CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: physical biomodeling</title> <meta name="description" content="Search results for: physical biomodeling"> <meta name="keywords" content="physical biomodeling"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="physical biomodeling" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" 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="physical biomodeling"> <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> 5933</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: physical biomodeling</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5933</span> Effects of Cell Phone Electromagnetic Radiation on the Brain System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Alao%20Olumuyiwa">A. Alao Olumuyiwa </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Health hazards reported to be associated with exposure to electromagnetic radiations which include brain tumors, genotoxic effects, neurological effects, immune system deregulation, allergic responses and some cardiovascular effects are discussed under a closed tabular model in this study. This review however showed that there is strong and robust evidence that chronic exposures to electromagnetic frequency across the spectrum, through strength, consistency, biological plausibility and many dose-response relationships, may result in brain cancer and other carcinogenic disease symptoms. There is therefore no safe threshold because of the genotoxic nature of the mechanism that may however be involved. The discussed study explains that the cell phone has induced effects upon the blood –brain barrier permeability and the cerebellum exposure to continuous long hours RF radiation may result in significant increase in albumin extravasations. A physical Biomodeling approach is however employed to review this health effects using Specific Absorption Rate (SAR) of different GSM machines to critically examine the symptoms such as a decreased loco motor activity, increased grooming and reduced memory functions in a variety of animal spices in classified grouped and sub grouped models. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=brain%20cancer" title="brain cancer">brain cancer</a>, <a href="https://publications.waset.org/abstracts/search?q=electromagnetic%20radiations" title=" electromagnetic radiations"> electromagnetic radiations</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20biomodeling" title=" physical biomodeling"> physical biomodeling</a>, <a href="https://publications.waset.org/abstracts/search?q=specific%20absorption%20rate%20%28SAR%29" title=" specific absorption rate (SAR)"> specific absorption rate (SAR)</a> </p> <a href="https://publications.waset.org/abstracts/14442/effects-of-cell-phone-electromagnetic-radiation-on-the-brain-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14442.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">347</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5932</span> Physical and Thermo-Physical Properties of High Strength Concrete Containing Raw Rice Husk after High Temperature Effect</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=B.%20Akturk">B. Akturk</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Yuzer"> N. Yuzer</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Kabay"> N. Kabay</a> </p> <p class="card-text"><strong>Abstract:</strong></p> High temperature is one of the most detrimental effects that cause important changes in concrete’s mechanical, physical, and thermo-physical properties. As a result of these changes, especially high strength concrete (HSC), may exhibit damages such as cracks and spallings. To overcome this problem, incorporating polymer fibers such as polypropylene (PP) in concrete is a very well-known method. In this study, using RRH as a sustainable material instead of PP fiber in HSC to prevent spallings and improve physical and thermo-physical properties were investigated. Therefore, seven HSC mixtures with 0.25 water to binder ratio were prepared, incorporating silica fume and blast furnace slag. PP and RRH were used at 0.2-0.5% and 0.5-3% by weight of cement, respectively. All specimens were subjected to high temperatures (20 (control), 300, 600 and 900˚C) with a heating rate of 2.5˚C/min and after cooling, residual physical and thermo-physical properties were determined. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=high%20temperature" title="high temperature">high temperature</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20strength%20concrete" title=" high strength concrete"> high strength concrete</a>, <a href="https://publications.waset.org/abstracts/search?q=polypropylene%20fiber" title=" polypropylene fiber"> polypropylene fiber</a>, <a href="https://publications.waset.org/abstracts/search?q=raw%20rice%20husk" title=" raw rice husk"> raw rice husk</a>, <a href="https://publications.waset.org/abstracts/search?q=thermo-physical%20properties" title=" thermo-physical properties"> thermo-physical properties</a> </p> <a href="https://publications.waset.org/abstracts/6212/physical-and-thermo-physical-properties-of-high-strength-concrete-containing-raw-rice-husk-after-high-temperature-effect" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6212.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">5931</span> Registered Nurse's Attitudes and Practices towards Physical Examination in the Clinical Settings</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Besher%20Gharaibeh">Besher Gharaibeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article addressed the issue of using physical exam in nursing. Nurses hold different attitudes toward using physical exam in the clinical settings. These attitudes determine to embrace physical examination in practice. So, the aim of the study was to examine registered nurses’ attitudes and practices, identify perceived barriers, and to identify the factors which influence the performance and the attitudes towards physical examinations. Results showed that even though nurses reported performing physical exam often, they had negative attitudes toward it. Stress and performing physical examinations on someone of the opposite gender (n=236; 87.4%) were the main barriers. Nurse's level of education influenced the attitude (t=-4.3; p < .01). These results indicated that RNs recognize the necessity of physical examinations, but they face many barriers and challenges which hinder the performance of the examination. Cultural factors and experience were the most influential barriers which deter performance of the physical examination. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=physical%20exam" title="physical exam">physical exam</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing" title=" nursing"> nursing</a>, <a href="https://publications.waset.org/abstracts/search?q=barriers" title=" barriers"> barriers</a>, <a href="https://publications.waset.org/abstracts/search?q=practices" title=" practices"> practices</a>, <a href="https://publications.waset.org/abstracts/search?q=attitudes" title=" attitudes"> attitudes</a> </p> <a href="https://publications.waset.org/abstracts/93757/registered-nurses-attitudes-and-practices-towards-physical-examination-in-the-clinical-settings" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93757.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">167</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">5930</span> Prevalence of Physical Activity Levels and Perceived Benefits of and Barriers to Physical Activity among Jordanian Patients with Coronary Heart Disease: A Cross-Sectional Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eman%20Ahmed%20Alsaleh">Eman Ahmed Alsaleh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Many studies published in other countries identified certain perceived benefits and barriers to physical activity among patients with coronary heart disease. Nevertheless, there is no data about the issue relating to Jordanian patients with coronary heart disease. Objective: This study aimed to describe the prevalence of level of physical activity, benefits of and barriers to physical activity as perceived by Jordanian patients with coronary heart disease, and the relationship between physical activity and perceived benefits of and barriers to physical activity. In addition, it focused on examining the influence of selected sociodemographic and health characteristics on physical activity and the perceived benefits of and barriers to physical activity. Methods: A cross-sectional design was performed on a sample of 400 patients with coronary heart disease. They were given a list of perceived benefits and barriers to physical activity and asked to what extent they disagreed or agreed with each. Results: Jordanian patients with coronary heart disease perceived various benefits and barriers to physical activity. Most of these benefits were physiologically related (average mean = 5.7, SD = .7). The most substantial barriers to physical activity as perceived by the patients were: feeling anxiety, not having enough time, lack of interest, bad weather, and feeling of being uncomfortable. Sociodemographic and health characteristics that significantly influenced perceived barriers to physical activity were age, gender, health perception, chest pain frequency, education, job, caring responsibilities, ability to travel alone, smoking, and previous and current physical activity behaviour. Conclusion: This research demonstrates that patients with coronary heart disease have perceived physiological benefits of physical activity, and they have perceived motivational, physical health, and environmental barriers to physical activity, which is significant in developing intervention strategies that aim to maximize patients' participation in physical activity and overcome barriers to physical activity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=prevalence" title="prevalence">prevalence</a>, <a href="https://publications.waset.org/abstracts/search?q=coronary%20heart%20disease" title=" coronary heart disease"> coronary heart disease</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20activity" title=" physical activity"> physical activity</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20barriers" title=" perceived barriers"> perceived barriers</a> </p> <a href="https://publications.waset.org/abstracts/158570/prevalence-of-physical-activity-levels-and-perceived-benefits-of-and-barriers-to-physical-activity-among-jordanian-patients-with-coronary-heart-disease-a-cross-sectional-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158570.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">113</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5929</span> Level of Physical Activity and Physical Fitness, and Attitudes towards Physical Activity among Senior Medical Students of Sultan Qaboos University, Sultanate of Oman</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hajar%20Al%20Rajaibi">Hajar Al Rajaibi</a>, <a href="https://publications.waset.org/abstracts/search?q=Kawla%20Al%20Toubi"> Kawla Al Toubi</a>, <a href="https://publications.waset.org/abstracts/search?q=Saeed%20Al%20Jaadi"> Saeed Al Jaadi</a>, <a href="https://publications.waset.org/abstracts/search?q=Deepali%20Jaju"> Deepali Jaju</a>, <a href="https://publications.waset.org/abstracts/search?q=Sanjay%20Jaju"> Sanjay Jaju</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: The available evidence in Oman on lack of physical activity call for immediate intervention. Physical activity counseling by doctors to their patients is influenced by their attitudes and personal physical fitness. To our best knowledge, the physical activity status of Omani medical students has not been addressed before. These future doctors will have a critical role in improving physical activity in patients and thus their overall health. Objective: The aim of the study is to assess the physical activity level, physical fitness level, and attitudes towards physical activity among Sultan Qaboos University senior medical students. Methods: In this cross-sectional study (N=110; males 55), physical activity level was assessed using International Physical Activity Questionnaire (IPAQ ) short form and attitudes towards physical activity using a fifty-four-items Kenyon questionnaire. The physical fitness level was assessed by estimating maximal oxygen uptake (VO₂max) using Chester step test. Results: Female students reported more sitting time more than 7hr/day (85.5%) compared to male students (40%; p < 0.05). The IPAQ revealed moderate level of physical activity in 58% of students. Students showed a high positive attitude towards physical activity for health and fitness and low attitude for physical activity as tension and risk. Both female and male students had a similar level and attitude towards physical activity. Physical fitness level was excellent (VO₂max > 55ml O₂/kg/min) in 11% of students, good (VO₂max>44-54ml O₂/kg/min) in 49% and average to below-average in 40%. Objectively measured physical fitness level, subjectively reported physical activity level or attitudes towards physical activity were not correlated. Conclusion: Omani medical students have a positive attitude towards physical activity but moderate physical activity level. Longer sitting time in females need further evaluation. Efforts are required to understand reasons for present physical activity level and to promote good physical activity among medical students by creating more awareness and facilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chester%20step%20test" title="Chester step test">Chester step test</a>, <a href="https://publications.waset.org/abstracts/search?q=Kenyon%20scale" title=" Kenyon scale"> Kenyon scale</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20students" title=" medical students"> medical students</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20activity" title=" physical activity"> physical activity</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20fitness" title=" physical fitness"> physical fitness</a> </p> <a href="https://publications.waset.org/abstracts/110676/level-of-physical-activity-and-physical-fitness-and-attitudes-towards-physical-activity-among-senior-medical-students-of-sultan-qaboos-university-sultanate-of-oman" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110676.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">153</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">5928</span> Joint Physical Custody: Lessons from the European Union</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Katarzyna%20Kami%C5%84ska">Katarzyna Kamińska</a> </p> <p class="card-text"><strong>Abstract:</strong></p> When thinking about custodial arrangements after divorce or separation, there has been a shift from sole custody, particularly maternal preference, to joint physical custody. In many Western countries, an increasing of children with separated parents have joint physical custody, which is believed to be in the best interests of the child, as children can maintain personal relations and direct contact with both parents on a regular basis. The aim of the article is to examine joint physical custody, both from the perspective of the binding legal instruments that are relevant to joint physical custody, the Principles of European Family Law drafted by the CEFL, as well as the international research on this matter. The thesis underlying this paper is that joint physical custody is in itself neither good nor bad, and it depends on how the arrangements are managed by the parents. The paper includes a reflection on joint physical custody in the face of the COVID-19 crisis. The results indicate that in normal circumstances, joint physical custody demands broad communication, and now it times of crisis, we need over-communication about children and plans. Only a very tight and coordinated co-parenting plan make the whole family safer. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=joint%20physical%20custody" title="joint physical custody">joint physical custody</a>, <a href="https://publications.waset.org/abstracts/search?q=co-parenting" title=" co-parenting"> co-parenting</a>, <a href="https://publications.waset.org/abstracts/search?q=child%20welfare" title=" child welfare"> child welfare</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19" title=" COVID-19"> COVID-19</a> </p> <a href="https://publications.waset.org/abstracts/144611/joint-physical-custody-lessons-from-the-european-union" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144611.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">245</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">5927</span> The Effect of Physical Biorhythm Cycle on Health-Related Fitness Factors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Leyli%20Khavari">Leyli Khavari</a>, <a href="https://publications.waset.org/abstracts/search?q=Javad%20Yousefian"> Javad Yousefian</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study was to investigate the effect of physical biorhythm cycle on health-related fitness factors. For this purpose, 120 athlete and non-athlete male and female students were selected randomly and based on the level of physical activity divided into athletic and non-athletic groups. The exact date of birth and also when the subjects were in the positive, negative and critical physical biorhythm cycle was determined by calculation software biorhythm. The physical fitness factors tests, including Queens College Step Test, AAHPERD sit-ups; Wells stretch test and hand dynamometer. Students in three stages in positive, negative and critical physical cycle were tested. Data processing using SPSS software and statistical tests ANOVA with repeated measures and student t test was used for dependent. The results of this study showed that changes in physical fitness and physical biorhythm were not affected by changes in the 23-day physical cycle. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=AAHPERD%20test" title="AAHPERD test">AAHPERD test</a>, <a href="https://publications.waset.org/abstracts/search?q=biorhythm" title=" biorhythm"> biorhythm</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20cycle" title=" physical cycle"> physical cycle</a>, <a href="https://publications.waset.org/abstracts/search?q=Queens%20College%20Step%20Test" title=" Queens College Step Test"> Queens College Step Test</a> </p> <a href="https://publications.waset.org/abstracts/73048/the-effect-of-physical-biorhythm-cycle-on-health-related-fitness-factors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73048.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">182</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">5926</span> Associations Between Executive Function and Physical Fitness in Preschool Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aleksander%20Veraksa">Aleksander Veraksa</a>, <a href="https://publications.waset.org/abstracts/search?q=Alla%20Tvardovskaya"> Alla Tvardovskaya</a>, <a href="https://publications.waset.org/abstracts/search?q=Margarita%20Gavrilova"> Margarita Gavrilova</a>, <a href="https://publications.waset.org/abstracts/search?q=Vera%20Yakupova"> Vera Yakupova</a>, <a href="https://publications.waset.org/abstracts/search?q=Martin%20Mus%C3%A1lek"> Martin Musálek</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Considering the current agreement on the significance of executive functions, there is growing interest in determining factors that contribute to the development of these skills, especially during the preschool period. Although multiple studies have been focusing on links between physical activity, physical fitness and executive functions, this topic was more investigated in schoolchildren and adults than in preschoolers. The aim of the current study was to identify different levels of physical fitness among pre-schoolers, followed by an analysis of differences in their executive functions. Participants were 261 5-6-years old children. Inhibitory control and working memory were positively linked with physical fitness. Cognitive flexibility was not associated with physical fitness. The research findings are considered from neuropsychological grounds, Jean Piaget's theory of cognitive development, and the cultural-historical approach. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20flexibility" title="cognitive flexibility">cognitive flexibility</a>, <a href="https://publications.waset.org/abstracts/search?q=inhibitory%20control" title=" inhibitory control"> inhibitory control</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20activity" title=" physical activity"> physical activity</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=working%20memory." title=" working memory."> working memory.</a> </p> <a href="https://publications.waset.org/abstracts/143584/associations-between-executive-function-and-physical-fitness-in-preschool-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143584.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">97</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5925</span> The Investigation of Correlation between Body Composition and Physical Activity in University Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ferruh%20Taspinar">Ferruh Taspinar</a>, <a href="https://publications.waset.org/abstracts/search?q=Gulce%20K.%20Seyyar"> Gulce K. Seyyar</a>, <a href="https://publications.waset.org/abstracts/search?q=Gamze%20Kurt"> Gamze Kurt</a>, <a href="https://publications.waset.org/abstracts/search?q=Eda%20O.%20Okur"> Eda O. Okur</a>, <a href="https://publications.waset.org/abstracts/search?q=Emrah%20Afsar"> Emrah Afsar</a>, <a href="https://publications.waset.org/abstracts/search?q=Ismail%20Saracoglu"> Ismail Saracoglu</a>, <a href="https://publications.waset.org/abstracts/search?q=Betul%20Taspinar"> Betul Taspinar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Alterations of physical activity can effect body composition (especially body fat ratio); however body mass index may not sufficient to indicate these minimal differences. The aim of this study was to evaluate the relationship between body composition and physical activity in university students. In this study, 132 university students (mean age; 21.21±1.51) were included. Tanita BC-418 and International Physical Activity Questionnaire (IPAQ) were used to evaluate participants. The correlation between the parameters was analysed via Spearman correlation analysis. Significance level in statistical analyses was accepted is 0.05. The results showed that there was no correlation between body mass index and physical activity (p>0.05). There was a positive correlation between body muscle ratio and physical activity, whereas a negative correlation between body fat ratio and physical activity (p<0.05). This study showed that body fat and muscle ratio affects the level of physical activity in healthy university students. Therefore, we thought that physical activity might reduce effects of the diseases caused by disturbed body composition. Further studies are required to support this idea. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=body%20composition" title="body composition">body composition</a>, <a href="https://publications.waset.org/abstracts/search?q=body%20mass%20index" title=" body mass index"> body mass index</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20activity" title=" physical activity"> physical activity</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20student" title=" university student"> university student</a> </p> <a href="https://publications.waset.org/abstracts/60659/the-investigation-of-correlation-between-body-composition-and-physical-activity-in-university-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60659.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">355</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">5924</span> Mobile Device Applications in Physical Education: Investigating New Pedagogical Possibilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Danica%20Vidotto">Danica Vidotto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Digital technology is continuing to disrupt and challenge local conventions of teaching and education. As mobile devices continue to make their way into contemporary classrooms, educators need new pedagogies incorporating information communication technology to help reform the learning environment. In physical education, however, this can seem controversial as physical inactivity is often related to an excess of screen-time. This qualitative research project is an investigation on how physical educators use mobile device applications (apps) in their pedagogy and to what end. A comprehensive literature review is included to examine and engage current academic research of new pedagogies and technology, and their relevance to physical activity. Data were collected through five semi-structured interviews resulting in three overarching themes; i) changing pedagogies in physical education; ii) the perceived benefits and experienced challenges of using apps; and iii) apps, physical activity, and physical education. This study concludes with a discussion of the findings engaging the literature, discussing the implications of findings, and recommendations for future research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=applications%20%28apps%29" title="applications (apps)">applications (apps)</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20devices" title=" mobile devices"> mobile devices</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20pedagogies" title=" new pedagogies"> new pedagogies</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20education" title=" physical education"> physical education</a> </p> <a href="https://publications.waset.org/abstracts/82421/mobile-device-applications-in-physical-education-investigating-new-pedagogical-possibilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82421.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">193</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">5923</span> Physical Fitness Activities for Elementary School Pupils of Matacon Elementary School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ariel%20B.%20Domagsang">Ariel B. Domagsang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study dealt with the physical fitness activities for elementary school pupils of Matacon Elementary School, Polangui South District, Albay Division are presented in this chapter. Specifically, it looked into the pre-post test performance based on the Physical Fitness Test which were subjected to statistical significant test of difference including health- and skill-related improvement. Finally, it came up with physical fitness activities to improve the physical fitness performance of the pupils. The descriptive method through survey using questionnaire-checklist, unstructured interview and document(ary) analysis were utilized in this research. There were 171 grades five and six pupil participants in this undertaking. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Matakon" title="Matakon">Matakon</a>, <a href="https://publications.waset.org/abstracts/search?q=fitness%20acitivities" title=" fitness acitivities"> fitness acitivities</a>, <a href="https://publications.waset.org/abstracts/search?q=elementary%20schools" title=" elementary schools"> elementary schools</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20fitness%20of%20pupils" title=" physical fitness of pupils"> physical fitness of pupils</a> </p> <a href="https://publications.waset.org/abstracts/20550/physical-fitness-activities-for-elementary-school-pupils-of-matacon-elementary-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20550.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">534</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">5922</span> Physical Activity, Exercise and Physical Fitness in Different Generation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carl%20J.%20Caspersen">Carl J. Caspersen</a>, <a href="https://publications.waset.org/abstracts/search?q=Kenneth%20E.%20Powell"> Kenneth E. Powell</a>, <a href="https://publications.waset.org/abstracts/search?q=Gregory%20M.%20Christenson"> Gregory M. Christenson</a>, <a href="https://publications.waset.org/abstracts/search?q=Kirupa%20V.%20Patel"> Kirupa V. Patel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> ‘Physical activity’, ‘exercise’, and ‘physical fitness’ are terms that describe different concepts. However, they are often confused with one another, and the terms are sometimes used interchangeably. This paper proposes definitions to distinguish them. Physical activity is defined as any bodily movement produced by skeletal muscles that result in energy expenditure. The energy expenditure can be measured in kilocalories. Physical activity in daily life can be categorized into occupational, sports, Conditioning, household, or other activities. Exercise is a subset of physical activity that is planned, structured, and repetitive and has as a final or an intermediate objective the improvement or maintenance of physical fitness. Physical fitness is a set of attributes that are either health- or skill-related. The degree to which people have these attributes can be measured with specific tests. These definitions are offered as an interpretational framework for comparing studies that relate physical activity, exercise, and physical fitness to health. Physical activity is defined as any bodily movement produced by skeletal muscles that require energy expenditure. Physical inactivity has been identified as the fourth leading risk factor for global mortality causing an estimated 3.2 million deaths globally. Regular moderate intensity physical activity – such as walking, cycling, or participating in sports – has significant benefits for health. For instance, it can reduce the risk of cardiovascular diseases, diabetes, colon and breast cancer, and depression. Moreover, adequate levels of physical activity will decrease the risk of a hip or vertebral fracture and help control weight. Any bodily movement produced by the contraction of skeletal muscle that increases energy expenditure above a basal level. In these guidelines, physical activity generally refers to the subset of physical activity that enhances health. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=physical%20activity" title="physical activity">physical activity</a>, <a href="https://publications.waset.org/abstracts/search?q=exercise" title=" exercise"> exercise</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=sports" title=" sports"> sports</a> </p> <a href="https://publications.waset.org/abstracts/58966/physical-activity-exercise-and-physical-fitness-in-different-generation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58966.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">361</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">5921</span> Physical Fitness Evaluation of Physical Education Teachers in Maktab Rendah Sains MARA (MRSM)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohamad%20Nizam%20Asmuni">Mohamad Nizam Asmuni</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Naszeri%20Salleh"> Ahmad Naszeri Salleh</a>, <a href="https://publications.waset.org/abstracts/search?q=Yunus%20Adam"> Yunus Adam</a>, <a href="https://publications.waset.org/abstracts/search?q=Azhar%20Yaacob"> Azhar Yaacob</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Hafiz%20Rosli"> Mohd Hafiz Rosli</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhamad%20Nazrul%20Hakim%20Abdullah"> Muhamad Nazrul Hakim Abdullah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Physical Education teacher at the school should have good physical fitness to educate and guide students in the school. Currently, there are no standards for the level of physical fitness for teachers who teaches physical education at the school. Therefore, this research is to determine the level of physical fitness of teacher of Physical Education at Maktab Rendah Sains MARA (MRSM). A total of 28 samples (18 men and 10 women, age 33 ± 4.91), teachers of physical education at MRSM, were randomly selected to participate in this study. Height, weight, body fat percentage, body mass index (BMI) and other physical testing are measured and recorded. The results showed that the average of body mass index (BMI) for teachers of Physical Education is 25.9 ± 4:57. Body mass index (BMI) of teachers can be categorized as pre-obese based on World Health Organization (WHO) guidelines. Body fat percentage for male (age; 34.3 ± 5.13) and female (age; 30.9 ± 3.81) teachers is 24.7% ± 6.54 and 30.6% ± 6.28, respectively. Male teachers were categorized as overfat, however, female teachers were categorized as healthy based on body fat ranges for standard adults at NY Obesity Research Center. Bleep test results show that the average Bleep test is level 4 and shuttle 2; average VO2max was 27.5 ± 5.94 L/min. Physical fitness and performance of physical education teachers at MRSM is much lower compared to the rugby junior athlete in University Putra Malaysia (UPM). Therefore, physical fitness of teachers must be improved to ensure the physical education classes at MRSM could be done better. <p class="card-text"><strong>Keywords:</strong> <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=BMI" title=" BMI"> BMI</a>, <a href="https://publications.waset.org/abstracts/search?q=bleep%20test" title=" bleep test"> bleep test</a>, <a href="https://publications.waset.org/abstracts/search?q=obesity" title=" obesity"> obesity</a> </p> <a href="https://publications.waset.org/abstracts/2059/physical-fitness-evaluation-of-physical-education-teachers-in-maktab-rendah-sains-mara-mrsm" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2059.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">371</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">5920</span> Competition as an Appropriate Instructional Practice in the Physical Education Environment: Reflective Experiences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=David%20Barney">David Barney</a>, <a href="https://publications.waset.org/abstracts/search?q=Francis%20Pleban"> Francis Pleban</a>, <a href="https://publications.waset.org/abstracts/search?q=Muna%20Muday"> Muna Muday</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to explore gender differences of former physical education students related to reflective experiences of competition in physical education learning environment. In the school environment, students are positioned in competitive situations, including in the physical education context. Therefore it is important to prepare future physical educators to address the role of competition in physical education. Participants for this study were 304 college-aged students and young adults (M = 1.53, SD = .500), from a private university and local community located in the western United States. When comparing gender, significant differences (p < .05) were reported for four (questions 5, 7, 12, and 14) of the nine scaling questions. Follow-up quantitative findings reported that males (41%) more than females (27%) witnessed fights in physical education environment during competitive games. Qualitative findings reported fighting were along the lines of verbal confrontation. Female participants tended to experience being excluded from games, when compared to male participants. Both male and female participants (total population; 95%, males; 98%; and females 92%) were in favor of including competition in physical education for students. Findings suggest that physical education teachers and physical education teacher education programs have a responsibility to develop gender neutral learning experiences that help students better appreciate the role competition plays, both in and out of the physical education classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competition" title="competition">competition</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20education" title=" physical education"> physical education</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20education%20teacher%20education" title=" physical education teacher education"> physical education teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a> </p> <a href="https://publications.waset.org/abstracts/67404/competition-as-an-appropriate-instructional-practice-in-the-physical-education-environment-reflective-experiences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67404.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">497</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">5919</span> Current Global Education Trends: Issues and Challenges of Physical and Health Education Teaching and Learning in Nigerian Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bichi%20Muktar%20Sani">Bichi Muktar Sani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The philosophy of Physical and Health Education is to develop academic and professional competency which will enable individuals earn a living and render unique services to the society and also provide good basis of knowledge and experience that characterize an educated and fully developed person through physical activities. With the increase of sedentary activities such as watching television, playing videogames, increased computer technology, automation and reduction of high school Physical and Health Education schedules, young people are most likely to become overweight, and less fit. Physical Education is a systematic instruction in sports, training, practice, gymnastics, exercises, and hygiene given as part of a school or college program. Physical and Health Education is the study, practice, and appreciation of the art and science of human movement. Physical and Health Education is course in the curricula that utilizes the learning in the cognitive, affective, and psychomotor domains in a lay or movement exploration setting. The paper made some recommendations on the way forward. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=issues" title="issues">issues</a>, <a href="https://publications.waset.org/abstracts/search?q=challenges" title=" challenges"> challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20education" title=" physical education"> physical education</a>, <a href="https://publications.waset.org/abstracts/search?q=school" title=" school"> school</a> </p> <a href="https://publications.waset.org/abstracts/187567/current-global-education-trends-issues-and-challenges-of-physical-and-health-education-teaching-and-learning-in-nigerian-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187567.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">39</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5918</span> Impacts and Implications: Exploring the Long-Term Health Benefits of Regular Physical Activity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Wahb">Muhammad Wahb</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Physical activity is increasingly recognized as a significant factor in maintaining optimal health and preventing chronic diseases. This research scrutinizes the long-term health benefits of sustained physical activity, employing a systematic review of epidemiological studies and randomized control trials conducted over the past decade. The study illuminates the protective effects of regular physical activity against cardiovascular disease, obesity, diabetes, and mental health disorders, with a special focus on the mechanisms involved. Furthermore, the paper provides insights into how public health initiatives can effectively promote physical activity among diverse populations, contributing to improved community health outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=physical%20activity" title="physical activity">physical activity</a>, <a href="https://publications.waset.org/abstracts/search?q=long-term%20health%20benefits" title=" long-term health benefits"> long-term health benefits</a>, <a href="https://publications.waset.org/abstracts/search?q=chronic%20disease%20prevention" title=" chronic disease prevention"> chronic disease prevention</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20health" title=" public health"> public health</a> </p> <a href="https://publications.waset.org/abstracts/170193/impacts-and-implications-exploring-the-long-term-health-benefits-of-regular-physical-activity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170193.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">97</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5917</span> Comparison between Mental Toughness and Level of Physical Activity between Staff and Students in University of Tabriz</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mahta%20Eskandarnejad">Mahta Eskandarnejad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this paper was to compare physical activity and mental toughness in the staff and students of the University of Tabriz. 615 people participated in this study and filled demographic questionnaire, mental thoughness48 (MTQ48) questionnaire and habitual physical activity questionnaire (Baecke physical activity questionnaire). The research sample included 355 students and 260 staff (615 questionnaires). For analyzing hypotheses MANOVA, correlation and independent t-test were used. Based on the result; some subscales of mental toughness and physical activity were significantly related. The result showed the significant correlation between mental toughness and physical activity in student and no significant correlation in staff. Students were significantly physically more active than staff, and mental toughness was higher in staff. There was no difference in mental toughness variable between active participants (active staff and student). The results of this study showed that mental toughness could influence the way a person cope with living conditions. It is expected that mental toughness changes can lead to changing in levels of physical activity. It should be noted that the other variables should not be ignored. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Baecke%20physical%20activity%20questionnaire" title="Baecke physical activity questionnaire">Baecke physical activity questionnaire</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20toughness" title=" mental toughness"> mental toughness</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20activity" title=" physical activity"> physical activity</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20staff" title=" university staff"> university staff</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20student" title=" university student"> university student</a> </p> <a href="https://publications.waset.org/abstracts/88198/comparison-between-mental-toughness-and-level-of-physical-activity-between-staff-and-students-in-university-of-tabriz" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88198.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">391</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">5916</span> Personality Traits and Physical Activity among Staff Personnel of University of Southern Mindanao</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cheeze%20Janito">Cheeze Janito</a>, <a href="https://publications.waset.org/abstracts/search?q=Crisly%20Dawang"> Crisly Dawang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is important to determine the personality traits that exist in the workplace and the contribution of these personality traits in the staff’s daily work routines; a sedentary lifestyle is harmful to one’s health. This study reports the personality traits of the University of Southern Mindanao, Kabacan, Philippines, non-teaching staff, the physical activity involvement of the non-teaching staff, and the big five personality traits that shape the relationship of university non-teaching staff in engaging physical activities. A quantitative method approach, which comprised a three-part questionnaire, was used to collect the data. The fifty non-teaching staff complete the survey. The results revealed that among the big five personality traits, the university non-teaching staff scored higher in agreeableness as revealed, that there was a commonality among the respondents’ traits of consideration to the feelings of the co-workers in observance to not being rude and vividly display of respect to co-workers and workplace and scored least in the personality trait of neuroticism. The study also reported that the university non-teaching staff's main physical activity was house chores as a prime physical exercise in which respondents reported a physical activity frequency of once to twice a week; thus, this study reported that the respondents are less engaged in doing physical activities. Further, the relationship of personality traits and the physical activity of the non-teaching staff gained a p-value of .596 that indicates there is no significant relationship between the two variables, the personality trait and physical activities. This study recommends the tight promotion of staff in engaging in physical activity of at least one hundred fifty minutes of moderate-intensity activity each week. Added to this, the use of different platforms containing physical exercise literacy and the benefits of physical exercise for the holistic development of the university community. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=university%20staff" title="university staff">university staff</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=personality%20traits" title=" personality traits"> personality traits</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20activity" title=" physical activity"> physical activity</a> </p> <a href="https://publications.waset.org/abstracts/140061/personality-traits-and-physical-activity-among-staff-personnel-of-university-of-southern-mindanao" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/140061.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">195</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">5915</span> Physical Activity Interventions and Maternal Health Outcomes in Nigeria: A Meta-Analysis of Randomized Controlled Trials</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jamilu%20Lawal%20Ajiya">Jamilu Lawal Ajiya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Physical activity is essential for improving maternal health outcomes, particularly in low- and middle-income countries like Nigeria. Objective: The aim is to evaluate the effectiveness of physical activity interventions on maternal health outcomes among Nigerian pregnant women. Methods: Systematic review and meta-analysis of randomized controlled trials (RCTs) conducted in Nigeria, published in English, and focusing on physical activity and maternal health outcomes. Results: Ten RCTs (N=1,200) were included. Physical activity interventions significantly reduced the risk of gestational diabetes, hypertension and preterm birth. Also, the study found that brisk walking and aerobic exercise were more effective than yoga. Conclusion: Physical activity interventions improve maternal health outcomes among Nigerian pregnant women. Policy changes and public health programs should prioritize physical activity promotion during pregnancy. This study informs healthcare providers, policymakers, and researchers on the effectiveness of physical activity interventions in improving maternal health outcomes in Nigeria. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=physical%20activity" title="physical activity">physical activity</a>, <a href="https://publications.waset.org/abstracts/search?q=maternal%20health" title=" maternal health"> maternal health</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a>, <a href="https://publications.waset.org/abstracts/search?q=randomized%20controlled%20trials" title=" randomized controlled trials"> randomized controlled trials</a> </p> <a href="https://publications.waset.org/abstracts/192243/physical-activity-interventions-and-maternal-health-outcomes-in-nigeria-a-meta-analysis-of-randomized-controlled-trials" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192243.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">23</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">5914</span> Physical Activity Self-Efficacy among Pregnant Women with High Risk for Gestational Diabetes Mellitus: A Cross-Sectional Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xiao%20Yang">Xiao Yang</a>, <a href="https://publications.waset.org/abstracts/search?q=Ji%20Zhang"> Ji Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Yingli%20Song"> Yingli Song</a>, <a href="https://publications.waset.org/abstracts/search?q=Hui%20Huang"> Hui Huang</a>, <a href="https://publications.waset.org/abstracts/search?q=Jing%20Zhang"> Jing Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Yan%20Wang"> Yan Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Rongrong%20Han"> Rongrong Han</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhixuan%20Xiang"> Zhixuan Xiang</a>, <a href="https://publications.waset.org/abstracts/search?q=Lu%20Chen"> Lu Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Lingling%20Gao"> Lingling Gao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Aim and Objectives: To examine physical activity self-efficacy, identify its predictors, and further explore the mechanism of action among the predictors in mainland Chinese pregnant women with high risk for gestational diabetes mellitus (GDM). Background: Physical activity could protect pregnant women from developing GDM. Physical activity self-efficacy was the key predictor of physical activity. Design: A cross-sectional study was conducted from October 2021 to May 2022 in Zhengzhou, China. Methods: 252 eligible pregnant women completed the Pregnancy Physical Activity Self-efficacy Scale, the Social Support for Physical Activity Scale, the Knowledge on Physical Activity Questionnaire, the 7-item Generalized Anxiety Disorder scale, the Edinburgh Postnatal Depression Scale, and a socio-demographic data sheet. Multiple linear regression was applied to explore the predictors of physical activity self-efficacy. Structural equation modeling was used to explore the mechanism of action among the predictors. Results: Chinese pregnant women with a high risk for GDM reported a moderate level of physical activity self-efficacy. The best-fit regression analysis revealed four variables explained 17.5% of the variance in physical activity self-efficacy. Social support for physical activity was the strongest predictor, followed by knowledge of the physical activity, intention to do physical activity, and anxiety symptoms. The model analysis indicated that knowledge of physical activity could release anxiety and depressive symptoms and then increase physical activity self-efficacy. Conclusion: The present study revealed a moderate level of physical activity self-efficacy. Interventions targeting pregnant women with high risk for GDM need to include the predictors of physical activity self-efficacy. Relevance to clinical practice: To facilitate pregnant women with high risk for GDM to engage in physical activity, healthcare professionals may find assess physical activity self-efficacy and intervene as soon as possible on their first antenatal visit. Physical activity intervention programs focused on self-efficacy may be conducted in further research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=physical%20activity" title="physical activity">physical activity</a>, <a href="https://publications.waset.org/abstracts/search?q=gestational%20diabetes" title=" gestational diabetes"> gestational diabetes</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=predictors" title=" predictors"> predictors</a> </p> <a href="https://publications.waset.org/abstracts/163023/physical-activity-self-efficacy-among-pregnant-women-with-high-risk-for-gestational-diabetes-mellitus-a-cross-sectional-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163023.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">5913</span> Physical Verification Flow on Multiple Foundries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rohaya%20Abdul%20Wahab">Rohaya Abdul Wahab</a>, <a href="https://publications.waset.org/abstracts/search?q=Raja%20Mohd%20Fuad%20Tengku%20Aziz"> Raja Mohd Fuad Tengku Aziz</a>, <a href="https://publications.waset.org/abstracts/search?q=Nazaliza%20Othman"> Nazaliza Othman</a>, <a href="https://publications.waset.org/abstracts/search?q=Sharifah%20Saleh"> Sharifah Saleh</a>, <a href="https://publications.waset.org/abstracts/search?q=Nabihah%20Razali"> Nabihah Razali</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Al%20Baqir%20Zinal%20Abidin"> Muhammad Al Baqir Zinal Abidin</a>, <a href="https://publications.waset.org/abstracts/search?q=Md%20Hanif%20Md%20Nasir"> Md Hanif Md Nasir </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper will discuss how we optimize our physical verification flow in our IC Design Department having various rule decks from multiple foundries. Our ultimate goal is to achieve faster time to tape-out and avoid schedule delay. Currently the physical verification runtimes and memory usage have drastically increased with the increasing number of design rules, design complexity and the size of the chips to be verified. To manage design violations, we use a number of solutions to reduce the amount of violations needed to be checked by physical verification engineers. The most important functions in physical verifications are DRC (design rule check), LVS (layout vs. schematic) and XRC (extraction). Since we have a multiple number of foundries for our design tape-outs, we need a flow that improve the overall turnaround time and ease of use of the physical verification process. The demand for fast turnaround time is even more critical since the physical design is the last stage before sending the layout to the foundries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=physical%20verification" title="physical verification">physical verification</a>, <a href="https://publications.waset.org/abstracts/search?q=DRC" title=" DRC"> DRC</a>, <a href="https://publications.waset.org/abstracts/search?q=LVS" title=" LVS"> LVS</a>, <a href="https://publications.waset.org/abstracts/search?q=XRC" title=" XRC"> XRC</a>, <a href="https://publications.waset.org/abstracts/search?q=flow" title=" flow"> flow</a>, <a href="https://publications.waset.org/abstracts/search?q=foundry" title=" foundry"> foundry</a>, <a href="https://publications.waset.org/abstracts/search?q=runset" title=" runset"> runset</a> </p> <a href="https://publications.waset.org/abstracts/29033/physical-verification-flow-on-multiple-foundries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29033.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">654</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">5912</span> Physical Activity Participation Levels as Correlates of Cardiorespiratory Fitness of Senior High School Teachers in the Dormaa East District</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Isaac%20Yeboah">Isaac Yeboah</a>, <a href="https://publications.waset.org/abstracts/search?q=Emmanuel%20Osei%20Sarpong"> Emmanuel Osei Sarpong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Physical activity (PA) is considered the best preventative tool for maintaining physical health and extending lifespan because it offers a range of benefits. However, for people to benefit from physical activity, it must be done at a level that can enhance fitness, health, and overall well-being. Therefore, this study aimed to determine the link between physical activity participation levels and cardiorespiratory fitness (CRF). The study employed the descriptive correlational design. The census sampling technique included all 190-teaching staff from the two senior high schools in the Dormaa East District. An adapted International Physical Activity Questionnaire (IPAQ) and standardized physical fitness tests were used for data collection. Descriptive statistics of frequency counts and percentages were used to answer the research questions while inferential statistics of Pearson Product Moment Correlation and the independent sample t-test were used to test hypotheses one and two respectively. A moderately negative (r = -.156) relationship existed between physical activity participation levels and CRF. Female teachers demonstrated a statistically significant value (p = .045) than males. The study concluded that the reported physical activity levels of the teachers did not reflect their CRF. The implication is that either the participants overestimated their physical activity participation levels, or the intensity of the activities was not high enough to affect physiological changes. For the teachers' CRF to improve, it was suggested, among other things, that regular physical activity sessions of the appropriate mixes of FITT be organized. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=physical%20activity" title="physical activity">physical activity</a>, <a href="https://publications.waset.org/abstracts/search?q=participation%20levels" title=" participation levels"> participation levels</a>, <a href="https://publications.waset.org/abstracts/search?q=cardiorespiratory%20fitness" title=" cardiorespiratory fitness"> cardiorespiratory fitness</a>, <a href="https://publications.waset.org/abstracts/search?q=sedentary%20lifestyle" title=" sedentary lifestyle"> sedentary lifestyle</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a> </p> <a href="https://publications.waset.org/abstracts/179393/physical-activity-participation-levels-as-correlates-of-cardiorespiratory-fitness-of-senior-high-school-teachers-in-the-dormaa-east-district" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179393.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">69</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">5911</span> Joint Physical Custody after Divorce and Child Well-Being</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Katarzyna%20Kami%C5%84ska">Katarzyna Kamińska</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Joint physical custody means that both parents after divorce or separation have the right and responsibility to take care of the child on the daily basis. In a joint physical custody arrangement, the child spends substantial, but not necessarily equal, time with both parents. Joint physical custody can be symmetric care arrangement or not. However, it is accepted in the jurisprudence that the best interests of the child is served when the child spends at least 35% of the time during a two-week period with each parent. Joint physical custody, also known as joint, dual, or shared residence, is a challenge in contemporary family law. It has its supporters and opponents. On the one hand, joint physical custody is beneficial because it provides children with frequent and continuous contact with a mother and father after their divorce or separation. On the other hand, it isn’t good for children to be shuttled back and forth between two residences. Children need a home base. The conclusion is therefore that joint physical custody can’t be seen as a panacea for all post-divorce or post-separation parenting cases and the court shouldn’t automatically make such a determination. The possibility to award this arrangement requires the court to carefully weigh the pros and cons of each individual case. It is difficult to say that joint physical custody is better than single physical custody in any case. It depends on the circumstances and needs of each family. It appears that an individual approach is going to be much better as opposed to a one-size-fits-all idea. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=joint%20physical%20custody" title="joint physical custody">joint physical custody</a>, <a href="https://publications.waset.org/abstracts/search?q=shared%20residence" title=" shared residence"> shared residence</a>, <a href="https://publications.waset.org/abstracts/search?q=dual%20residence" title=" dual residence"> dual residence</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20best%20interests%20of%20the%20child" title=" the best interests of the child"> the best interests of the child</a> </p> <a href="https://publications.waset.org/abstracts/152760/joint-physical-custody-after-divorce-and-child-well-being" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152760.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">95</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">5910</span> Comparison of Sedentary Behavior and Physical Activity between Children with Autism Spectrum Disorder and the Controls</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdulrahman%20M.%20Alhowikan">Abdulrahman M. Alhowikan</a>, <a href="https://publications.waset.org/abstracts/search?q=Nadra%20E.%20Elamin"> Nadra E. Elamin</a>, <a href="https://publications.waset.org/abstracts/search?q=Sarah%20S.%20Aldayel"> Sarah S. Aldayel</a>, <a href="https://publications.waset.org/abstracts/search?q=Sara%20A.%20AlSiddiqi"> Sara A. AlSiddiqi</a>, <a href="https://publications.waset.org/abstracts/search?q=Fai%20S.%20Alrowais"> Fai S. Alrowais</a>, <a href="https://publications.waset.org/abstracts/search?q=Laila%20Y.%20Al-Ayadhi"> Laila Y. Al-Ayadhi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: A growing body of research has suggested that physical activities (PA) have important implications for improving the performance of ASD children. They revealed that the physiological, cognitive, psychological, and behavioral functioning had improved after performing some physical activities. Methods: We compared the sedentary behavior and physical activities between children with autism spectrum disorder (n=21) and age-matched control group (n=30), using the ActiGraph GT3X+ for the assessments. Results: Our results revealed that the total time spent in sedentary activity and the total sedentary activity counts were highly significant in the control group compared to the ASD group (p < 0.001, p=0.001, respectively). ASD spent a significantly longer time than the controls engaging on vigorous physical activity (VPA) (p=0.017). The results also indicated that there were no significant differences between both groups for the total counts and time spent in light physical activity (LPA) and moderate physical activity (MPA). Conclusion: The finding highlights the importance of physical activity intervention for ASD children, using accurate and precise measurement tools to record all activities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Autism%20spectrum%20disorders" title="Autism spectrum disorders">Autism spectrum disorders</a>, <a href="https://publications.waset.org/abstracts/search?q=motor%20skills" title=" motor skills"> motor skills</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20activity" title=" physical activity"> physical activity</a>, <a href="https://publications.waset.org/abstracts/search?q=ActiGraph%20GT3X%2B" title=" ActiGraph GT3X+"> ActiGraph GT3X+</a>, <a href="https://publications.waset.org/abstracts/search?q=moderate-to%20vigorous-intensity%20physical%20activity" title=" moderate-to vigorous-intensity physical activity"> moderate-to vigorous-intensity physical activity</a> </p> <a href="https://publications.waset.org/abstracts/128568/comparison-of-sedentary-behavior-and-physical-activity-between-children-with-autism-spectrum-disorder-and-the-controls" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128568.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">5909</span> The Relationship Between The Two-spatial World And The Decrease In The Area Of Commercial Properties</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Syedhossein%20%20Vakili">Syedhossein Vakili</a> </p> <p class="card-text"><strong>Abstract:</strong></p> According to the opinion of some experts, the world's two-spatialization means the establishment of a new virtual space and placing this new space next to the physical space. This dualization of space has left various effects, one of which is reducing the need for buildings and making the area of business premises economical through the use of virtual space instead of a part of physical space. In such a way that before the virtual space was known, a commercial or educational institution had to block a large part of its capital to acquire physical spaces and buildings in order to provide physical space and places needed for daily activities, but today, Thanks to the addition of the virtual space to the physical space, it has been possible to carry out its activities more widely in a limited environment with a minimum of physical space and drastically reduce costs. In order to understand the impact of virtual space on the reduction of physical space, the researcher used the official reports of the countries regarding the average area mentioned in the permits for the construction of commercial and educational units in the period from 2014 to 2023 and compared the average capital required for the absolute physical period with The period of two-spatialization of the world in the mentioned ten-year period, while using the analytical and comparative method, has proven that virtual space has greatly reduced the amount of investment of business owners to provide the required place for their activities by reducing the need for physical space. And economically, it has made commercial activities more profitable. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=two%20spatialization" title="two spatialization">two spatialization</a>, <a href="https://publications.waset.org/abstracts/search?q=building%20area" title=" building area"> building area</a>, <a href="https://publications.waset.org/abstracts/search?q=cyberspace" title=" cyberspace"> cyberspace</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20space" title=" physical space"> physical space</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20place" title=" virtual place"> virtual place</a> </p> <a href="https://publications.waset.org/abstracts/185870/the-relationship-between-the-two-spatial-world-and-the-decrease-in-the-area-of-commercial-properties" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185870.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">59</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5908</span> Right Solution of Geodesic Equation in Schwarzschild Metric and Overall Examination of Physical Laws</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kwan%20U.%20Kim">Kwan U. Kim</a>, <a href="https://publications.waset.org/abstracts/search?q=Jin%20Sim"> Jin Sim</a>, <a href="https://publications.waset.org/abstracts/search?q=Ryong%20Jin%20Jang"> Ryong Jin Jang</a>, <a href="https://publications.waset.org/abstracts/search?q=Sung%20Duk%20Kim"> Sung Duk Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> 108 years have passed since a great number of physicists explained astronomical and physical phenomena by solving geodesic equations in Schwarzschild metric. However, when solving the geodesic equations in Schwarzschild metric, they did not correctly solve one branch of the component of space among spatial and temporal components of four-dimensional force and did not come up with physical laws correctly by means of physical analysis from the results obtained by solving the geodesic equations. In addition to it, they did not treat the astronomical and physical phenomena in a physical way based on the correct physical laws obtained from the solution of the geodesic equations in Schwarzschild metric. Therefore, some former scholars mentioned that Einstein’s theoretical basis of the general theory of relativity was obscure and incorrect, but they have not given a correct physical solution to the problems. Furthermore, since the general theory of relativity has not given a quantitative solution to obscure and incorrect problems, the generalization of gravitational theory has not been successfully completed yet, although the former scholars thought of it and tried to do it. In order to solve the problems it is necessary to explore the obscure and incorrect problems in general theory of relativity based on the physical laws and to find out the methodology of solving the problems. Therefore, first of all, as the first step for achieving the purpose, the right solution of the geodesic equation in Schwarzschild metric has been presented. Next, the correct physical laws found by making a physical analysis of the results have been presented, the obscure and incorrect problems have been shown, and an analysis of them has been made based on the physical laws. In addition, the experimental verification of the physical laws found by us has been made. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=equivalence%20principle" title="equivalence principle">equivalence principle</a>, <a href="https://publications.waset.org/abstracts/search?q=general%20relativity" title=" general relativity"> general relativity</a>, <a href="https://publications.waset.org/abstracts/search?q=geometrodynamics" title=" geometrodynamics"> geometrodynamics</a>, <a href="https://publications.waset.org/abstracts/search?q=Schwarzschild" title=" Schwarzschild"> Schwarzschild</a>, <a href="https://publications.waset.org/abstracts/search?q=Poincar%C3%A9" title=" Poincaré"> Poincaré</a> </p> <a href="https://publications.waset.org/abstracts/182756/right-solution-of-geodesic-equation-in-schwarzschild-metric-and-overall-examination-of-physical-laws" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182756.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">78</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5907</span> The Problem of Legal Regulation of Joint Physical Custody: The Polish Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Katarzyna%20Kami%C5%84ska">Katarzyna Kamińska</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main purpose of the work is to present the results of the studies regarding joint physical custody in the Polish legal system. The issues addressed fit into the ongoing process of modernising family law regulations and their adaptation to changing social reality in Poland. The Polish legislator now faces a dilemma: whether to introduce into Polish law a developed substantive or procedural regulation of joint physical custody and then whether it should be considered a legal presumption. Joint physical custody after divorce or separation is theoretically possible in Poland. It can either follow from the court’s independent proposal based on the assessment of the circumstances or from the parenting plan submitted by parents wishing to jointly retain full parental authority. However, joint physical custody does not result directly from the Polish Family and Guardianship Code. Therefore, there is real legal uncertainty in this matter, which leads to different treatment of citizens by the public authorities and courts. Another problem is that joint physical custody is misunderstood by the Polish courts. The main thesis of the work is that joint physical custody does not only mean the system of symmetrical child care (50/50), and the possibility to award joint physical custody will require the courts to carefully weigh the pros and cons of such an arrangement in each individual case. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=joint%20physical%20custody" title="joint physical custody">joint physical custody</a>, <a href="https://publications.waset.org/abstracts/search?q=shared%20parenting" title=" shared parenting"> shared parenting</a>, <a href="https://publications.waset.org/abstracts/search?q=divorce" title=" divorce"> divorce</a>, <a href="https://publications.waset.org/abstracts/search?q=separation" title=" separation"> separation</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20authority" title=" parental authority"> parental authority</a> </p> <a href="https://publications.waset.org/abstracts/176316/the-problem-of-legal-regulation-of-joint-physical-custody-the-polish-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176316.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">83</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">5906</span> Right Solution of Geodesic Equation in Schwarzschild Metric and Overall Examination of Physical Laws</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kwan%20U.%20Kim">Kwan U. Kim</a>, <a href="https://publications.waset.org/abstracts/search?q=Jin%20Sim"> Jin Sim</a>, <a href="https://publications.waset.org/abstracts/search?q=Ryong%20Jin%20Jang"> Ryong Jin Jang</a>, <a href="https://publications.waset.org/abstracts/search?q=Sung%20Duk%20Kim"> Sung Duk Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> 108 years have passed since a great number of physicists explained astronomical and physical phenomena by solving geodesic equations in the Schwarzschild metric. However, when solving the geodesic equations in Schwarzschild metric, they did not correctly solve one branch of the component of space among spatial and temporal components of four-dimensional force and did not come up with physical laws correctly by means of physical analysis from the results obtained by solving the geodesic equations. In addition, they did not treat the astronomical and physical phenomena in a physical way based on the correct physical laws obtained from the solution of the geodesic equations in the Schwarzschild metric. Therefore, some former scholars mentioned that Einstein’s theoretical basis of a general theory of relativity was obscure and incorrect, but they did not give a correct physical solution to the problems. Furthermore, since the general theory of relativity has not given a quantitative solution to obscure and incorrect problems, the generalization of gravitational theory has not yet been successfully completed, although former scholars have thought of it and tried to do it. In order to solve the problems, it is necessary to explore the obscure and incorrect problems in a general theory of relativity based on the physical laws and to find out the methodology for solving the problems. Therefore, as the first step toward achieving this purpose, the right solution of the geodesic equation in the Schwarzschild metric has been presented. Next, the correct physical laws found by making a physical analysis of the results have been presented, the obscure and incorrect problems have been shown, and an analysis of them has been made based on the physical laws. In addition, the experimental verification of the physical laws found by us has been made. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=equivalence%20principle" title="equivalence principle">equivalence principle</a>, <a href="https://publications.waset.org/abstracts/search?q=general%20relativity" title=" general relativity"> general relativity</a>, <a href="https://publications.waset.org/abstracts/search?q=geometrodynamics" title=" geometrodynamics"> geometrodynamics</a>, <a href="https://publications.waset.org/abstracts/search?q=Schwarzschild" title=" Schwarzschild"> Schwarzschild</a>, <a href="https://publications.waset.org/abstracts/search?q=Poincar%C3%A9" title=" Poincaré"> Poincaré</a> </p> <a href="https://publications.waset.org/abstracts/192596/right-solution-of-geodesic-equation-in-schwarzschild-metric-and-overall-examination-of-physical-laws" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192596.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">14</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">5905</span> The Effect of Physical Evidence of Themed Casino Hotels on Customer Value and Satisfaction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tao%20Zhang">Tao Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Fen%20Zhang"> Fen Zhang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Physical evidence has emerged as an important concept for understanding customers' behavior in the service industry. While it is still not clear about the effect of physical evidence of themed casino hotels on customer value and satisfaction. After deciding on the research context, the processes of this research started with a review of literature in three subject areas: physical evidence, customer value, and customer satisfactions. Insights from the literature review and pilot interviews are important input that informs the development of the specific research questions. Data collection for this research will be done for two studies: a photo elicitation study and an in-depth interview study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=casino" title="casino">casino</a>, <a href="https://publications.waset.org/abstracts/search?q=customer%20value" title=" customer value"> customer value</a>, <a href="https://publications.waset.org/abstracts/search?q=customer%20satisfaction" title=" customer satisfaction"> customer satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=hotel" title=" hotel"> hotel</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20evidence" title=" physical evidence"> physical evidence</a> </p> <a href="https://publications.waset.org/abstracts/67140/the-effect-of-physical-evidence-of-themed-casino-hotels-on-customer-value-and-satisfaction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67140.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">406</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">5904</span> Role of Physical Appearance in Associating People with a Group Identity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gurleen%20Kaur">Gurleen Kaur</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Being tall-short, fat-thin, black-white, etc. is an inevitable part of how people perceive you. This association of people with your external appearance carves out an identity for you. This paper will look at the reasons why people relate a person to a particular categorization on the basis of his/her physical appearance. The paper delves into reasons for this categorization into groups: Subconscious grouping, personal gain, ease of relating to the group, and social acceptance. Development of certain unique physical features also leads to a person relating himself to a collective identity. Thus, this paper will support the fact that physical appearance plays a crucial role in categorization of people into groups and hence forming a group identity for them. This paper is divided into three parts. The first part will discuss what physical appearance is and how is it linked to our daily lives. The second part will talk about why it works i.e. why this factor of external appearance is important in formation of identity. The last part will talk about the factors which lead to categorization of identity because of physical appearance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=group%20identity" title="group identity">group identity</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20appearance" title=" physical appearance"> physical appearance</a>, <a href="https://publications.waset.org/abstracts/search?q=subconscious%20grouping" title=" subconscious grouping"> subconscious grouping</a>, <a href="https://publications.waset.org/abstracts/search?q=collective%20identity" title=" collective identity "> collective identity </a> </p> <a href="https://publications.waset.org/abstracts/31643/role-of-physical-appearance-in-associating-people-with-a-group-identity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31643.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">419</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=physical%20biomodeling&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=physical%20biomodeling&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=physical%20biomodeling&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=physical%20biomodeling&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=physical%20biomodeling&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=physical%20biomodeling&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=physical%20biomodeling&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=physical%20biomodeling&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=physical%20biomodeling&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=physical%20biomodeling&page=197">197</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=physical%20biomodeling&page=198">198</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=physical%20biomodeling&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>