed Hadi Hosseini Alavije</a>, <a href="https://publications.waset.org/abstracts/search?q=Aliakbar%20Torabi"> Aliakbar Torabi</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Bekhradi"> Mohammad Bekhradi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is about The effects of different doses of caffeine on young Futsal players. Young futsal players of selected ShahinShahr(a city in Esfahan province, Iran) team are sampled (24 people of 18.3±1.9 year- old). All players are members of youth team playing in Esfahan counties league. Having at least 5 years of experience, 2 practices and 1 match per week and lacking any limitation in the past 6 months are the most important requirements for sampling the players. Next, the study topic, its method, its uses, as ell possible risks are explained to the players. They signed a consent letter to take part in the study. Interest in the use of caffeine as an ergogenic aid has increased since the International Olympic Committee lifted the partial ban on its use. Caffeine has beneficial effects on various aspects of athletic performance, but its effects on training have been neglected. The purpose of this study was to investigate the acute effect of caffeine on testosterone and cortisole in young futsal players. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anabolic" title="anabolic">anabolic</a>, <a href="https://publications.waset.org/abstracts/search?q=catabolic" title=" catabolic"> catabolic</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a>, <a href="https://publications.waset.org/abstracts/search?q=testosterone%20cortisol%20ratio" title=" testosterone cortisol ratio"> testosterone cortisol ratio</a>, <a href="https://publications.waset.org/abstracts/search?q=RAST%20test" title=" RAST test"> RAST test</a> </p> <a href="https://publications.waset.org/abstracts/46162/the-effects-of-different-doses-of-caffeine-on-young-futsal-players" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46162.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">347</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">2255</span> The Influence of Consumer and Brand-Oriented Capabilities on Business Performance in Young Firms: A Quantitative Causal Model Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Katharina%20Buttenberg">Katharina Buttenberg</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Customer and brand-oriented capabilities have been identified as key influencing capabilities for business performance. Especially in the early years of the firm, it is crucial to develop and consciously manage these capabilities. In this paper, the results of a quantitative analysis, investigating the causal relationship between customer- and brand-oriented (marketing) capabilities and business performance will be presented. The research displays the dependencies between the constructs and will provide practical implications for young firms in the acquisition and management of these capabilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=brand-oriented%20capabilities" title="brand-oriented capabilities">brand-oriented capabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=customer-oriented%20capabilities" title=" customer-oriented capabilities"> customer-oriented capabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship" title=" entrepreneurship"> entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=resource-based%20theory" title=" resource-based theory"> resource-based theory</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20firms" title=" young firms"> young firms</a> </p> <a href="https://publications.waset.org/abstracts/60537/the-influence-of-consumer-and-brand-oriented-capabilities-on-business-performance-in-young-firms-a-quantitative-causal-model-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60537.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">346</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">2254</span> Thermal Expansion Coefficient and Young’s Modulus of Silica-Reinforced Epoxy Composite</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hyu%20Sang%20Jo">Hyu Sang Jo</a>, <a href="https://publications.waset.org/abstracts/search?q=Gyo%20Woo%20Lee"> Gyo Woo Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, the evaluation of thermal stability of the micrometer-sized silica particle reinforced epoxy composite was carried out through the measurement of thermal expansion coefficient and Young’s modulus of the specimens. For all the specimens in this study from the baseline to those containing 50 wt% silica filler, the thermal expansion coefficients and the Young’s moduli were gradually decreased down to 20% and increased up to 41%, respectively. The experimental results were compared with filler-volume-based simple empirical relations. The experimental results of thermal expansion coefficients correspond with those of Thomas’s model which is modified from the rule of mixture. However, the measured result for Young’s modulus tends to be increased slightly. The differences in increments of the moduli between experimental and numerical model data are quite large. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=thermal%20stability" title="thermal stability">thermal stability</a>, <a href="https://publications.waset.org/abstracts/search?q=silica-reinforced" title=" silica-reinforced"> silica-reinforced</a>, <a href="https://publications.waset.org/abstracts/search?q=epoxy%20composite" title=" epoxy composite"> epoxy composite</a>, <a href="https://publications.waset.org/abstracts/search?q=coefficient%20of%20thermal%20expansion" title=" coefficient of thermal expansion"> coefficient of thermal expansion</a>, <a href="https://publications.waset.org/abstracts/search?q=empirical%20model" title=" empirical model"> empirical model</a> </p> <a href="https://publications.waset.org/abstracts/16198/thermal-expansion-coefficient-and-youngs-modulus-of-silica-reinforced-epoxy-composite" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16198.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">296</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">2253</span> Outcomes from a Qualitative Research: Ethnic Prejudice and Identity Difficulties in Experiences of Young People of Foreign Origin Adopted in Italy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Stefania%20Lorenzini">Stefania Lorenzini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Italy is a country where the phenomenon of international adoption is very considerable: indeed, it is second in the world only to the United States. This contribution deals with issues related to the development of children's identities in international and interethnic adoption. Process of identity construction can be complex in adopted children born and, often, lived for some years of their young life, in geographical, human, social and cultural contexts very different from those they live after adoption. The results of a qualitative research conducted by interviewing young people adopted in Italy make it possible to grasp the different facets of discrimination episodes related to somatic traits, and in particular to the color of the skin, that refer to these young people foreign origin. Outcomes from the research show difficulties in identy construction but also highlight how that evolution of an "intercultural identity" during international and interethnic adoption is possible. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=discrimination" title="discrimination">discrimination</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20education" title=" intercultural education"> intercultural education</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20adoption" title=" international adoption"> international adoption</a> </p> <a href="https://publications.waset.org/abstracts/77592/outcomes-from-a-qualitative-research-ethnic-prejudice-and-identity-difficulties-in-experiences-of-young-people-of-foreign-origin-adopted-in-italy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77592.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">255</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">2252</span> Body Mass Components in Young Soccer Players</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elizabeta%20Sivevska">Elizabeta Sivevska</a>, <a href="https://publications.waset.org/abstracts/search?q=Sunchica%20Petrovska"> Sunchica Petrovska</a>, <a href="https://publications.waset.org/abstracts/search?q=Vaska%20Antevska"> Vaska Antevska</a>, <a href="https://publications.waset.org/abstracts/search?q=Lidija%20Todorovska"> Lidija Todorovska</a>, <a href="https://publications.waset.org/abstracts/search?q=Sanja%20Manchevska"> Sanja Manchevska</a>, <a href="https://publications.waset.org/abstracts/search?q=Beti%20Dejanova"> Beti Dejanova</a>, <a href="https://publications.waset.org/abstracts/search?q=Ivanka%20Karagjozova"> Ivanka Karagjozova</a>, <a href="https://publications.waset.org/abstracts/search?q=Jasmina%20Pluncevic%20Gligoroska"> Jasmina Pluncevic Gligoroska</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Body composition plays an important role in the selection of young soccer players and it is associated with their successful performance. The most commonly used model of body composition divides the body into two compartments: fat components and fat-free mass (muscular and bone components). The aims of the study were to determine the body composition parameters of young male soccer players and to show the differences in age groups. Material and methods: A sample of 52 young male soccer players, with an age span from 9 to 14 years were divided into two groups according to the age (group 1 aged 9 to 12 years and group 2 aged 12 to 14 years). Anthropometric measurements were taken according to the method of Mateigka. The following measurements were made: body weight, body height, circumferences (arm, forearm, thigh and calf), diameters (elbow, knee, wrist, ankle) and skinfold thickness (biceps, triceps, thigh, leg, chest, abdomen). The measurements were used in Mateigka’s equations. Results: Body mass components were analyzed as absolute values (in kilograms) and as percentage values: the muscular component (MC kg and MC%), the bone component (BCkg and BC%) and the body fat (BFkg and BF%). The group up to 12 years showed the following mean values of the analyzed parameters: MM=21.5kg; MM%=46.3%; BC=8.1kg; BC%=19.1%; BF= 6.3kg; BF%= 15.7%. The second group aged 12-14 year had mean values of body composition parameters as follows: MM=25.6 kg; MM%=48.2%; BC = 11.4 kg; BC%=21.6%; BF= 8.5 kg; BF%= 14. 7%. Conclusions: The young soccer players aged 12 up to 14 years who are in the pre-pubertal phase of growth and development had higher bone component (p<0.05) compared to younger players. There is no significant difference in muscular and fat body component between the two groups of young soccer players. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=body%20composition" title="body composition">body composition</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20soccer%20players" title=" young soccer players"> young soccer players</a>, <a href="https://publications.waset.org/abstracts/search?q=body%20fat" title=" body fat"> body fat</a>, <a href="https://publications.waset.org/abstracts/search?q=fat-free%20mass" title=" fat-free mass"> fat-free mass</a> </p> <a href="https://publications.waset.org/abstracts/10742/body-mass-components-in-young-soccer-players" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10742.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">458</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">2251</span> Using Storytelling Tasks to Enhance Language Acquisition in Young Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sinan%20Serkan%20%C3%87a%C4%9Fl%C4%B1">Sinan Serkan Çağlı</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the effectiveness of incorporating storytelling tasks into language acquisition programs for young learners. The research investigates how storytelling, as a pedagogical tool, can contribute to the enhancement of language acquisition skills in children. Drawing upon relevant literature and empirical data, this article examines the impact of storytelling on vocabulary development, comprehension, and overall language proficiency in early childhood education in Turkey. The study adopts a qualitative approach, including classroom observations and interviews with teachers and students. Findings suggest that storytelling tasks not only foster linguistic competence but also stimulate cognitive and socio-emotional development in young learners. Additionally, the article explores various storytelling techniques and strategies suitable for different age groups. It is evident that integrating storytelling tasks into language learning environments can create engaging and effective opportunities for young learners to acquire language skills in a natural and enjoyable way. This research contributes valuable insights into the pedagogical practices that promote language acquisition in early childhood, emphasizing the significance of storytelling as a powerful educational tool, especially in Turkey for EFL students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=storytelling" title="storytelling">storytelling</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20acquisition" title=" language acquisition"> language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20learners" title=" young learners"> young learners</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20education" title=" early childhood education"> early childhood education</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20proficiency" title=" language proficiency"> language proficiency</a> </p> <a href="https://publications.waset.org/abstracts/174032/using-storytelling-tasks-to-enhance-language-acquisition-in-young-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174032.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">78</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Ah%20Young%20An&page=1" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Ah%20Young%20An&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" 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