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autonomy</title> <meta name="description" content="Search results for: school autonomy"> <meta name="keywords" content="school autonomy"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="school autonomy"> <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> 3651</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: school autonomy</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3411</span> Experimental Study on the Effectiveness of Extracurricular Football Training for Improving Primary Students Physical Fitness</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yizhi%20Zhang">Yizhi Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Xiaozan%20Wang"> Xiaozan Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Mingming%20Guo"> Mingming Guo</a>, <a href="https://publications.waset.org/abstracts/search?q=Pengpeng%20Li"> Pengpeng Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: The purpose of this study is to examine the effectiveness of after-school football training in improving the physical fitness of primary school students, so as to provide corresponding suggestions for carrying out after-school football training in primary schools. Methods: A total of 72 students from the experimental primary school of Mouping district, Yantai city, Shandong province, participated in this experiment. The experiment was conducted for two semesters. During the experiment period, the experimental group conducted one-hour football training after school from Monday to Thursday afternoon every week, and two hours of football training on Saturday morning every week. The control group conducted sports teaching and extracurricular activities as usual without other intervention. Before and after the experiment, both the experimental group and the control group underwent physical fitness tests according to the physical fitness test standards of Chinese students, including lung capacity, 50-meter run, one-minute skipping rope, sitting forward flexor, and one-minute sit-ups. The test results were all converted to the 100-point system according to the scoring standards. Results: (1) Before the experiment, there was no significant difference between the experimental group and the control group in various physical fitness indicators (p > 0.05). (2) After the experiment, the lung capacity score (T = 3.108, p < 0.05), the 50-meter run score (T = 6.593, p < 0.05), the skipping score (T = 9.227, p < 0.05), the sitting forward flexor score (T = 3.742, p < 0.05), and the sit-up score (T = 5.210, p < 0.05) of the experimental group were significantly higher than that of the control group. Conclusion: This study shows that the physical fitness of primary school students can be improved by football training in their spare time. It is suggested to carry out after-school football training activities in primary schools so as to effectively improve the physical fitness of pupils. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=after-school%20football%20training" title="after-school football training">after-school football training</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20fitness" title=" physical fitness"> physical fitness</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20school%20students" title=" primary school students"> primary school students</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20sports" title=" school sports"> school sports</a> </p> <a href="https://publications.waset.org/abstracts/126538/experimental-study-on-the-effectiveness-of-extracurricular-football-training-for-improving-primary-students-physical-fitness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/126538.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">137</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">3410</span> Innovations in Healthy and Active Aging: A Case Study of "Aging in Place" in Northern California</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lisa%20Handwerker">Lisa Handwerker</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Using a Medical Anthropological lens, the paper will explore ideas elated to "aging in place" among Northern Californian older adults. Older adults seek independence, autonomy, flexibility, engagement, fulfillment and community in their pursuit of the highest quality of life. These values are at the heart of healthy and active "aging in place'. Drawing on a case study, the paper will examine one membership based non-profit organization for older adults united by the members' desire to be healthy and active while remaining in their homes for as long as possible. Relying on both volunteer and paid work, the paper explores the use of volunteer peer-to peer support, community building and advanced technologies toward this goal. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aging%20in%20place" title="aging in place">aging in place</a>, <a href="https://publications.waset.org/abstracts/search?q=healthy%20and%20active%20aging" title=" healthy and active aging"> healthy and active aging</a>, <a href="https://publications.waset.org/abstracts/search?q=northern%20california" title=" northern california"> northern california</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20anthropologist" title=" medical anthropologist"> medical anthropologist</a>, <a href="https://publications.waset.org/abstracts/search?q=engagement" title=" engagement"> engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=autonomy" title=" autonomy"> autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=flexibility" title=" flexibility"> flexibility</a>, <a href="https://publications.waset.org/abstracts/search?q=community" title=" community"> community</a>, <a href="https://publications.waset.org/abstracts/search?q=volunteers" title=" volunteers"> volunteers</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20life" title=" quality of life"> quality of life</a> </p> <a href="https://publications.waset.org/abstracts/157134/innovations-in-healthy-and-active-aging-a-case-study-of-aging-in-place-in-northern-california" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157134.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">101</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3409</span> Information and Communication Technology Learning between Parents and High School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yu-Mei%20Tseng">Yu-Mei Tseng</a>, <a href="https://publications.waset.org/abstracts/search?q=Chih-Chun%20Wu"> Chih-Chun Wu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As information and communication technology (ICT) has become a part of people’s lives, most teenagers born after the 1980s and grew up in internet generation are called digital natives. Meanwhile, those teenagers’ parents are called digital immigrants. They need to keep learning new skills of ICT. This study investigated that high school students helped their parents set up social network services (SNS) and taught them how to use ICT. This study applied paper and pencil anonymous questionnaires that asked the ICT learning and ICT products using in high school students’ parents. The sample size was 2,621 high school students, including 1,360 (51.9%) males and 1,261 (48.1%) females. The sample was from 12 high school and vocational high school in central Taiwan. Results from paired sample t-tests demonstrated regardless genders, both male and female high school students help mothers set up Facebook and LINE more often than fathers. In addition, both male and female high school students taught mothers to use ICT more often than fathers. Meanwhile, both male and female high school students teach mothers to use SNS more often than fathers. The results showed that intergenerational ICT teaching occurred more often between mothers and her children than fathers. It could imply that mothers play a more important role in family ICT learning than fathers, or it could be that mothers need more help regarding ICT than fathers. As for gender differences, results from the independent t-tests showed that female high school students were more likely than male ones to help their parents setup Facebook and LINE. In addition, compared to male high school students, female ones were more likely to teach their parents to use smartphone, Facebook and LINE. However, no gender differences were detected in teaching mothers. The gender differences results suggested that female teenagers offer more helps to their parents regarding ICT learning than their male counterparts. As for area differences, results from the independent t-tests showed that the high school in remote area students were more likely than metropolitan ones to teach parents to use computer, search engine and download files of audio and video. The area differences results might indicate that remote area students were more likely to teach their parents how to use ICT. The results from this study encourage children to help and teach their parents with ICT products. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adult%20ICT%20learning" title="adult ICT learning">adult ICT learning</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20ICT%20learning" title=" family ICT learning"> family ICT learning</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT%20learning" title=" ICT learning"> ICT learning</a>, <a href="https://publications.waset.org/abstracts/search?q=urban-rural%20gap" title=" urban-rural gap"> urban-rural gap</a> </p> <a href="https://publications.waset.org/abstracts/79533/information-and-communication-technology-learning-between-parents-and-high-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79533.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">177</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">3408</span> Mentoring Relationships as Social Capital in the Career Advancement of Women of Color</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ligia%20Alberto">Ligia Alberto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined the underrepresentation of women of color in school leadership roles. Using social capital as the theoretical framework, this study explored the role of mentoring relationships in the career advancement and promotion of Latina school leaders. This study showed that informal mentoring relationships are essential to the promotion of women of color. Most of the mentoring relationships were established through close work with their immediate supervisors. This study suggests having informal mentors facilitated Latina women's aspirations to become school leaders and counteract the pattern of underrepresentation of Latinas in such roles. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=women%20of%20color" title="women of color">women of color</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20leadership" title=" school leadership"> school leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20capital" title=" social capital"> social capital</a>, <a href="https://publications.waset.org/abstracts/search?q=mentoring" title=" mentoring"> mentoring</a> </p> <a href="https://publications.waset.org/abstracts/161327/mentoring-relationships-as-social-capital-in-the-career-advancement-of-women-of-color" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161327.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">94</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3407</span> 5iD Viewer: Observation of Fish School Behaviour in Labyrinths and Use of Semantic and Syntactic Entropy for School Structure Definition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dalibor%20%C5%A0tys">Dalibor Štys</a>, <a href="https://publications.waset.org/abstracts/search?q=Kry%C5%A1tof%20M.%20Stys"> Kryštof M. Stys</a>, <a href="https://publications.waset.org/abstracts/search?q=Maryia%20Chkalova"> Maryia Chkalova</a>, <a href="https://publications.waset.org/abstracts/search?q=Petr%20Kouba"> Petr Kouba</a>, <a href="https://publications.waset.org/abstracts/search?q=Aliaxandr%20Pautsina"> Aliaxandr Pautsina</a>, <a href="https://publications.waset.org/abstracts/search?q=Dalibor%20%C5%A0tys%20Jr."> Dalibor Štys Jr.</a>, <a href="https://publications.waset.org/abstracts/search?q=Jana%20Pe%C4%8Denkov%C3%A1"> Jana Pečenková</a>, <a href="https://publications.waset.org/abstracts/search?q=Denis%20Durniev"> Denis Durniev</a>, <a href="https://publications.waset.org/abstracts/search?q=Tom%C3%A1%C5%A1%20N%C3%A1hl%C3%ADk"> Tomáš Náhlík</a>, <a href="https://publications.waset.org/abstracts/search?q=Petr%20C%C3%ADsa%C5%99"> Petr Císař</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this article, a construction and some properties of the 5iD viewer, the system recording simultaneously five views of a given experimental object is reported. Properties of the system are demonstrated on the analysis of fish schooling behavior. It is demonstrated the method of instrument calibration which allows inclusion of image distortion and it is proposed and partly tested also the method of distance assessment in the case that only two opposite cameras are available. Finally, we demonstrate how the state trajectory of the behavior of the fish school may be constructed from the entropy of the system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=3D%20positioning" title="3D positioning">3D positioning</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20behavior" title=" school behavior"> school behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20calibration" title=" distance calibration"> distance calibration</a>, <a href="https://publications.waset.org/abstracts/search?q=space%20vision" title=" space vision"> space vision</a>, <a href="https://publications.waset.org/abstracts/search?q=space%20distortion" title=" space distortion "> space distortion </a> </p> <a href="https://publications.waset.org/abstracts/15499/5id-viewer-observation-of-fish-school-behaviour-in-labyrinths-and-use-of-semantic-and-syntactic-entropy-for-school-structure-definition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15499.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">390</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">3406</span> The Effect of Cross-Curriculum of L1 and L2 on Elementary School Students’ Linguistic Proficiency: To Sympathize with Others</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Reiko%20Yamamoto">Reiko Yamamoto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper reports on a project to integrate Japanese (as a first language) and English (as a second language) education. This study focuses on the mutual effects of the two languages on the linguistic proficiency of elementary school students. The research team consisted of elementary school teachers and researchers at a university. The participants of the experiment were students between 3<sup>rd</sup> and 6<sup>th</sup> grades at an elementary school. The research process consisted of seven steps: 1) specifying linguistic proficiency; 2) developing the cross-curriculum of L1 and L2; 3) forming can-do statements; 4) creating a self-evaluation questionnaire; 5) executing the self-evaluation questionnaire at the beginning of the school year; 6) instructing L1 and L2 based on the curriculum; and 7) executing the self-evaluation questionnaire at the beginning of the next school year. In Step 1, the members of the research team brainstormed ways to specify elementary school students’ linguistic proficiency that can be observed in various scenes. It was revealed that the teachers evaluate their students’ linguistic proficiency on the basis of the students’ utterances, but also informed by their non-verbal communication abilities. This led to the idea that competency for understanding others’ minds through the use of physical movement or bodily senses in communication in L1 – to sympathize with others – can be transferred to that same competency in communication in L2. Based on the specification of linguistic proficiency that L1 and L2 have in common, a cross-curriculum of L1 and L2 was developed in Step 2. In Step 3, can-do statements based on the curriculum were also formed, building off of the action-oriented approach from the Common European Framework of Reference for Languages (CEFR) used in Europe. A self-evaluation questionnaire consisting of the main can-do statements was given to the students between 3<sup>rd</sup> grade and 6<sup>th</sup> grade at the beginning of the school year (Step 4 and Step 5), and all teachers gave L1 and L2 instruction based on the curriculum to the students for one year (Step 6). The same questionnaire was given to the students at the beginning of the next school year (Step 7). The results of statistical analysis proved the enhancement of the students’ linguistic proficiency. This verified the validity of developing the cross-curriculum of L1 and L2 and adapting it in elementary school. It was concluded that elementary school students do not distinguish between L1 and L2, and that they just try to understand others’ minds through physical movement or senses in any language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cross%20curriculum%20of%20L1%20and%20L2" title="cross curriculum of L1 and L2">cross curriculum of L1 and L2</a>, <a href="https://publications.waset.org/abstracts/search?q=elementary%20school%20education" title=" elementary school education"> elementary school education</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20proficiency" title=" language proficiency"> language proficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=sympathy%20with%20others" title=" sympathy with others"> sympathy with others</a> </p> <a href="https://publications.waset.org/abstracts/76463/the-effect-of-cross-curriculum-of-l1-and-l2-on-elementary-school-students-linguistic-proficiency-to-sympathize-with-others" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76463.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">438</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">3405</span> Predictive Analytics Algorithms: Mitigating Elementary School Drop Out Rates</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bongs%20Lainjo">Bongs Lainjo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Educational institutions and authorities that are mandated to run education systems in various countries need to implement a curriculum that considers the possibility and existence of elementary school dropouts. This research focuses on elementary school dropout rates and the ability to replicate various predictive models carried out globally on selected Elementary Schools. The study was carried out by comparing the classical case studies in Africa, North America, South America, Asia and Europe. Some of the reasons put forward for children dropping out include the notion of being successful in life without necessarily going through the education process. Such mentality is coupled with a tough curriculum that does not take care of all students. The system has completely led to poor school attendance - truancy which continuously leads to dropouts. In this study, the focus is on developing a model that can systematically be implemented by school administrations to prevent possible dropout scenarios. At the elementary level, especially the lower grades, a child's perception of education can be easily changed so that they focus on the better future that their parents desire. To deal effectively with the elementary school dropout problem, strategies that are put in place need to be studied and predictive models are installed in every educational system with a view to helping prevent an imminent school dropout just before it happens. In a competency-based curriculum that most advanced nations are trying to implement, the education systems have wholesome ideas of learning that reduce the rate of dropout. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=elementary%20school" title="elementary school">elementary school</a>, <a href="https://publications.waset.org/abstracts/search?q=predictive%20models" title=" predictive models"> predictive models</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20factors" title=" risk factors"> risk factors</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20mining" title=" data mining"> data mining</a>, <a href="https://publications.waset.org/abstracts/search?q=classifiers" title=" classifiers"> classifiers</a>, <a href="https://publications.waset.org/abstracts/search?q=dropout%20rates" title=" dropout rates"> dropout rates</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20system" title=" education system"> education system</a>, <a href="https://publications.waset.org/abstracts/search?q=competency-based%20curriculum" title=" competency-based curriculum"> competency-based curriculum</a> </p> <a href="https://publications.waset.org/abstracts/143305/predictive-analytics-algorithms-mitigating-elementary-school-drop-out-rates" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143305.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">175</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">3404</span> The Practices and Challenges of Secondary School Cluster Supervisors in Implementing School Improvement Program in Saesie Tsaeda Emba Woreda, Eastern Zone of Tigray Region</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Haftom%20Teshale%20Gebre">Haftom Teshale Gebre</a> </p> <p class="card-text"><strong>Abstract:</strong></p> According to the ministry of education’s school improvement program blueprint document (2007), the timely and basic aim of the program is to improve students’ academic achievement through creating conducive teaching and learning environments and with the active involvement of parents in the teaching and learning process. The general objective of the research is to examine the practices of cluster school supervisors in implementing school improvement programs and the major factors affecting the study area. The study used both primary and secondary sources, and the sample size was 93. Twelve people are chosen from each of the two clusters (Edaga Hamus and Adi-kelebes). And cluster ferewyni are Tekli suwaat, Edaga robue, and Kiros Alemayo. In the analysis stage, several interrelated pieces of information were summarized and arranged to make the analysis easily manageable by using statistics and data (STATA). Study findings revealed that the major four domains impacted by school improvement programs through their mean, standard deviation, and variance were 2.688172, 1.052724, and 1.108228, respectively. And also, the researcher can conclude that the major factors of the school improvement program and mostly cluster supervisors were inadequate attention given to supervision service and no experience in the practice of supervision in the study area. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cluster" title="cluster">cluster</a>, <a href="https://publications.waset.org/abstracts/search?q=eastern%20Tigray" title=" eastern Tigray"> eastern Tigray</a>, <a href="https://publications.waset.org/abstracts/search?q=Saesie%20Tsaeda%20Emba" title=" Saesie Tsaeda Emba"> Saesie Tsaeda Emba</a>, <a href="https://publications.waset.org/abstracts/search?q=SPI" title=" SPI"> SPI</a> </p> <a href="https://publications.waset.org/abstracts/189558/the-practices-and-challenges-of-secondary-school-cluster-supervisors-in-implementing-school-improvement-program-in-saesie-tsaeda-emba-woreda-eastern-zone-of-tigray-region" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189558.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">32</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">3403</span> Impact of Teacher’s Behavior in Class Room on Socialization and Mental Health of School Children: A Student’s Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Umaiza%20Bashir">Umaiza Bashir</a>, <a href="https://publications.waset.org/abstracts/search?q=Ushna%20Farukh"> Ushna Farukh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study examined the perspective of school students regarding teacher’s behavioral pattern during a teaching in classroom and its influence on the students’ socialization particularly forming peer relationships with the development of emotional, behavioral problems in school children. To study these dimension of teacher-student classroom relationship, 210 school children (105 girls and 105 boys) within the age range of 14 to 18 years were taken from the government, private schools. The cross-sectional research design was used in which stratified random sampling was done. Teacher-student interaction scale was used to assess the teacher-student relationship in the classroom, which had two factors such as positive and negative interaction. Peer relationship scale was administered to investigate the socialization of students, and School Children Problem Scale was also given to the participants to explore their emotional, behavioral issues. The analysis of Pearson correlation showed that there is a significant positive relationship between negative teacher-student interaction and student’s emotional-behavioral as well as social problems. Another analysis of t-test revealed that boys perceived more positive interaction with teachers than girls (p < 0.01). Girls showed more emotional behavioral problems than boys (p < 0.001) Linear regression explained that age, gender, negative teacher’s interaction with students and victimization in social gathering predicts mental health problems in school children. This study suggests and highlights the need for the school counselors for the better mental health of students and teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher-student%20interaction" title="teacher-student interaction">teacher-student interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20psychology" title=" school psychology"> school psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=student%E2%80%99s%20emotional%20behavioral%20problems" title=" student’s emotional behavioral problems"> student’s emotional behavioral problems</a> </p> <a href="https://publications.waset.org/abstracts/108338/impact-of-teachers-behavior-in-class-room-on-socialization-and-mental-health-of-school-children-a-students-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108338.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">168</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">3402</span> The Wellness Wheel: A Tool to Reimagine Schooling</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jennifer%20F.%20Moore">Jennifer F. Moore</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The wellness wheel as a tool for school growth and change is currently being piloted by a startup school in Chicago, IL. In this case study, members of the school community engaged in the appreciative inquiry process to plan their organizational development around the wellness wheel. The wellness wheel (comprised of physical, emotional, social, spiritual, environmental, cognitive, and financial wellness) is used as a planning tool by teachers, students, parents, and administrators. Through the appreciative inquiry method of change, the community is reflecting on their individual level of wellness and developing organizational structures to ensure the well being of children and adults. The goal of the case study is to test the appropriateness of the use of appreciative inquiry (as a method) and the wellness wheel (as a tool) for school growth and development. Findings of the case study will be realized by the conference. The research is in process now. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=schools" title=" schools"> schools</a>, <a href="https://publications.waset.org/abstracts/search?q=well%20being" title=" well being"> well being</a>, <a href="https://publications.waset.org/abstracts/search?q=wellness" title=" wellness"> wellness</a> </p> <a href="https://publications.waset.org/abstracts/91419/the-wellness-wheel-a-tool-to-reimagine-schooling" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91419.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">178</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">3401</span> Cyber Security Situational Awareness among Students: A Case Study in Malaysia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yunos%20Zahri">Yunos Zahri</a>, <a href="https://publications.waset.org/abstracts/search?q=Ab%20Hamid%20R.%20Susanty"> Ab Hamid R. Susanty</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Mustaffa"> Ahmad Mustaffa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the need for a national baseline study on understanding the level of cyber security situational awareness among primary and secondary school students in Malaysia. The online survey method was deployed to administer the data collection exercise. The target groups were divided into three categories: Group 1 (primary school aged 7-9 years old), Group 2 (primary school aged 10-12 years old), and Group 3 (secondary school aged 13-17 years old). A different questionnaire set was designed for each group. The survey topics/areas included Internet and digital citizenship knowledge. Respondents were randomly selected from rural and urban areas throughout all 14 states in Malaysia. A total of 9,158 respondents participated in the survey, with most states meeting the minimum sample size requirement to represent the country’s demographics. The findings and recommendations from this baseline study are fundamental to develop teaching modules required for children to understand the security risks and threats associated with the Internet throughout their years in school. Early exposure and education will help ensure healthy cyber habits among millennials in Malaysia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cyber%20security%20awareness" title="cyber security awareness">cyber security awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=cyber%20security%20education" title=" cyber security education"> cyber security education</a>, <a href="https://publications.waset.org/abstracts/search?q=cyber%20security" title=" cyber security"> cyber security</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20students" title=" school students"> school students</a> </p> <a href="https://publications.waset.org/abstracts/62928/cyber-security-situational-awareness-among-students-a-case-study-in-malaysia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62928.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">302</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">3400</span> Satisfaction Level of Teachers on the Human Resource Management Practices</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mark%20Anthony%20A.%20Catiil">Mark Anthony A. Catiil</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teachers are the principal actors in the delivery of quality education to the learners. Unfortunately, as time goes by, some of them got low motivation at work. Absenteeism, tardiness, under time, and non-compliance to school policies are some of the end results. There is, therefore, a need to review the different human resource management practices of the school that contribute to teachers’ work satisfaction and motivation. Hence, this study determined the level of satisfaction of teachers on the human resource management practices of Gingoog City Comprehensive National High School. This mixed-methodology research was focused on the 45 teachers chosen using a stratified random sampling technique. Reliability-tested questionnaires, interviews, and focus group discussions were used to gather the data. Results revealed that the majority of the respondents are female, Teacher I, with MA units and have served for 11-20 years. Likewise, among the human resource management practices of the school, the respondents rated the lowest satisfaction on recruitment and selection (mean=2.15; n=45). This could mean that most of the recruitment and selection practices of the school are not well communicated, disseminated, and implemented. On the other hand, retirement practices of the school were rated with the highest satisfaction among the respondents (mean=2.73; n=45). This could mean that most of the retirement practices of the school are communicated, disseminated, implemented, and functional. It was recommended that the existing human resource management practices on recruitment and selection be reviewed to find out its deficiencies and possible improvement. Moreover, future researchers may also conduct a study between private and public schools in Gingoog City on the same topic for comparison. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20resource%20management%20practices" title=" human resource management practices"> human resource management practices</a>, <a href="https://publications.waset.org/abstracts/search?q=satisfaction" title=" satisfaction"> satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a> </p> <a href="https://publications.waset.org/abstracts/131339/satisfaction-level-of-teachers-on-the-human-resource-management-practices" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131339.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">128</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">3399</span> Blended Learning through Google Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lee%20Bih%20Ni">Lee Bih Ni</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses that good learning involves all academic groups in the school. Blended learning is learning outside the classroom. Google Classroom is a free service learning app for schools, non-profit organizations and anyone with a personal Google account. Facilities accessed through computers and mobile phones are very useful for school teachers and students. Blended learning classrooms using both traditional and technology-based methods for teaching have become the norm for many educators. Using Google Classroom gives students access to online learning. Even if the teacher is not in the classroom, the teacher can provide learning. This is the supervision of the form of the teacher when the student is outside the school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title="blended learning">blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20app" title=" learning app"> learning app</a>, <a href="https://publications.waset.org/abstracts/search?q=google%20classroom" title=" google classroom"> google classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=schools" title=" schools"> schools</a> </p> <a href="https://publications.waset.org/abstracts/108493/blended-learning-through-google-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108493.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">3398</span> Linking Museum Education with School Curriculum: Primary Education Case Study Grade 4 </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marwa%20Hanafy">Marwa Hanafy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of linking the museum with school curriculum is to focus on the values and principles of the educational standards of the fourth grade as "equality, cooperation, allegiance, belonging, participation, peace, tolerance, pride and patriotism, etc." through activities, discussion, exhibits, etc., which can help the students to develop their characters and be useful for their society. For example, there is a lesson in Module 3 assess the role of women as mothers and queens, here this research will focus on the value of women and respect them through statues or images of women which support and affect positively on the students who will apply these Morals to themselves and to the community by dependency. It cannot be denied that the students have to be a part of the museum educational programs which have designed for them, by giving them the opportunity to participate, talk, discuss and express their opinions and hear them in the museums, this may be an effective way to confirm that the interests of children are taken into account. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=museum%20education" title="museum education">museum education</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20school%20education" title=" primary school education"> primary school education</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20curriculum" title=" school curriculum"> school curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=informal%20learning" title=" informal learning"> informal learning</a> </p> <a href="https://publications.waset.org/abstracts/102570/linking-museum-education-with-school-curriculum-primary-education-case-study-grade-4" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102570.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">141</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">3397</span> From Equations to Structures: Linking Abstract Algebra and High-School Algebra for Secondary School Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20Shamash">J. Shamash</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The high-school curriculum in algebra deals mainly with the solution of different types of equations. However, modern algebra has a completely different viewpoint and is concerned with algebraic structures and operations. A question then arises: What might be the relevance and contribution of an abstract algebra course for developing expertise and mathematical perspective in secondary school mathematics instruction? This is the focus of this paper. The course Algebra: From Equations to Structures is a carefully designed abstract algebra course for Israeli secondary school mathematics teachers. The course provides an introduction to algebraic structures and modern abstract algebra, and links abstract algebra to the high-school curriculum in algebra. It follows the historical attempts of mathematicians to solve polynomial equations of higher degrees, attempts which resulted in the development of group theory and field theory by Galois and Abel. In other words, algebraic structures grew out of a need to solve certain problems, and proved to be a much more fruitful way of viewing them. This theorems in both group theory and field theory. Along the historical ‘journey’, many other major results in algebra in the past 150 years are introduced, and recent directions that current research in algebra is taking are highlighted. This course is part of a unique master’s program – the Rothschild-Weizmann Program – offered by the Weizmann Institute of Science, especially designed for practicing Israeli secondary school teachers. A major component of the program comprises mathematical studies tailored for the students at the program. The rationale and structure of the course Algebra: From Equations to Structures are described, and its relevance to teaching school algebra is examined by analyzing three kinds of data sources. The first are position papers written by the participating teachers regarding the relevance of advanced mathematics studies to expertise in classroom instruction. The second data source are didactic materials designed by the participating teachers in which they connected the mathematics learned in the mathematics courses to the school curriculum and teaching. The third date source are final projects carried out by the teachers based on material learned in the course. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=abstract%20algebra" title="abstract algebra ">abstract algebra </a>, <a href="https://publications.waset.org/abstracts/search?q=linking%20abstract%20algebra%20and%20school%20mathematics" title=" linking abstract algebra and school mathematics"> linking abstract algebra and school mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20algebra" title=" school algebra"> school algebra</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20school%20mathematics" title=" secondary school mathematics"> secondary school mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20professional%20development" title=" teacher professional development"> teacher professional development</a> </p> <a href="https://publications.waset.org/abstracts/94997/from-equations-to-structures-linking-abstract-algebra-and-high-school-algebra-for-secondary-school-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94997.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">3396</span> A Semantical Investigation on Physician Assisted Suicide in Canada between 1993 and 2015</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gabrielle%20Pilliat">Gabrielle Pilliat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Supreme Court of Canada rendered unconstitutional the sections of the Canadian Criminal Code which prohibited the Physician-assisted suicide in February 2015. However, in 1993, the same Supreme Court of Canada ruled that Physician-assisted suicide should remain absolutely prohibited. In the light of these historical facts, we will explore how the Supreme Court of Canada was able to make two different decisions 20 years apart. To understand how Canada could rule so differently between 1993 and 2015 about Physician-assisted suicide, we will analyze the content of the Supreme Court of Canada decisions’ discourse of 1993 and of 2015. Our preliminary results indicate that A) the patient autonomy (or the personal choice) has taken over the idea of the preservation of life (or the sacred character of life) in 2015. B) That between 1993 and 2015, the physician is seen differently by the Judges; like an abusive murderer in 1993 and like an objective evaluator in 2015. C) That the patient is seen as a victim in 1993 and more like a hero in 2015. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=physician-assisted%20suicide" title="physician-assisted suicide">physician-assisted suicide</a>, <a href="https://publications.waset.org/abstracts/search?q=patient%20autonomy" title=" patient autonomy"> patient autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=choice" title=" choice"> choice</a>, <a href="https://publications.waset.org/abstracts/search?q=sacred%20character%20of%20life" title=" sacred character of life"> sacred character of life</a>, <a href="https://publications.waset.org/abstracts/search?q=dignity" title=" dignity"> dignity</a> </p> <a href="https://publications.waset.org/abstracts/51494/a-semantical-investigation-on-physician-assisted-suicide-in-canada-between-1993-and-2015" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51494.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">274</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">3395</span> Development of Requirements Analysis Tool for Medical Autonomy in Long-Duration Space Exploration Missions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lara%20Dutil-Fafard">Lara Dutil-Fafard</a>, <a href="https://publications.waset.org/abstracts/search?q=Caroline%20Rh%C3%A9aume"> Caroline Rhéaume</a>, <a href="https://publications.waset.org/abstracts/search?q=Patrick%20Archambault"> Patrick Archambault</a>, <a href="https://publications.waset.org/abstracts/search?q=Daniel%20Lafond"> Daniel Lafond</a>, <a href="https://publications.waset.org/abstracts/search?q=Neal%20W.%20Pollock"> Neal W. Pollock</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Improving resources for medical autonomy of astronauts in prolonged space missions, such as a Mars mission, requires not only technology development, but also decision-making support systems. The Advanced Crew Medical System - Medical Condition Requirements study, funded by the Canadian Space Agency, aimed to create knowledge content and a scenario-based query capability to support medical autonomy of astronauts. The key objective of this study was to create a prototype tool for identifying medical infrastructure requirements in terms of medical knowledge, skills and materials. A multicriteria decision-making method was used to prioritize the highest risk medical events anticipated in a long-term space mission. Starting with those medical conditions, event sequence diagrams (ESDs) were created in the form of decision trees where the entry point is the diagnosis and the end points are the predicted outcomes (full recovery, partial recovery, or death/severe incapacitation). The ESD formalism was adapted to characterize and compare possible outcomes of medical conditions as a function of available medical knowledge, skills, and supplies in a given mission scenario. An extensive literature review was performed and summarized in a medical condition database. A PostgreSQL relational database was created to allow query-based evaluation of health outcome metrics with different medical infrastructure scenarios. Critical decision points, skill and medical supply requirements, and probable health outcomes were compared across chosen scenarios. The three medical conditions with the highest risk rank were acute coronary syndrome, sepsis, and stroke. Our efforts demonstrate the utility of this approach and provide insight into the effort required to develop appropriate content for the range of medical conditions that may arise. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=decision%20support%20system" title="decision support system">decision support system</a>, <a href="https://publications.waset.org/abstracts/search?q=event-sequence%20diagram" title=" event-sequence diagram"> event-sequence diagram</a>, <a href="https://publications.waset.org/abstracts/search?q=exploration%20mission" title=" exploration mission"> exploration mission</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20autonomy" title=" medical autonomy"> medical autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=scenario-based%20queries" title=" scenario-based queries"> scenario-based queries</a>, <a href="https://publications.waset.org/abstracts/search?q=space%20medicine" title=" space medicine"> space medicine</a> </p> <a href="https://publications.waset.org/abstracts/109950/development-of-requirements-analysis-tool-for-medical-autonomy-in-long-duration-space-exploration-missions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/109950.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">127</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3394</span> Role of Special Training Centers (STC) in Right to Education Act Challenges And Remedies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anshu%20Radha%20Aggarwal">Anshu Radha Aggarwal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As per the Right to Education Act (RTE), 2009, every child in the age group of 6-14 years shall be admitted in a neighborhood school. All the Out of School Children identified have to be enrolled / mainstreamed in to age appropriate class and there-after be provided special training. This paper addresses issues emerging from provisions in the RTE Act that specifically refer to the enrolment of out-of school children into age appropriate classes and the requirement to provide special trainings that will enable this to take place. In the context of RTE Act, the Out-of-School Children are first enrolled in the formal school and then they are provided with Special Training through NRSTCs (Long Term / Short term basis). These centers are functioning in formal school campus itself. This paper specifies the role of special training centers (STC). It presents a re-envisioning of assessment that recognizes two principal functions of assessment, assessment for learning and assessment of learning, instead of the more familiar categories of formative, diagnostic, summative, and evaluative assessment. The use of these two functions of assessment highlights and emphasizes the role of special training centers (STC) to assess their level for giving them appropriate special training and to evaluate their improvement in learning level. Challenge of problem faced by teachers to do diagnostic assessment, including its place in the sequence of assessment procedures appropriate in identifying and addressing individual children’s learning difficulties are solved by special training centers (STC). It is important that assessment is used to identify children with learning difficulties at the earliest possible stage so that appropriate support and intervention can be put in place. So appropriate challenges with tools are presented here for their assessment at entry level and at completion level of primary children by special training centers (STC). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=right%20to%20education" title="right to education">right to education</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=challenges" title=" challenges"> challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=out%20of%20school%20children" title=" out of school children"> out of school children</a> </p> <a href="https://publications.waset.org/abstracts/32882/role-of-special-training-centers-stc-in-right-to-education-act-challenges-and-remedies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32882.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">3393</span> Examining Professional Challenges for School Social Work in Swedish Elementary Schools: A Focus Group Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Kjellgren">Maria Kjellgren</a>, <a href="https://publications.waset.org/abstracts/search?q=Sara%20Lilliehorn"> Sara Lilliehorn</a>, <a href="https://publications.waset.org/abstracts/search?q=Urban%20Markstr%C3%B6m"> Urban Markström</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Critical components that influence the role and performance of school social workers in Swedish elementary schools will be described and analysed, such as formal regulations, professional self-understanding, and the SSWs’ role in the interplay between professional domains involved in elementary school. The data collection was conducted through four semi-structured focus group interviews with a total of 22 SSWs in four different regions in Sweden. The result reveals three main challenges for the School Social Worker (SSW): (1) To navigate in a pedagogic and medical arena within a multidisciplinary team, (2) To manage ambiguity without any formal regulations and unclear settings and leadership and finally, (3) To negotiate tasks at different levels, with a health promotional and preventive focus, where the SSW ends up, mainly in remedial work with individual children. The results also disclosed that SSWs hold a vague professional self-understanding position with a little formal mandate to perform their work. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20social%20worker" title="school social worker">school social worker</a>, <a href="https://publications.waset.org/abstracts/search?q=multidisciplinary%20team" title=" multidisciplinary team"> multidisciplinary team</a>, <a href="https://publications.waset.org/abstracts/search?q=counselling" title=" counselling"> counselling</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20self-understanding" title=" professional self-understanding"> professional self-understanding</a>, <a href="https://publications.waset.org/abstracts/search?q=formal%20regulations" title=" formal regulations"> formal regulations</a> </p> <a href="https://publications.waset.org/abstracts/145084/examining-professional-challenges-for-school-social-work-in-swedish-elementary-schools-a-focus-group-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145084.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">68</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3392</span> Factors of Successful Transition of Individuals with Intellectual Disabilities from School to Employment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mubarak%20S.%20Aldosari">Mubarak S. Aldosari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Transition of adolescents with mild intellectual disabilities (ID) from secondary level to post-school employment level is a critical step for them and their families. Transition of adolescents with mild ID to post secondary levels faces serious difficulties and challenges. The current research highlighted the important factors related to the success of transition of students with mild ID to post-school employment such as vocational training, Self-determination skills, Social skills, and family involvement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescents%20with%20mild%20intellectual%20disabilities" title="adolescents with mild intellectual disabilities">adolescents with mild intellectual disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=post-school%20employment" title=" post-school employment"> post-school employment</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20training" title=" vocational training"> vocational training</a>, <a href="https://publications.waset.org/abstracts/search?q=self-determination%20skills" title=" self-determination skills"> self-determination skills</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20skills" title=" social skills"> social skills</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20involvement" title=" family involvement"> family involvement</a> </p> <a href="https://publications.waset.org/abstracts/37228/factors-of-successful-transition-of-individuals-with-intellectual-disabilities-from-school-to-employment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37228.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">293</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">3391</span> A Study on the Factors Affecting Student Behavior Intention to Attend Robotics Courses at the Primary and Secondary School Levels</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jingwen%20Shan">Jingwen Shan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In order to explore the key factors affecting the robot program learning intention of school students, this study takes the technology acceptance model as the theoretical basis and invites 167 students from Jiading District of Shanghai as the research subjects. In the robot course, the model of school students on their learning behavior is constructed. By verifying the causal path relationship between variables, it is concluded that teachers can enhance students’ perceptual usefulness to robotics courses by enhancing subjective norms, entertainment perception, and reducing technical anxiety, such as focusing on the gradual progress of programming and analyzing learner characteristics. Students can improve perceived ease of use by enhancing self-efficacy. At the same time, robot hardware designers can optimize in terms of entertainment and interactivity, which will directly or indirectly increase the learning intention of the robot course. By changing these factors, the learning behavior of primary and secondary school students can be more sustainable. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=TAM" title="TAM">TAM</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20behavior%20intentions" title=" learning behavior intentions"> learning behavior intentions</a>, <a href="https://publications.waset.org/abstracts/search?q=robot%20courses" title=" robot courses"> robot courses</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20and%20secondary%20school%20students" title=" primary and secondary school students"> primary and secondary school students</a> </p> <a href="https://publications.waset.org/abstracts/107126/a-study-on-the-factors-affecting-student-behavior-intention-to-attend-robotics-courses-at-the-primary-and-secondary-school-levels" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107126.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">151</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3390</span> Great Art for Little Children - Games in School Education as Integration of Polish-Language, Eurhythmics, Artistic and Mathematical Subject Matter </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ma%C5%82gorzata%20Anna%20Karczmarzyk">Małgorzata Anna Karczmarzyk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Who is the contemporary child? What are his/her distinctive features making him/her different from earlier generations? And how to teach in the dissimilar social reality? These questions will constitute the key to my reflections on contemporary early school education. For, to my mind, games have become highly significant for the modern model of education. There arise publications and research employing games to increase competence both in business, tutoring, or coaching, as well as in academic education . Thanks to games students and subordinates can be taught such abilities as problem thinking, creativity, consistent fulfillment of goals, resourcefulness and skills of communication. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=games" title="games">games</a>, <a href="https://publications.waset.org/abstracts/search?q=art" title=" art"> art</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20education" title=" school education"> school education</a>, <a href="https://publications.waset.org/abstracts/search?q=integration" title=" integration"> integration</a> </p> <a href="https://publications.waset.org/abstracts/20133/great-art-for-little-children-games-in-school-education-as-integration-of-polish-language-eurhythmics-artistic-and-mathematical-subject-matter" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20133.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">855</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">3389</span> Existential and Possessive Constructions in Modern Standard Arabic Two Strategies Reflecting the Ontological (Non-)Autonomy of Located or Possessed Entities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fayssal%20Tayalati">Fayssal Tayalati</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although languages use very divergent constructional strategies, all existential constructions appear to invariably involve an implicit or explicit locative constituent. This locative constituent either surface as a true locative phrase or are realized as a possessor noun phrase. However, while much research focuses on the supposed underlying syntactic relation of locative and possessive existential constructions, not much is known about possible semantic factors that could govern the choice between these constructions. The main question that we address in this talk concerns the choice between the two related constructions in Modern Standard Arabic (MAS). Although both are used to express the existence of something somewhere, we can distinguish three contexts: First, for some types of entities, only the EL construction is possible (e.g. (1a) ṯammata raǧulun fī l-ḥadīqati vs. (1b) *(kāna) ladā l-ḥadīqati raǧulun). Second, for other types of entities, only the possessive construction is possible (e.g. (2a) ladā ṭ-ṭawilati aklun dāʾiriyyun vs. (2b) *ṯammata šaklun dāʾiriyyun ladā/fī ṭ-ṭawilati). Finally, for still other entities, both constructions can be found (e.g. (3a) ṯammata ḥubbun lā yūṣafu ladā ǧārī li-zawǧati-hi and (3b) ladā ǧārī ḥubbun lā yūṣafu li-zawǧati-hi). The data covering a range of ontologically different entities (concrete objects, events, body parts, dimensions, essential qualities, feelings, etc.) shows that the choice between the existential locative and the possessive constructions is closely linked to the conceptual autonomy of the existential theme with respect to its location or to the whole that it is a part of. The construction with ṯammata is the only possible one to express the existence of a fully autonomous (i.e. nondependent) entity (concrete objects (e.g.1) and abstract objects such as events, especially the ones that Grimshaw called ‘simple events’). The possessive construction with (kāna) ladā is the only one used to express the existence of fully non-autonomous (i.e. fully dependent on a whole) entities (body parts, dimensions (e.g. 2), essential qualities). The two constructions alternate when the existential theme is conceptually dependent but separable of the whole, either because it has an autonomous (independent) existence of the given whole (spare parts of an object), or because it receives a relative autonomy in the speech through a modifier (accidental qualities, feelings (e.g. 3a, 3b), psychological states, among some other kinds of themes). In this case, the modifier expresses an approximate boundary on a scale, and provides relative autonomy to the entity. Finally, we will show that kinship terms (e.g. son), which at first sight may seem to constitute counterexamples to our hypothesis, are nonetheless supported by it. The ontological (non-)autonomy of located or possessed entities is also reflected by morpho-syntactic properties, among them the use and the choice of determiners, pluralisation and the behavior of entities in the context of associative anaphora. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=existence" title="existence">existence</a>, <a href="https://publications.waset.org/abstracts/search?q=possession" title=" possession"> possession</a>, <a href="https://publications.waset.org/abstracts/search?q=autonomous%20entities" title=" autonomous entities"> autonomous entities</a>, <a href="https://publications.waset.org/abstracts/search?q=non-autonomous%20entities" title=" non-autonomous entities"> non-autonomous entities</a> </p> <a href="https://publications.waset.org/abstracts/44185/existential-and-possessive-constructions-in-modern-standard-arabic-two-strategies-reflecting-the-ontological-non-autonomy-of-located-or-possessed-entities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44185.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">350</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">3388</span> Motivating Factors of Mobile Device Applications toward Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yen-Mei%20Lee">Yen-Mei Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mobile learning (m-learning) has been applied in the education field not only because it is an alternative to web-based learning but also it possesses the ‘anytime, anywhere’ learning features. However, most studies focus on the technology-related issue, such as usability and functionality instead of addressing m-learning from the motivational perspective. Accordingly, the main purpose of the current paper is to integrate critical factors from different motivational theories and related findings to have a better understand the catalysts of an individual’s learning motivation toward m-learning. The main research question for this study is stated as follows: based on different motivational perspectives, what factors of applying mobile devices as medium can facilitate people’s learning motivations? Self-Determination Theory (SDT), Uses and Gratification Theory (UGT), Malone and Lepper’s taxonomy of intrinsic motivation theory, and different types of motivation concepts were discussed in the current paper. In line with the review of relevant studies, three motivating factors with five essential elements are proposed. The first key factor is autonomy. Learning on one’s own path and applying personalized format are two critical elements involved in the factor of autonomy. The second key factor is to apply a build-in instant feedback system during m-learning. The third factor is creating an interaction system, including communication and collaboration spaces. These three factors can enhance people’s learning motivations when applying mobile devices as medium toward learning. To sum up, in the currently proposed paper, with different motivational perspectives to discuss the m-learning is different from previous studies which are simply focused on the technical or functional design. Supported by different motivation theories, researchers can clearly understand how the mobile devices influence people’s leaning motivation. Moreover, instructional designers and educators can base on the proposed factors to build up their unique and efficient m-learning environments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autonomy" title="autonomy">autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20motivation" title=" learning motivation"> learning motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20learning%20%28m-learning%29" title=" mobile learning (m-learning)"> mobile learning (m-learning)</a>, <a href="https://publications.waset.org/abstracts/search?q=motivational%20perspective" title=" motivational perspective"> motivational perspective</a> </p> <a href="https://publications.waset.org/abstracts/87532/motivating-factors-of-mobile-device-applications-toward-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87532.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">181</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3387</span> Access to Apprenticeships and the Impact of Individual and School Level Characteristics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marianne%20D%C3%A6hlen">Marianne Dæhlen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Periods of apprenticeships are characteristic of many vocational educational training (VET) systems. In many countries, becoming a skilled worker implies that the journey starts with an application for apprenticeships at a company or another relevant training establishment. In Norway, where this study is conducted, VET students start their journey with two years of school-based training before applying for two years of apprenticeship. Previous research has shown that access to apprenticeships differs by family background (socio-economic, immigrant, etc.), gender, school grades, and region. The question we raise in this study is whether the status, reputation, or position of the vocational school contributes to VET students’ access to apprenticeships. Data and methods: Register data containing information about schools’ and VET students’ characteristics will be analyzed in multilevel regression analyses. At the school level, the data will contain information on school size, shares of immigrants and/or share of male/female students, and grade requirements for admission. At the VET-student level, the register contains information on e.g., gender, school grades, educational program/trade, obtaining apprenticeship or not. The data set comprises about 3,000 students. Results: The register data is expected to be received in November 2024 and consequently, any results are not present at the point of this call. The planned article is part of a larger research project granted from the Norwegian Research Council and will, accordingly to the plan, start up in December 2024. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=apprenticeships" title="apprenticeships">apprenticeships</a>, <a href="https://publications.waset.org/abstracts/search?q=VET-students%E2%80%99%20characteristics" title=" VET-students’ characteristics"> VET-students’ characteristics</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20schools" title=" vocational schools"> vocational schools</a>, <a href="https://publications.waset.org/abstracts/search?q=quantitative%20methods" title=" quantitative methods"> quantitative methods</a> </p> <a href="https://publications.waset.org/abstracts/193291/access-to-apprenticeships-and-the-impact-of-individual-and-school-level-characteristics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193291.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">9</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">3386</span> Reading Literacy and Methods of Improving Reading</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Iva%20Ko%C5%A1ek%20Barto%C5%A1ov%C3%A1">Iva Košek Bartošová</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrea%20Joke%C5%A1ov%C3%A1"> Andrea Jokešová</a>, <a href="https://publications.waset.org/abstracts/search?q=Eva%20Kozlov%C3%A1"> Eva Kozlová</a>, <a href="https://publications.waset.org/abstracts/search?q=Helena%20Mat%C4%9Bjov%C3%A1"> Helena Matějová</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper presents results of a research team from Faculty of Education, University of Hradec Králové in the Czech Republic. It introduces with the most reading methods used in the 1<sup>st</sup> classes of a primary school and presents results of a pilot research focused on mastering reading techniques and the quality of reading comprehension of pupils in the first half of a school year during training in teaching reading by an analytic-synthetic method and by a genetic method. These methods of practicing reading skills are the most used ones in the Czech Republic. During the school year 2015/16 there has been a measurement made of two groups of pupils of the 1<sup>st</sup> year and monitoring of quantitative and qualitative parameters of reading pupils’ outputs by several methods. Both of these methods are based on different theoretical basis and each of them has a specific educational and methodical procedure. This contribution represents results during a piloting project and draws pilot conclusions which will be verified in the subsequent broader research at the end of the school year of the first class of primary school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=analytic-synthetic%20method%20of%20reading" title="analytic-synthetic method of reading">analytic-synthetic method of reading</a>, <a href="https://publications.waset.org/abstracts/search?q=genetic%20method%20of%20reading" title=" genetic method of reading"> genetic method of reading</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20literacy" title=" reading literacy"> reading literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20methods" title=" reading methods"> reading methods</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20speed" title=" reading speed"> reading speed</a> </p> <a href="https://publications.waset.org/abstracts/48214/reading-literacy-and-methods-of-improving-reading" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48214.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">259</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">3385</span> Tobephobia: Fear of Failure in Education Caused by School Violence and Drug Abuse</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Prakash%20Singh">Prakash Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Schools throughout the world are facing increasing challenges in dealing with school violence and drug abuse by pupils. Therefore, the question of the fear of failure to meet the aims and objectives of education inevitably surfaces as it places increasing and challenging demands on educators and all other stakeholders to address this malaise. Multiple studies on the construct tobephobia (TBP) simply define TBP as the fear of failure in education. This study is a continuation of the exploratory studies on the manifestation of fear in education. The primary purpose of this study was to establish how TBP, caused by school violence and drug abuse affects teaching and learning in our schools. The qualitative research method was used for this study. Teachers admitted that they fear for their safety at school. Working in a fearful situation places a high rate of stress and anxiety on them. Tobephobic educators spend most of their time worrying about their fear of violence and drug abuse by pupils and are too frightened to carry out their normal duties. They prefer to stay in familiar surroundings for fear of being attacked by inebriated learners. This study, therefore, contributes to our understanding of the effects of TBP in our schools caused by school violence and drug abuse. Also, this study supplements the evidence accumulated over the past fifteen years that TBP is not a figment of someone’s imagination; it is a gruesome reality affecting the very foundation of our educational system globally to provide quality and equal education to all our learners in a harmonious, collegial school environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=tobephobia" title="tobephobia">tobephobia</a>, <a href="https://publications.waset.org/abstracts/search?q=tobephobic%20educators" title=" tobephobic educators"> tobephobic educators</a>, <a href="https://publications.waset.org/abstracts/search?q=fear%20of%20failure%20in%20education" title=" fear of failure in education"> fear of failure in education</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20violence" title=" school violence"> school violence</a>, <a href="https://publications.waset.org/abstracts/search?q=drug%20abuse" title=" drug abuse"> drug abuse</a> </p> <a href="https://publications.waset.org/abstracts/27208/tobephobia-fear-of-failure-in-education-caused-by-school-violence-and-drug-abuse" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27208.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">489</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">3384</span> Psychological Sense of School Membership and Coping Ability as Predictors of Multidimensional Life Satisfaction among School Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mary%20Banke%20Iyabo%20Omoniyi">Mary Banke Iyabo Omoniyi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Children in the developing countries have complex social, economic, political and environmental contexts that create a wide range of challenges for school children to surmount as they journey through school from childhood to adolescent. Many of these children have little or no personal resources and social support to confront these challenges. This study employed a descriptive research design of survey type to investigate the psychological sense of school membership and coping skills as they relate to the multidimensional life satisfaction of the school children. The sample consists of 835 school children with the age range of 7-11 years who were randomly selected from twenty schools in Ondo state, Nigeria. The instrument for data collection was a questionnaire consisting of 4 sections A, B, C and D. Section A contained items on the children’s bio-data (Age, School, father’s and mother’s educational qualifications), section B is the Multidimensional Children Life Satisfaction Questionnaire (MCLSQ) with a 20 item Likert type scale. The response format range from Never= 1 to Almost always =4. The (MCLSQ) was designed to provide profile of children satisfaction with important domains of (school, family and friends). Section C is the Psychological Sense of School Membership Questionnaire (PSSMQ) with 18 items having response format ranging from Not at true=1 to completely true=5. While section D is the Self-Report Coping Questionnaire (SRCQ) which has 16 items with response ranging from Never =1 to Always=5. The instrument has a test-retest reliability coefficient of r = 0.87 while the sectional reliabilities for MCLSQ, PSSMQ and SRCQ are 0.86, 0.92 and 0.89 respectively. The results indicated that self-report coping skill was significantly correlated with multidimensional life satisfaction (r=592;p<0.05). However, the correlation between multidimensional life satisfaction and psychological sense of school membership was not significant (r=0.038;p>0.05). The regression analysis indicated that the contribution of mother’s education and father’s education to psychological sense of school member of the children were 0.923, Adjusted R2 is 0.440 and 0.730 and Adjusted R2 is 0.446. The results also indicate that contribution of gender to psychological sense of school for male and female has R= 0.782, Adjusted R2 = 0.478 and R = 0.998, Adjusted R2 i= 0.932 respectively. In conclusion, mother’s education qualification was found to contribute more to children psychological sense of membership and multidimensional life satisfaction than father’s. The girl child was also found to have more sense of belonging to the school setting than boy child. The counselling implications and recommendations among others were geared towards positive emotional gender sensitivity with regards to the male folk. Education stakeholders are also encouraged to make the school environment more conducive and gender friendly. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multidimensional%20life%20satisfaction" title="multidimensional life satisfaction">multidimensional life satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20sense%20of%20school" title=" psychological sense of school"> psychological sense of school</a>, <a href="https://publications.waset.org/abstracts/search?q=coping%20skills" title=" coping skills"> coping skills</a>, <a href="https://publications.waset.org/abstracts/search?q=counselling%20implications" title=" counselling implications"> counselling implications</a> </p> <a href="https://publications.waset.org/abstracts/68417/psychological-sense-of-school-membership-and-coping-ability-as-predictors-of-multidimensional-life-satisfaction-among-school-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68417.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">310</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">3383</span> Artistic and Technological Features of Bukhara Copper Embossing in the 20th Century</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zebiniso%20Mukhsinova">Zebiniso Mukhsinova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article discusses the dynamics of the historical development of the Bukhara school of copper-stamped products. Copper embossing is one of the leading crafts of Uzbek decorative and applied art. A critical and analytical assessment of innovative ideas, artistic and technological features, which arose as a result of the inter-regional synthesis of a local school, is presented. The article includes a detailed analysis of exhibits in museum collections, a research of the scientific papers of leading art critics and differs from previous studies in this area. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=applied%20art" title="applied art">applied art</a>, <a href="https://publications.waset.org/abstracts/search?q=copper%20embossing" title=" copper embossing"> copper embossing</a>, <a href="https://publications.waset.org/abstracts/search?q=metalwork" title=" metalwork"> metalwork</a>, <a href="https://publications.waset.org/abstracts/search?q=ewer" title=" ewer"> ewer</a>, <a href="https://publications.waset.org/abstracts/search?q=tray" title=" tray"> tray</a>, <a href="https://publications.waset.org/abstracts/search?q=Bukhara%20school" title=" Bukhara school"> Bukhara school</a> </p> <a href="https://publications.waset.org/abstracts/144559/artistic-and-technological-features-of-bukhara-copper-embossing-in-the-20th-century" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144559.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">3382</span> Productivity-Emotiveness Model of School Students’ Capacity Levels</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ivan%20Samokhin">Ivan Samokhin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A new two-factor model of school students’ capacity levels is proposed. It considers the academic productivity and emotional condition of children taking part in the study process. Each basic level reflects the correlation of these two factors. The teacher decides whether the required result is achieved or not and write down the grade (from 'A' to 'F') in the register. During the term, the teacher can estimate the students’ progress with any intervals, but it is not desirable to exceed a two-week period (with primary school being an exception). Each boy or girl should have a special notebook to record the emotions which they feel studying a subject. The children can make their notes the way they like it – for example, using a ten-point scale or a short verbal description. It is recommended to record the emotions twice a day: after the lesson and after doing the homework. Before the students start doing this, they should be instructed by a school psychologist, who has to emphasize that an attitude to the subject – not to a person in charge of it – is relevant. At the end of the term, the notebooks are given to the teacher, who is now able to make preliminary conclusions about academic results and psychological comfort of each student. If necessary, some pedagogical measures can be taken. The data about a supposed capacity level is available for the teacher and the school administration. In certain cases, this information can be also revealed to the student’s parents, while the student learns it only after receiving a school-leaving certificate (until this moment, the results are not considered ultimate). Then a person may take these data into consideration when choosing his/her future area of higher education. We single out four main capacity levels: 'nominally low', 'inclination', 'ability' and 'gift'. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20productivity" title="academic productivity">academic productivity</a>, <a href="https://publications.waset.org/abstracts/search?q=capacity%20level" title=" capacity level"> capacity level</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20condition" title=" emotional condition"> emotional condition</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20students" title=" school students"> school students</a> </p> <a href="https://publications.waset.org/abstracts/65900/productivity-emotiveness-model-of-school-students-capacity-levels" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65900.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 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