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professoriate history</title> <meta name="description" content="Search results for: professoriate history"> <meta name="keywords" content="professoriate history"> <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 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="professoriate history"> <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> 2658</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: professoriate history</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2658</span> Upon Further Reflection: More on the History, Tripartite Role, and Challenges of the Professoriate</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jeffrey%20R.%20Mueller">Jeffrey R. Mueller</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper expands on the role of the professor by detailing the origins of the profession, adding some of the unique contributions of North American Universities, as well as some of the best practice recommendations, to the unique tripartite role of the professor. It describes current challenges to the profession including the ever-controversial student rating of professors. It continues with the significance of empowerment to the role of the professor. It concludes with a predictive prescription for the future of the professoriate and the role of the university-level educational administrator toward that end. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=professoriate%20history" title="professoriate history">professoriate history</a>, <a href="https://publications.waset.org/abstracts/search?q=tripartite%20role" title=" tripartite role"> tripartite role</a>, <a href="https://publications.waset.org/abstracts/search?q=challenges" title=" challenges"> challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=empowerment" title=" empowerment"> empowerment</a>, <a href="https://publications.waset.org/abstracts/search?q=shared%20governance" title=" shared governance"> shared governance</a>, <a href="https://publications.waset.org/abstracts/search?q=administratization" title=" administratization"> administratization</a> </p> <a href="https://publications.waset.org/abstracts/30214/upon-further-reflection-more-on-the-history-tripartite-role-and-challenges-of-the-professoriate" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30214.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">401</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">2657</span> Professionals’ Collaboration on Strengthening the Teaching of History </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=L.%20B.%20Ni">L. B. Ni</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20S.%20Bt%20Rohadi"> N. S. Bt Rohadi</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20Bt%20Alfana"> H. Bt Alfana</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20S.%20Bin%20Ali%20Hassan"> A. S. Bin Ali Hassan</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Bin%20Karim"> J. Bin Karim</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Bt%20Rasin"> C. Bt Rasin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses the shared effort of teaching history in K-12 schools, community colleges, four-year colleges and universities to develop students' understanding of the history and habits of thought history. This study presents and discusses the problems of K-12 schools in colleges and universities, and the establishment of secondary school principals. This study also shows that the changing nature of practice can define new trends and affect the history professional in the classroom. There are many problems that historians and teachers of college faculty share in the history of high school teachers. History teachers can and should do better to get students in the classroom. History provides valuable insights into the information and embedded solid-state analysis models that are conflicting on the planet and are quickly changing exceptionally valuable. The survey results can reflect the history teaching in Malaysia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=history%20issue" title="history issue">history issue</a>, <a href="https://publications.waset.org/abstracts/search?q=history%20teaching" title=" history teaching"> history teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=school-university%20collaboration" title=" school-university collaboration"> school-university collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=history%20profession" title=" history profession"> history profession</a> </p> <a href="https://publications.waset.org/abstracts/61541/professionals-collaboration-on-strengthening-the-teaching-of-history" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61541.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">357</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">2656</span> “Voiceless Memory” and Holodomor (Great Famine): The Power of Oral History to Challenge Official Historical Discourse</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tetiana%20Boriak">Tetiana Boriak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study is called to test correlation between official sources, preserved in the archives, and “unofficial” oral history regarding the Great Famine of 1932–1933 in Ukraine. The research shows poor preservation of the sources, being deliberately destroyed by the totalitarian regime. It involves analysis of five stages of Holodomor oral history development. It is oral history that provides the mechanism of mass killing. The research proves that using only one type of historical sources leads to a certain line of reading history of the Holodomor, while usage of both types provides in-depth insight in the history of the famine. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=the%20Holodomor%20%28the%20Great%20Famine%29" title="the Holodomor (the Great Famine)">the Holodomor (the Great Famine)</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20history" title=" oral history"> oral history</a>, <a href="https://publications.waset.org/abstracts/search?q=historical%20source" title=" historical source"> historical source</a>, <a href="https://publications.waset.org/abstracts/search?q=historical%20memory" title=" historical memory"> historical memory</a>, <a href="https://publications.waset.org/abstracts/search?q=totalitarianism." title=" totalitarianism."> totalitarianism.</a> </p> <a href="https://publications.waset.org/abstracts/155694/voiceless-memory-and-holodomor-great-famine-the-power-of-oral-history-to-challenge-official-historical-discourse" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155694.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">108</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">2655</span> A History of Knowledge Management: A Chronological Account from the 1970s to 2017</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alexslis%20N.%20Maindze">Alexslis N. Maindze</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Knowledge management (KM) has become an imperative to modern business growth, competitive edge, and sustainability. Though there has been extensive research in the field, this literature overview showcases massive gaps that exist on the coverage of the field’s rich and fascinating history. Particularly, accounts of the history of KM are inconsistent and fragmentary in breadth and depth. This paper presents new insights into the history of KM from the early 70s when the actual coinage ‘knowledge management’ entered the literature. It reveals how knowledge over the years was shrouded in secrecy and subsumed by technology. It makes a clear distinction between the histories of the debate around knowledge and that of KM. The paper also finds a history of KM filled with skepticisms and engulfed by an ‘intellectual paradox’. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management%20history" title="knowledge management history">knowledge management history</a>, <a href="https://publications.waset.org/abstracts/search?q=secrecy" title=" secrecy"> secrecy</a>, <a href="https://publications.waset.org/abstracts/search?q=skepticism" title=" skepticism"> skepticism</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20paradox" title=" intellectual paradox"> intellectual paradox</a> </p> <a href="https://publications.waset.org/abstracts/74333/a-history-of-knowledge-management-a-chronological-account-from-the-1970s-to-2017" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74333.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">222</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">2654</span> Women’s History: Perspectives and Challenges</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bennabhaktula%20Lavanya">Bennabhaktula Lavanya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study of women, their societal roles, and their importance has been a subject of intense discussion and scholarly inquiry. Researchers have diligently endeavoured to understand the influence of women in the domains of society, economy, culture, and politics, as well as the broader ramifications for society. Women's history aims to improve existing historical accounts by analyzing political institutions, economic events, social frameworks, cultural trends, and primary sources that have historically underprivileged women. The extensive research undertaken has resulted in the formation and recognition of women's history as a valid and unique subject of study within history. The Present paper analyses the academic discipline of Women's History and investigates its changing patterns. Tries to address the challenge of transforming the prevailing historical tradition by using innovative methods and frameworks and analyses the interests, experiences, and achievements of women in order to recreate their perceptions and priorities. The paper also examines the principles of Women's History, Gender Studies, and Feminist History and varying perspectives on women. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=history" title="history">history</a>, <a href="https://publications.waset.org/abstracts/search?q=perspectives" title=" perspectives"> perspectives</a>, <a href="https://publications.waset.org/abstracts/search?q=research" title=" research"> research</a>, <a href="https://publications.waset.org/abstracts/search?q=women" title=" women"> women</a> </p> <a href="https://publications.waset.org/abstracts/185106/womens-history-perspectives-and-challenges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185106.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">47</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">2653</span> The Image of Polish Society in the Cinematography of the People’s Republic of Poland</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Radoslaw%20Domke">Radoslaw Domke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The social history of Poland in the years 1945-1990 has already been thoroughly researched based on the so-called Classical sources. Many types of archival and press sources, diaries, memoirs, and literature on the subject were analyzed. It turns out, however, that the fictional film material remains an unknown source. In the paper, the author intends to focus on the image of Polish society that emerges from the analysis of cinematography produced by the Polish People's Republic. The conclusions presented in the paper can be the basis for further research on the visual history of post-war societies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=visual%20history" title="visual history">visual history</a>, <a href="https://publications.waset.org/abstracts/search?q=history%20of%20Poland" title=" history of Poland"> history of Poland</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20history" title=" social history"> social history</a>, <a href="https://publications.waset.org/abstracts/search?q=cinematography" title=" cinematography"> cinematography</a> </p> <a href="https://publications.waset.org/abstracts/157562/the-image-of-polish-society-in-the-cinematography-of-the-peoples-republic-of-poland" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157562.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">2652</span> Relevance of History to National Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdulsalami%20Muyideen%20Deji">Abdulsalami Muyideen Deji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Achievement of one age serves as a starting point for the next generation. History explains the significance of past and present achievement which serves a guide principle for great minds to determine the next line of action in personal life which translate to national development. If history does this in human life, it is not out of place to accept history as a vanguard of national development. History remained the only relevant discipline which shapes the affairs of developed society. It gives adequate knowledge of great people in any society, how they used their ability and leadership prowess to develop their environment. As a result of this people use the idea of those heroes as guiding principle to determine the present issues. The custodian of identity is history, while identity builds confidence in man; it also makes man to master his environment for rapid development. Adequate developments of man’s environment translate to national development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=history" title="history">history</a>, <a href="https://publications.waset.org/abstracts/search?q=national%20development" title=" national development"> national development</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership%20prowess" title=" leadership prowess"> leadership prowess</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a> </p> <a href="https://publications.waset.org/abstracts/24972/relevance-of-history-to-national-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24972.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">400</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">2651</span> Academic Freedom Policy: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marlin%20Killen">Marlin Killen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The American Association of University Professors (AAUP) describes academic freedom as essential to the purposes of research and teaching. The importance of academic freedom as a bedrock foundation that supports the work of the professoriate cannot be overstated, and there have been innumerable challenges that have attempted to curtail it. These challenges come from a variety of sources that span legal, ethical, cultural, institutional, and professional perspective and are amplified by social media, traditional media, and political action efforts. Because of these challenges, the development of a comprehensive institutional policy on academic freedom that addresses the principles, practices, and appropriate responses to modern challenges can be a daunting task. This presentation will focus on a case study of a university’s effort to develop an updated, evolving policy on academic freedom that provides a framework and remedies for contemporary challenges to this critical function in higher education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20freedom" title="academic freedom">academic freedom</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20freedom%20policy" title=" academic freedom policy"> academic freedom policy</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education%20policy" title=" higher education policy"> higher education policy</a> </p> <a href="https://publications.waset.org/abstracts/139552/academic-freedom-policy-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139552.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">200</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">2650</span> Treatment of Carribean Colonial Historical Experience in Walcott and Brathwaite's Poems: Finding the Long Lost 'Root' in the Route</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gopashis%20Biswas%20G.%20Son">Gopashis Biswas G. Son</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper will attempt to explore the notions that the two Caribbean poets- Derek Walcott and Edward Kamau Brathwaite endorse on Caribbean history in their poems. Though both of these poets hold almost the same notion regarding history but their approach is totally different from one another. Coming from a 'hybrid' race, Walcott is aware of the history and acknowledges it and writes in 'mulatto of style'; whereas Brathwaite is enraged by it and attempts to sublimate it to erect a history of the new world. It is Walcott’s view to rise above the delusion and hatred and engulf the world of literature with creativity. On the other hand, Brathwaite holds the grudge which helps him not to forget and forgive the past experience but to transform that very experience into something positive which may help the Caribbean to transform their frustration into something creative and to help the Caribbean to overcome the present struggle against the legacy of colonization. Following discourse analysis, this paper seeks to identify if it is possible to rewrite and re-‘right’ the Caribbean history which has been lost in the route and analyze Walcott and Brathwaite’s attitude towards that very history which has been implemented through their poetry. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Caribbean%20history" title="Caribbean history">Caribbean history</a>, <a href="https://publications.waset.org/abstracts/search?q=colonialism" title=" colonialism"> colonialism</a>, <a href="https://publications.waset.org/abstracts/search?q=mulatto%20of%20style" title=" mulatto of style"> mulatto of style</a>, <a href="https://publications.waset.org/abstracts/search?q=Walcott%20vis-%C3%A0-vis%20Brathwaite" title=" Walcott vis-à-vis Brathwaite"> Walcott vis-à-vis Brathwaite</a> </p> <a href="https://publications.waset.org/abstracts/91036/treatment-of-carribean-colonial-historical-experience-in-walcott-and-brathwaites-poems-finding-the-long-lost-root-in-the-route" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91036.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">162</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">2649</span> Journey of Striped Fabric in the History and Designs of Evening Dress from Striped Fabric</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Filiz%20Erden">Filiz Erden</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20Elhan%20%C3%96zus"> E. Elhan Özus</a>, <a href="https://publications.waset.org/abstracts/search?q=Melek%20Tufan"> Melek Tufan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> If the history of clothing is examined, it is seen that clothing has gone through many stages from ancient times to present. Each nation has shaped its clothing according to its own traditions, customs, beliefs, living conditions. While clothes are being prepared, attributing different meanings to colors and patterns of the fabrics has become a common characteristic of many cultures. It is known that cloths worn in special days such as mourning, weddings, engagements, festivals and business vary according to their models, fabrics, colors and patterns. We witness use of cloth to differentiate people belonging to certain classes from nobles throughout the history. Striped fabric has carried many different meanings and uses throughout the history. In this study, place has been given to the important periods related to the history of striped fabric by examining current meaning of the striped fabric and dimensions of its meanings in the past. Also, evening dresses have been designed by using striped fabrics in order to reveal how striped fabric is liked and demanded after it coped with difficulties and being despised in its history. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=striped%20fabric" title="striped fabric">striped fabric</a>, <a href="https://publications.waset.org/abstracts/search?q=design" title=" design"> design</a>, <a href="https://publications.waset.org/abstracts/search?q=clothing" title=" clothing"> clothing</a>, <a href="https://publications.waset.org/abstracts/search?q=fasion" title=" fasion"> fasion</a> </p> <a href="https://publications.waset.org/abstracts/31703/journey-of-striped-fabric-in-the-history-and-designs-of-evening-dress-from-striped-fabric" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31703.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">313</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">2648</span> Family History of Obesity and Risk of Childhood Overweight and Obesity: A Meta-Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Martina%20Kanciruk">Martina Kanciruk</a>, <a href="https://publications.waset.org/abstracts/search?q=Jac%20J.%20W.%20Andrews"> Jac J. W. Andrews</a>, <a href="https://publications.waset.org/abstracts/search?q=Tyrone%20Donnon"> Tyrone Donnon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to determine the significance of history of obesity for the development of childhood overweight and/or obesity. Accordingly, a systematic literature review of English-language studies published from 1980 to 2012 using the following data bases: MEDLINE, PsychINFO, Cochrane Database of Systematic Reviews, and Dissertation Abstracts International was conducted. The following terms were used in the search: pregnancy, overweight, obesity, family history, parents, childhood, risk factors. Eleven studies of family history and obesity conducted in Europe, Asia, North America, and South America met the inclusion criteria. A meta-analysis of these studies indicated that family history of obesity is a significant risk factor of overweight and /or obesity in offspring; risk for offspring overweight and/or obesity associated with family history varies depending of the family members included in the analysis; and when family history of obesity is present, the offspring are at greater risk for developing obesity or overweight. In addition, the results from moderator analyses suggest that part of the heterogeneity discovered between the studies can be explained by the region of world that the study occurred in and the age of the child at the time of weight assessment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=childhood%20obesity" title="childhood obesity">childhood obesity</a>, <a href="https://publications.waset.org/abstracts/search?q=overweight" title=" overweight"> overweight</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20history" title=" family history"> family history</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20factors" title=" risk factors"> risk factors</a>, <a href="https://publications.waset.org/abstracts/search?q=meta-analysis" title=" meta-analysis"> meta-analysis</a> </p> <a href="https://publications.waset.org/abstracts/4316/family-history-of-obesity-and-risk-of-childhood-overweight-and-obesity-a-meta-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4316.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">521</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">2647</span> Shark Fishing in Iceland: Ocean Oral History</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dalr%C3%BAn%20Kaldakv%C3%ADsl%20Eyger%C3%B0ard%C3%B3ttir">Dalrún Kaldakvísl Eygerðardóttir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Shark fishing has been practiced for centuries in Iceland. The broad objective of this ongoing research is to study the history of shark fishing in Iceland from the high days of Icelandic shark fishing in the latter half of the 19th century to recent days. The main focus is on shark fishing in the 20th and 21st century. The research sheds light on how sharks have shaped the Icelandic society and how Icelandic society has shaped the lives of sharks, by providing historical context to the relationship between Icelanders and one of the top predators in the North Atlantic Ocean, the Greenland shark. It is important to explore this aspect of Icelandic history further, to enhance people´s understanding of the marine ecosystem from the context of the past and the current increasing concerns about the status of sharks worldwide. Next to nothing has been written about shark fishing in the 20th and 21st Iceland, which shows the importance of interviewing shark fishermen – most of whom are at an old age today. The main methodology used in the research is oral history. Oral history is a large and growing field of research within history, which is based on obtaining oral sources through interviews, analyzing them, and presenting them. The video-poster sheds light on how oral history provides useful historical information on shark fishing and shark conservation in Iceland. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=oral%20history" title="oral history">oral history</a>, <a href="https://publications.waset.org/abstracts/search?q=shark%20fishing%20in%20Iceland" title=" shark fishing in Iceland"> shark fishing in Iceland</a>, <a href="https://publications.waset.org/abstracts/search?q=19.%20and%2021.%20century" title=" 19. and 21. century"> 19. and 21. century</a>, <a href="https://publications.waset.org/abstracts/search?q=shark%20conservation" title=" shark conservation"> shark conservation</a>, <a href="https://publications.waset.org/abstracts/search?q=marine%20environmental%20history" title=" marine environmental history"> marine environmental history</a> </p> <a href="https://publications.waset.org/abstracts/164109/shark-fishing-in-iceland-ocean-oral-history" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164109.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">2646</span> The Impact of E-Learning on the Performance of History Learners in Eswatini General Certificate of Secondary Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joseph%20Osodo">Joseph Osodo</a>, <a href="https://publications.waset.org/abstracts/search?q=Motsa%20Thobekani%20Phila"> Motsa Thobekani Phila</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigated the impact of e-learning on the performance of history learners in Eswatini general certificate of secondary education in the Manzini region of Eswatini. The study was guided by the theory of connectivism. The study had three objectives which were to find out the significance of e-learning during the COVID-19 era in learning History subject; challenges faced by history teachers’ and learners’ in e-learning; and how the challenges were mitigated. The study used a qualitative research approach and descriptive research design. Purposive sampling was used to select eight History teachers and eight History learners from four secondary schools in the Manzini region. Data were collected using face to face interviews. The collected data were analyzed and presented in thematically. The findings showed that history teachers had good knowledge on what e-learning was, while students had little understanding of e-learning. Some of the forms of e-learning that were used during the pandemic in teaching history in secondary schools included TV, radio, computer, projectors, and social media especially WhatsApp. E-learning enabled the continuity of teaching and learning of history subject. The use of e-learning through the social media was more convenient to the teacher and the learners. It was concluded that in some secondary school in the Manzini region, history teacher and learners encountered challenges such as lack of finances to purchase e-learning gadgets and data bundles, lack of skills as well as access to the Internet. It was recommended that History teachers should create more time to offer additional learning support to students whose performance was affected by the COVID-19 pandemic effects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-learning" title="e-learning">e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19" title=" COVID-19"> COVID-19</a>, <a href="https://publications.waset.org/abstracts/search?q=history" title=" history"> history</a>, <a href="https://publications.waset.org/abstracts/search?q=connectivism" title=" connectivism"> connectivism</a> </p> <a href="https://publications.waset.org/abstracts/162952/the-impact-of-e-learning-on-the-performance-of-history-learners-in-eswatini-general-certificate-of-secondary-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162952.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">77</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">2645</span> “Context” Thinking of Contemporary Urban History Space under the Basis of Enlightenment of Chinese Traditional Cultural Philology: Taking West Expansion Plan of Tianyi Pavilion as An Example</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wei%20Yan">Wei Yan</a>, <a href="https://publications.waset.org/abstracts/search?q=Wei%20Dong"> Wei Dong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Facing the understanding problem of update and preservation of urban history space under background of rapid Chinese urbanization, so at first there is a need to dig the philosophic principles of “antithesis” and “unification” which are contained in the traditional Chinese literature known as “antithesis” and do the job of planning translation by personal understanding in order to form understanding and value systems of dialectical urban history space under the foundation of “antithesis”. Then we could put forward a “context” concept for urban history space under the foregoing basis. After that, we will take the update and preservation of Ningbo Tianyi Pavilion’s historical district as an example to discuss problems related to understanding of urban history area under the basis of Chinese tradition culture, improvement of value system, construction of urban trait space and Chinese “localization” of planning theory. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=antithesis" title="antithesis">antithesis</a>, <a href="https://publications.waset.org/abstracts/search?q=traditional%20values" title=" traditional values"> traditional values</a>, <a href="https://publications.waset.org/abstracts/search?q=city%20renewal%20and%20conservation" title=" city renewal and conservation"> city renewal and conservation</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20%E2%80%9Ccontext%E2%80%9D%20of%20city%20history%20space" title=" the “context” of city history space"> the “context” of city history space</a> </p> <a href="https://publications.waset.org/abstracts/22983/context-thinking-of-contemporary-urban-history-space-under-the-basis-of-enlightenment-of-chinese-traditional-cultural-philology-taking-west-expansion-plan-of-tianyi-pavilion-as-an-example" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22983.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">450</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">2644</span> An Evaluation of 6th Grade History Curriculum in Ghana</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abigail%20Amoako%20Kayser">Abigail Amoako Kayser</a>, <a href="https://publications.waset.org/abstracts/search?q=Brian%20Kayser"> Brian Kayser</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to examine Ghana's 6th-grade Basic School history curriculum to determine how Ghanaian history is taught. We used qualitative methods and document analysis. The document analysis served two primary purposes: (1) To gain insight into what the curriculum materials covered and from whom's perspectives, and (2) To triangulate with teacher interview data. Documents obtained included: (1) Textbooks used by 6th-grade students, (2) Teacher pacing guide provided by the Department of Education in Ghana, and (3) Student work samples. This study was guided through Post-colonial theory and criticisms to explore the remnants of colonial power and hegemony that persist in history curricula used in public schools in Ghana. We also applied African Feminist Thought and Black Feminist Thought to unpack the extent to which issues of patriarchy, race, traditions, underdevelopment, and sexuality impact how we see the experiences of people on the continent. The findings indicated that the remnant of colonial rule persisted in the contents of the history curriculum, and the atrocities of slavery were overlooked or eliminated from the curriculum. The findings also indicated that Ghana's history centered on men's experiences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=history" title="history">history</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum" title=" curriculum"> curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=decolonialization" title=" decolonialization"> decolonialization</a>, <a href="https://publications.waset.org/abstracts/search?q=culturally%20relevant%20pedagogy" title=" culturally relevant pedagogy"> culturally relevant pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/174025/an-evaluation-of-6th-grade-history-curriculum-in-ghana" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174025.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">80</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">2643</span> Literary Works as Historical Documents: A New Historicist Reflection on Ahmadou Kourouma's Texts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Busari%20Lasisi">Busari Lasisi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Literary works are often devalued to mere fictions and are left with no essence and contributions to history. The sub-structured rational delineating literary works from history is anchored on the aesthetic and flowery expressions that are therein embedded for artistic enrichment. This does not distance a literary work (from whichever genres it is drawn) reflecting the socio-economic, cultural and political cum religious perspectives of a given people and society. This is the very reason justifying the veracity that a writer does not anchor his writing outside of his society. He writes mirroring (his or a given society’s) events, places and duration of consciousness thereby making history evident. In the light of this reality, literary works are not just seen as fictions, imaginative and unrealistic pieces; for they are never unconnected to history. Thus, making authors of literary works historians and their works engrafted useful historical documents. Using the works of Ahmadou Korouma, a renown Ivorian writer, the praxis of this paper therefore in New Historicism approach postulates that literary works are underlying unexplored historic materials, and literature a jumelle to history. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=literature" title="literature">literature</a>, <a href="https://publications.waset.org/abstracts/search?q=history" title=" history"> history</a>, <a href="https://publications.waset.org/abstracts/search?q=New%20Historicism" title=" New Historicism"> New Historicism</a>, <a href="https://publications.waset.org/abstracts/search?q=authors" title=" authors"> authors</a> </p> <a href="https://publications.waset.org/abstracts/83994/literary-works-as-historical-documents-a-new-historicist-reflection-on-ahmadou-kouroumas-texts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83994.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">296</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2642</span> Content and Langauge Integrated Learning: English and Art History</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Craig%20Mertens">Craig Mertens</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching art history or any other academic subject to EFL students can be done successfully. A course called Western Images was created to teach Japanese students art history while only using English in the classroom. An approach known as Content and Language Integrated Learning (CLIL) was used as a basis for this course. This paper’s purpose is to state the reasons why learning about art history is important, go through the process of creating content for the course, and suggest multiple tasks to help students practice the critical thinking skills used in analyzing and drawing conclusions of works of art from western culture. As a guide for this paper, Brown’s (1995) six elements of a language curriculum will be used. These stages include needs analysis, goals and objectives, assessment, materials, teaching method and tasks, and evaluation of the course. The goal here is to inspire debate and discussion regarding CLIL and its pros and cons, and to question current curriculum in university language courses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=art%20history" title="art history">art history</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL" title=" EFL"> EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=content%20and%20language%20integration%20learning" title=" content and language integration learning"> content and language integration learning</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title=" critical thinking "> critical thinking </a> </p> <a href="https://publications.waset.org/abstracts/15888/content-and-langauge-integrated-learning-english-and-art-history" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15888.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">599</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">2641</span> The Perception of Teacher Candidates' on History in Non-Educational TV Series: The Magnificent Century</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Evren%20%C5%9Ear%20%C4%B0%C5%9Fbilen">Evren Şar İşbilen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As it is known, the movies and tv series are occupying a large part in the daily lives of adults and children in our era. In this connection, in the present study, the most popular historical TV series of recent years in Turkey, “Muhteşem Yüzyıl” (The Magnificent Century), was selected as the sample for the data collection in order to explore the perception of history of university students’. The data collected was analyzed bothqualitatively and quantitatively. The findings discussed in relation to the possible educative effects of historical non-educational TV series and movies on students' perceptions related to history. Additionally, suggestions were made regarding to the utilization of non-educational TV series or movies in education in a positive way. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=history" title=" history"> history</a>, <a href="https://publications.waset.org/abstracts/search?q=movies" title=" movies"> movies</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20candidates" title=" teacher candidates"> teacher candidates</a> </p> <a href="https://publications.waset.org/abstracts/16822/the-perception-of-teacher-candidates-on-history-in-non-educational-tv-series-the-magnificent-century" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16822.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">334</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">2640</span> The Potential Benefits of Multimedia Information Representation in Enhancing Students’ Critical Thinking and History Reasoning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ang%20Ling%20Weay">Ang Ling Weay</a>, <a href="https://publications.waset.org/abstracts/search?q=Mona%20Masood"> Mona Masood</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses the potential benefits of an interactive multimedia information representation in enhancing students’ critical thinking aligned with history reasoning in learning history between Secondary School students in Malaysia. Two modes of multimedia information representation implemented which are chronological and thematic information representation. A qualitative study of an unstructured interview was conducted among two history teachers, one history education lecturer, two i-think expert and program trainers and five form 4 secondary school students. The interview was to elicit their opinions on the implementation of thinking maps and interactive multimedia information representation in history learning. The key elements of interactive multimedia (e.g. multiple media, user control, interactivity, and use of timelines and concept maps) were then considered to improve the learning process. Findings of the preliminary investigation reveal that the interactive multimedia information representations have the potential benefits to be implemented as instructional resource in enhancing students’ higher order thinking skills (HOTs). This paper concludes by giving suggestions for future work. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multimedia%20information%20representation" title="multimedia information representation">multimedia information representation</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title=" critical thinking"> critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=history%20reasoning" title=" history reasoning"> history reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=chronological%20and%20thematic%20information%20representation" title=" chronological and thematic information representation"> chronological and thematic information representation</a> </p> <a href="https://publications.waset.org/abstracts/17443/the-potential-benefits-of-multimedia-information-representation-in-enhancing-students-critical-thinking-and-history-reasoning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17443.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">350</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2639</span> Social Imagination and History Teaching: Critical Thinking's Possibilities in the Australian Curriculum</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Howard%20Prosser">Howard Prosser</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines how critical thinking is framed, especially for primary-school students, in the recently established Australian Curriculum: History. Critical thinking is one of the curriculum’s 'general capabilities.' History provides numerous opportunities for critical thinking’s application in everyday life. The so-called 'history wars' that took place just prior to the curriculum’s introduction in 2014 sought to bring to light the limits of a singular historical narrative and reveal that which had been repressed. Consequently, the Australian history curriculum reflects this shifting mindset. Teachers are presented with opportunities to treat history in the classroom as a repository of social possibility, especially related to democratic potential, beyond hackneyed and jingoistic tales of Australian nationhood. Yet such opportunities are not explicit within the document and are up against pre-existing pedagogic practices. Drawing on political thinker Cornelius Castoriadis’s rendering of the 'social-historical' and 'paidea,' as well as his mobilisation of psychoanalysis, the study outlines how the curriculum’s critical-thinking component opens up possibilities for students and teachers to revise assumptions about how history is understood. This ontological shift is ultimately creative: the teachers’ imaginations connect the students’ imaginations, and vice versa, to the analysis that is at the heart of historical thinking. The implications of this social imagination add to the current discussions about historical consciousness among scholars like Peter Seixas. But, importantly, it has practical application in the primary-school classroom where history becomes creative acts, like play, that is indeterminate and social rather than fixed and individual. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Australia" title="Australia">Australia</a>, <a href="https://publications.waset.org/abstracts/search?q=Castoriadis" title=" Castoriadis"> Castoriadis</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title=" critical thinking"> critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=history" title=" history"> history</a>, <a href="https://publications.waset.org/abstracts/search?q=imagination" title=" imagination"> imagination</a> </p> <a href="https://publications.waset.org/abstracts/67248/social-imagination-and-history-teaching-critical-thinkings-possibilities-in-the-australian-curriculum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67248.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">305</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">2638</span> Disrupting Certainties: Reimagined History Curriculum as Critical Pedagogy in Secondary Teacher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Philippa%20Hunter">Philippa Hunter</a> </p> <p class="card-text"><strong>Abstract:</strong></p> How might history education support teachers and students to see the past as a provocation, be open to possible futures, and act differently? As teacher educators in an age of diversity and uncertainty, we need to question history’s curriculum nature, pedagogy, and policy intent. The cultural politics of history’s identity in the senior secondary curriculum influences educational socialization (disciplinary, professional, research) and engagement with curriculum decision-making. This paper reflects on curriculum disturbance that shaped a critical pedagogy stance to problematize school history’s certainties. The context is situated in an Aotearoa New Zealand university-based initial teacher education programme. A pedagogic innovation was activated whereby problematized history pedagogy [PHP] was conceptualized as the phenomenon and method of inquiry and storied in doctoral work. The PHP was a reciprocal research process involving history class’ participants and the teacher as researcher, in fashioning teaching identities, identifying with, and thinking critically about history pedagogy. PHP findings revealed evocative discourses of embodiment, nostalgia, and connectedness about living ‘inside the past’. Participants expressed certainty about their abilities as teachers living ‘outside the past’ to interpret historical perspectives. However, discomfort was evident in relation to ‘difficult knowledge’ or unfamiliar contexts of the past that exposed exclusion, powerlessness, or silenced voices. Participants identified history programmes as strongly masculine and conflict-focused. A normalized inquiry-transmission approach to history pedagogy was identified and critiqued. Individuals’ reflexive accounts of PHP implemented whilst on practicum indicate possibilities of history pedagogy as; inclusive and democratic, social and ethical reconstruction, and as a critical project. The PHP sought to reimagine history curriculum and identify spaces of possibility in secondary postgraduate teacher education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum" title="curriculum">curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=problematise" title=" problematise"> problematise</a>, <a href="https://publications.waset.org/abstracts/search?q=reciprocal" title=" reciprocal"> reciprocal</a> </p> <a href="https://publications.waset.org/abstracts/97368/disrupting-certainties-reimagined-history-curriculum-as-critical-pedagogy-in-secondary-teacher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97368.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">164</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">2637</span> Factors of Scientific Rise and Fall of the Islamic Empire</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saeed%20Seyed%20Agha%20Banihashemi">Saeed Seyed Agha Banihashemi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The history of mathematics as one of the trends in the field of mathematics has special importance and in most of the important universities of the world, this trend in the field of mathematics is taught and researched. In teaching the history of mathematics and mathematics books, special attention is paid to the scientific works of the four Greek-Indian-Islamic and European civilizations, although the history of mathematics in China and East Asia is a special category due to its ancient civilization. In this article, while examining mathematics in the Islamic empire, the factors of the scientific rise and fall of the Islamic empire, which can include mathematics, have been studied. In this article, according to my own research and other sources mentioned s, It is believed the factors of scientific rise and fall in the Islamic Empire. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=history%20of%20mathematics" title="history of mathematics">history of mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=alkandi" title=" alkandi"> alkandi</a>, <a href="https://publications.waset.org/abstracts/search?q=cryptology" title=" cryptology"> cryptology</a>, <a href="https://publications.waset.org/abstracts/search?q=manuscripts" title=" manuscripts"> manuscripts</a> </p> <a href="https://publications.waset.org/abstracts/164955/factors-of-scientific-rise-and-fall-of-the-islamic-empire" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164955.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">114</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">2636</span> Reflections on Ten Years of Preparing Graduate Students for the Professoriate at an American Research University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samuel%20Olugbenga%20King">Samuel Olugbenga King</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Using a reflective analysis tool to provide both local and global perspectives, this study focuses on the longitudinal evaluation of the Graduate Student Development (GSD) initiative, the Preparing Future Faculty (PFF) program. The reflection process involves examining the past and present to identify challenges, and culminates in the creation of an action plan to address barriers to further growth and teaching development of graduate students, thus positively impacting student experience. The outcomes of the reflective critique of the PFF program indicate that lack of mentoring as well as inadequate feedback and funding are barriers that need to be addressed to positively impact the graduate student experience. Consequently, interventions, such as peer and student evaluations, and alumni surveys are highlighted as pragmatic modes of addressing the inadequate feedback and mentoring barriers. However, funding remains an ongoing challenge. This article is a contribution to the literature on the use of critical reflection approaches to investigate and evaluate specific programming that focuses on enhancing the graduate student experience and development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=graduate%20student%20experience" title="graduate student experience">graduate student experience</a>, <a href="https://publications.waset.org/abstracts/search?q=longitudinal%20reflection" title=" longitudinal reflection"> longitudinal reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20enhancement" title=" quality enhancement"> quality enhancement</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/51183/reflections-on-ten-years-of-preparing-graduate-students-for-the-professoriate-at-an-american-research-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51183.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">266</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">2635</span> Efficient Manageability and Intelligent Classification of Web Browsing History Using Machine Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Suraj%20Gururaj">Suraj Gururaj</a>, <a href="https://publications.waset.org/abstracts/search?q=Sumantha%20Udupa%20U."> Sumantha Udupa U.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Browsing the Web has emerged as the de facto activity performed on the Internet. Although browsing gets tracked, the manageability aspect of Web browsing history is very poor. In this paper, we have a workable solution implemented by using machine learning and natural language processing techniques for efficient manageability of user’s browsing history. The significance of adding such a capability to a Web browser is that it ensures efficient and quick information retrieval from browsing history, which currently is very challenging. Our solution guarantees that any important websites visited in the past can be easily accessible because of the intelligent and automatic classification. In a nutshell, our solution-based paper provides an implementation as a browser extension by intelligently classifying the browsing history into most relevant category automatically without any user’s intervention. This guarantees no information is lost and increases productivity by saving time spent revisiting websites that were of much importance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adhoc%20retrieval" title="adhoc retrieval">adhoc retrieval</a>, <a href="https://publications.waset.org/abstracts/search?q=Chrome%20extension" title=" Chrome extension"> Chrome extension</a>, <a href="https://publications.waset.org/abstracts/search?q=supervised%20learning" title=" supervised learning"> supervised learning</a>, <a href="https://publications.waset.org/abstracts/search?q=tile" title=" tile"> tile</a>, <a href="https://publications.waset.org/abstracts/search?q=Web%20personalization" title=" Web personalization"> Web personalization</a> </p> <a href="https://publications.waset.org/abstracts/50517/efficient-manageability-and-intelligent-classification-of-web-browsing-history-using-machine-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50517.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">379</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">2634</span> Rendering of Indian History: A Study Based on Select Graphic Novels</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Akhila%20Sara%20Varughese">Akhila Sara Varughese</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the postmodern society, visual narratives became an emerging genre in the field of literature. Graphic literature focuses on the literal and symbolic layer of interpretation. The most salient feature of graphic literature is its exploration of the public history of events and life narratives. The Indian graphic literature re-interprets the canon, style and the form of texts in Indian Writing in English and it demands a new literacy and the structure of the English literature. With the help of visual-verbal language, the graphic narratives discuss various facets of contemporary India. Graphic novels have firmly identified itself with the art of storytelling because of its capability of expressing human experiences to the most. In the textual novels, the author usually deserts the imagination of the readers, but in the case of graphic narratives, due to the presence of visual elements, the interpretation becomes simpler. India is the second most populous country in the world with a long tradition of history and culture. Indian literature always tries to reconstruct Indian history in various modes of representation. The present paper focuses on the fictional articulation of Indian history through the graphic narratives and analyses how some historical events in India portrays. The paper also traces the differences in rendering the history in graphic novels with that of textual novels. The paper discusses how much the blending of words and images helps in represent the Indian history by analyzing the graphic novels like Kashmir Pending by Naseer Ahmed, Delhi Calm by Vishwajyoti Ghosh and Munnu by Malik Sajad. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=graphic%20novels" title="graphic novels">graphic novels</a>, <a href="https://publications.waset.org/abstracts/search?q=Indian%20history" title=" Indian history"> Indian history</a>, <a href="https://publications.waset.org/abstracts/search?q=representation" title=" representation"> representation</a>, <a href="https://publications.waset.org/abstracts/search?q=visual-verbal%20literacy" title=" visual-verbal literacy"> visual-verbal literacy</a> </p> <a href="https://publications.waset.org/abstracts/87258/rendering-of-indian-history-a-study-based-on-select-graphic-novels" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87258.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">348</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">2633</span> Risk Factor of Anal Incontinence among Women in Makassar</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Azizah%20Nurdin">Azizah Nurdin</a>, <a href="https://publications.waset.org/abstracts/search?q=Trika%20Irianta"> Trika Irianta</a>, <a href="https://publications.waset.org/abstracts/search?q=Mardiah%20Tahir"> Mardiah Tahir</a>, <a href="https://publications.waset.org/abstracts/search?q=Maisuri%20T.%20Chalid"> Maisuri T. Chalid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Studies of anal incontinence in the general population are rare however its financial healthcare cost is significant. Women attended Hasanuddin University Teaching Hospital and its networking in Makassar, Indonesia was surveyed between February to April 2015 about their obstetrical and gynecological history. Aims: To establish obstetrical risk factor of anal incontinence among women in Makassar. Methods: In a cross sectional face to face interview study, 135 women aged 30 years or more were selected randomly. Participants were asked to complete an anal incontinence questionnaire. Results: From a total sample of 135 respondents, 42,2 % reported has flatulence incontinence. Parity, history of anal sphincter laceration, history of having large baby, history of assisted vaginal delivery were shown have no significant association with anal incontinence, while history of episiotomy was shown have a significant association with anal incontinence (p value < 0.05). The risk of flatulence incontinence was higher among women with history of episiotomy (OR : 2,85, 95 % CI = 1,58- 5,13) Conclusions: This study has confirmed that fecal incontinence is a fairly common symptom. Flatulence incontinence is the most frequent even. An obstetrical factor like episiotomy is one of risk factor that could be avoided in order to prevent anal incontinence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anal%20incontinence" title="anal incontinence">anal incontinence</a>, <a href="https://publications.waset.org/abstracts/search?q=flatulence%20incontinence" title=" flatulence incontinence"> flatulence incontinence</a>, <a href="https://publications.waset.org/abstracts/search?q=obstetrical%20risk%20factor" title=" obstetrical risk factor"> obstetrical risk factor</a>, <a href="https://publications.waset.org/abstracts/search?q=women" title=" women"> women</a> </p> <a href="https://publications.waset.org/abstracts/32498/risk-factor-of-anal-incontinence-among-women-in-makassar" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32498.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">318</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">2632</span> Translating History in a Brazilian Graphic Novel: A Translation Project for Angola Janga by Marcelo D'Salete</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carolina%20Rezende">Carolina Rezende</a>, <a href="https://publications.waset.org/abstracts/search?q=Julio%20Cesar%20Neves%20Monteiro"> Julio Cesar Neves Monteiro</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Traditionally, History and fiction are considered to be opposing fields of study. While one is linked to the study of facts, things that have happened within the limits of ‘reality’, the other explores a made-up world, originated from imagination and fantasy. However, despite their apparent discrepancies, there is a fundamental trait that brings them closer. Historical narratives, similarly to fiction ones, are produced based on multiple interpretations of an event, which are transmitted in a rather subjective way by language. It is within this perspective of history and fiction intertwined that this paper aims to discuss the translation of historical facts in the graphic novel Angola Janga, by Marcelo D’Salete, as well as presenting it as a historical document. The novel, which is divided into 11 short stories, narrates the rebellions that took place in Serra da Barriga, between the 16th and 17th centuries, that resulted in the Guerra dos Palmares. The graphic novel in question is a result of the author’s 11-year historical and bibliographical research, which combines history and fiction in order to shed a light of the confrontation that history seems to overlook. Also, the book includes a foreword, glossary, chronological line of Guerra dos Palmares, as well as maps and references used by the author during his research. For that, a few segments from the book will be selected and translated in order to show such connection between history and fiction, and the discussion resulted from it will be based on the works of Southgate (2009), Pym (2001) and D’hulst (2001). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=graphic%20novel" title="graphic novel">graphic novel</a>, <a href="https://publications.waset.org/abstracts/search?q=history" title=" history"> history</a>, <a href="https://publications.waset.org/abstracts/search?q=fiction" title=" fiction"> fiction</a>, <a href="https://publications.waset.org/abstracts/search?q=Palmares" title=" Palmares"> Palmares</a> </p> <a href="https://publications.waset.org/abstracts/100900/translating-history-in-a-brazilian-graphic-novel-a-translation-project-for-angola-janga-by-marcelo-dsalete" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100900.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">178</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2631</span> Making a ‘Once-upon-a-Time’ Mythology in Kazuo Ishiguro’s The Buried Giant</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Masami%20Usui">Masami Usui</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Kazuo Ishiguro’s challenging novel, <em>The Buried Giant</em>, embodies how contemporary writers and readers have to discover the voices buried in our history. By avoiding setting or connecting the modern and contemporary historical incidents such as World War II this time, Ishiguro ventures into retelling myth, transfiguring historical facts, and revealing what has been forgotten in a process of establishing history and creating mythology. As generally known, modernist writers in the twentieth century employed materials from authorized classical mythologies, especially Greek mythology. As an heir of this tradition, Ishiguro imposes his mission of criticizing the repeatedly occurring yet easily-forgotten history of dictatorship and a slaughter on mythology based on King Arthur and its related heroes and myths in Britain. On an open ground, Ishiguro can start his own mythical story and space. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20literature" title="English literature">English literature</a>, <a href="https://publications.waset.org/abstracts/search?q=fantasy" title=" fantasy"> fantasy</a>, <a href="https://publications.waset.org/abstracts/search?q=globalism" title=" globalism"> globalism</a>, <a href="https://publications.waset.org/abstracts/search?q=history" title=" history"> history</a> </p> <a href="https://publications.waset.org/abstracts/44578/making-a-once-upon-a-time-mythology-in-kazuo-ishiguros-the-buried-giant" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44578.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">339</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">2630</span> An Accurate Prediction of Surface Temperature History in a Supersonic Flight </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20M.%20Tahsini">A. M. Tahsini</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20A.%20Hosseini"> S. A. Hosseini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the present study, the surface temperature history of the adaptor part in a two-stage supersonic launch vehicle is accurately predicted. The full Navier-Stokes equations are used to estimate the aerodynamic heat flux. The one-dimensional heat conduction in solid phase is used to compute the temperature history. The instantaneous surface temperature is used to improve the applied heat flux, to improve the accuracy of the results. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aerodynamic%20heating" title="aerodynamic heating">aerodynamic heating</a>, <a href="https://publications.waset.org/abstracts/search?q=heat%20conduction" title=" heat conduction"> heat conduction</a>, <a href="https://publications.waset.org/abstracts/search?q=numerical%20simulation" title=" numerical simulation"> numerical simulation</a>, <a href="https://publications.waset.org/abstracts/search?q=supersonic%20flight" title=" supersonic flight"> supersonic flight</a>, <a href="https://publications.waset.org/abstracts/search?q=launch%20vehicle" title=" launch vehicle"> launch vehicle</a> </p> <a href="https://publications.waset.org/abstracts/1462/an-accurate-prediction-of-surface-temperature-history-in-a-supersonic-flight" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/1462.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">452</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">2629</span> A Software Tool for Computer Forensic Investigation Using Client-Side Web History Visualization</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Francisca%20Onaolapo%20Oladipo">Francisca Onaolapo Oladipo</a>, <a href="https://publications.waset.org/abstracts/search?q=Peter%20Afam%20Ugwu"> Peter Afam Ugwu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Records of user activities which are valuable for forensic investigation purposes are provided by web browsers -these records in most cases are not in visual formats that are easily understood, thereby requiring some extra processes. This paper describes the implementation of a software tool for client-side web history visualization providing suitable forensic evidence for investigative purposes. Visual C#, Perl and gnuplot were deployed on Windows Operating System (OS) environment to implement the system and the resulting tool parses and transforms a web browser history into a visual format that enables an investigator to quickly and efficiently explore, understand, and interpret the user online activities in the context of a specific investigation. The system was tested using two forensic cases: the client-side web history files generated by Mozilla Firefox browser was extracted using MozillaHistoryView utility, then parsed and visualized using bar and stacked column charts. From the visual representation, results of user web activities across various productive and non-productive websites were obtained. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=history" title="history">history</a>, <a href="https://publications.waset.org/abstracts/search?q=forensics" title=" forensics"> forensics</a>, <a href="https://publications.waset.org/abstracts/search?q=visualization" title=" visualization"> visualization</a>, <a href="https://publications.waset.org/abstracts/search?q=web%20activities" title=" web activities"> web activities</a> </p> <a href="https://publications.waset.org/abstracts/51348/a-software-tool-for-computer-forensic-investigation-using-client-side-web-history-visualization" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51348.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right 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