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aids</title> <meta name="description" content="Search results for: visual aids"> <meta name="keywords" content="visual aids"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="visual aids"> <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> 2351</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: visual aids</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2351</span> Visual Improvement with Low Vision Aids in Children with Stargardt’s Disease</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anum%20Akhter">Anum Akhter</a>, <a href="https://publications.waset.org/abstracts/search?q=Sumaira%20Altaf"> Sumaira Altaf</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: To study the effect of low vision devices i.e. telescope and magnifying glasses on distance visual acuity and near visual acuity of children with Stargardt’s disease. Setting: Low vision department, Alshifa Trust Eye Hospital, Rawalpindi, Pakistan. Methods: 52 children having Stargardt’s disease were included in the study. All children were diagnosed by pediatrics ophthalmologists. Comprehensive low vision assessment was done by me in Low vision clinic. Visual acuity was measured using ETDRS chart. Refraction and other supplementary tests were performed. Children with Stargardt’s disease were provided with different telescopes and magnifying glasses for improving far vision and near vision. Results: Out of 52 children, 17 children were males and 35 children were females. Distance visual acuity and near visual acuity improved significantly with low vision aid trial. All children showed visual acuity better than 6/19 with a telescope of higher magnification. Improvement in near visual acuity was also significant with magnifying glasses trial. Conclusions: Low vision aids are useful for improvement in visual acuity in children. Children with Stargardt’s disease who are having a problem in education and daily life activities can get help from low vision aids. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Stargardt" title="Stargardt">Stargardt</a>, <a href="https://publications.waset.org/abstracts/search?q=s%20disease" title="s disease">s disease</a>, <a href="https://publications.waset.org/abstracts/search?q=low%20vision%20aids" title=" low vision aids"> low vision aids</a>, <a href="https://publications.waset.org/abstracts/search?q=telescope" title=" telescope"> telescope</a>, <a href="https://publications.waset.org/abstracts/search?q=magnifiers" title=" magnifiers"> magnifiers</a> </p> <a href="https://publications.waset.org/abstracts/24382/visual-improvement-with-low-vision-aids-in-children-with-stargardts-disease" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24382.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">539</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">2350</span> Using Audio-Visual Aids and Computer-Assisted Language Instruction (CALI) to Overcome Learning Difficulties of Listening in Students of Special Needs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sadeq%20Al%20Yaari">Sadeq Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Alkhunayn"> Muhammad Alkhunayn</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayman%20Al%20Yaari"> Ayman Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Montaha%20Al%20Yaari"> Montaha Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Adham%20Al%20Yaari"> Adham Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Sajedah%20Al%20Yaari"> Sajedah Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatehi%20Eissa"> Fatehi Eissa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background & Aims: Audio-visual aids and computer-aided language instruction (CALI) have been documented to improve receptive skills, namely listening skills, in normal students. The increased listening has been attributed to the understanding of other interlocutors' speech, but recent experiments have suggested that audio-visual aids and CALI should be tested against the listening of students of special needs to see the effects of the former in the latter. This investigation described the effect of audio-visual aids and CALI on the performance of these students. Methods: Pre-and-posttests were administered to 40 students of special needs of both sexes at al-Malādh school for students of special needs aged between 8 and 18 years old. A comparison was held between this group of students and another similar group (control group). Whereas the former group underwent a listening course using audio-visual aids and CALI, the latter studied the same course with the same speech language therapist (SLT) with the classical method. The outcomes of the two tests for the two groups were qualitatively and quantitatively analyzed. Results: Significant improvement in the performance was found in the first group (treatment group) (posttest= 72.45% vs. pre-test= 25.55%) in comparison to the second (control) (posttest= 25.55% vs. pre-test= 23.72%). In comparison to the males’ scores, the scores of females are higher (1487 scores vs. 1411 scores). Suggested results support the necessity of the use of audio-visual aids and CALI in teaching listening at the schools of students of special needs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=listening" title="listening">listening</a>, <a href="https://publications.waset.org/abstracts/search?q=receptive%20skills" title=" receptive skills"> receptive skills</a>, <a href="https://publications.waset.org/abstracts/search?q=audio-visual%20aids" title=" audio-visual aids"> audio-visual aids</a>, <a href="https://publications.waset.org/abstracts/search?q=CALI" title=" CALI"> CALI</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20needs" title=" special needs"> special needs</a> </p> <a href="https://publications.waset.org/abstracts/186406/using-audio-visual-aids-and-computer-assisted-language-instruction-cali-to-overcome-learning-difficulties-of-listening-in-students-of-special-needs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186406.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">48</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">2349</span> Using Audio-Visual Aids and Computer-Assisted Language Instruction to Overcome Learning Difficulties of Reading in Students of Special Needs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sadeq%20Al%20Yaari">Sadeq Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayman%20Al%20Yaari"> Ayman Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Adham%20Al%20Yaari"> Adham Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Montaha%20Al%20Yaari"> Montaha Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Aayah%20Al%20Yaari"> Aayah Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Sajedah%20Al%20Yaari"> Sajedah Al Yaari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background & aims: Reading is a receptive skill whose importance could involve abilities' variance from linguistic standard. Several evidences support the hypothesis stating that the more you read the better you write, with a different impact for speech language therapists (SLTs) who use audio-visual aids and computer-assisted language instruction (CALI) and those who do not. Methods: Here we made use of audio-visual aids and CALI for teaching reading skill to a group of 40 students of special needs of both sexes (range between 8 and 18 years old) at al-Malādh school for teaching students of special needs in Dhamar (Yemen) while another group of the same number is taught using ordinary teaching methods. Pre-and-posttests have been administered at the beginning and the end of the semester (Before and after teaching the reading course). The purpose was to understand the differences between the levels of the students of special needs to see to what extent audio-visual aids and CALI are useful for them. The two groups were taught by the same instructor under the same circumstances in the same school. Both quantitative and qualitative procedures were used to analyze the data. Results: The overall findings revealed that audio-visual aids and CALI are very useful for teaching reading to students of special needs and this can be seen in the scores of the treatment group’s subjects (7.0%, in post-test vs.2.5% in pre-test). In comparison to the scores of the second group’s subjects (where audio-visual aids and CALI were not used) (2.2% in both pre-and-posttests), the first group subjects have overcome reading tasks and this can be observed in their performance in the posttest. Compared with males, females’ performance was better (1466 scores (7.3%) vs. 1371 scores (6.8%). Qualitative and statistical analyses showed that such comprehension is absolutely due to the use of audio-visual aids and CALI and nothing else. These outcomes confirm the evidence of the significance of using audio-visual aids and CALI as effective means for teaching receptive skills in general and reading skill in particular. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reading" title="reading">reading</a>, <a href="https://publications.waset.org/abstracts/search?q=receptive%20skills" title=" receptive skills"> receptive skills</a>, <a href="https://publications.waset.org/abstracts/search?q=audio-visual%20aids" title=" audio-visual aids"> audio-visual aids</a>, <a href="https://publications.waset.org/abstracts/search?q=CALI" title=" CALI"> CALI</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20needs" title=" special needs"> special needs</a>, <a href="https://publications.waset.org/abstracts/search?q=SLTs" title=" SLTs"> SLTs</a> </p> <a href="https://publications.waset.org/abstracts/186624/using-audio-visual-aids-and-computer-assisted-language-instruction-to-overcome-learning-difficulties-of-reading-in-students-of-special-needs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186624.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">49</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">2348</span> Audio-Visual Aids and the Secondary School Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shrikrishna%20Mishra">Shrikrishna Mishra</a>, <a href="https://publications.waset.org/abstracts/search?q=Badri%20Yadav"> Badri Yadav</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this complex society of today where experiences are innumerable and varied, it is not at all possible to present every situation in its original colors hence the opportunities for learning by actual experiences always are not at all possible. It is only through the use of proper audio visual aids that the life situation can be trough in the class room by an enlightened teacher in their simplest form and representing the original to the highest point of similarity which is totally absent in the verbal or lecture method. In the presence of audio aids, the attention is attracted interest roused and suitable atmosphere for proper understanding is automatically created, but in the existing traditional method greater efforts are to be made in order to achieve the aforesaid essential requisite. Inspire of the best and sincere efforts on the side of the teacher the net effect as regards understanding or learning in general is quite negligible. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Audio-Visual%20Aids" title="Audio-Visual Aids">Audio-Visual Aids</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20secondary%20school%20teaching" title=" the secondary school teaching"> the secondary school teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=complex%20society" title=" complex society"> complex society</a>, <a href="https://publications.waset.org/abstracts/search?q=audio" title=" audio"> audio</a> </p> <a href="https://publications.waset.org/abstracts/16270/audio-visual-aids-and-the-secondary-school-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16270.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">482</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">2347</span> Using Audio-Visual Aids and Computer-Assisted Language Instruction to Overcome Learning Difficulties of Vocabulary in Students of Special Needs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sadeq%20Al%20Yaari">Sadeq Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayman%20Al%20Yaari"> Ayman Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Adham%20Al%20Yaari"> Adham Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Montaha%20Al%20Yaari"> Montaha Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Aayah%20Al%20Yaari"> Aayah Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Sajedah%20Al%20Yaar"> Sajedah Al Yaar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objectives: To assess the effect of using audio-visual aids and computer-assisted/ aided language instruction (CALI) in the performance of students of special needs studying vocabulary course. Methods: The performance of forty students of special needs (males and females) who used audiovisual aids and CALI in their vocabulary course at al-Malādh school for students of special needs was compared to that of another group (control group) of the same number and age (8-18). Again, subjects in the experimental group were given lessons using audio-visual aids and CALI, while those in the control group were given lessons using ordinary educational aids only, although both groups almost shared the same features (class environment, speech language therapist (SLT), etc.). Pre-andposttest was given at the beginning and end of the semester and a qualitative and quantitative analysis followed. Results & conclusions: Results of the present experimental study's pre-and-posttests indicated that the performance of the students in the first group was higher than that of those of the second group (34.27%, 73.82% vs. 33.57%, 34.92%, respectively). Compared with females, males’ performance was higher (1515 scores vs. 1438 scores). Such findings suggest that the presence of these audiovisual aids and CALI in the classes of students of special needs, especially if they are studying vocabulary building course is very important due to their usefulness in the improvement of performance of the students of special needs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20components" title="language components">language components</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary" title=" vocabulary"> vocabulary</a>, <a href="https://publications.waset.org/abstracts/search?q=audio-visual%20aids" title=" audio-visual aids"> audio-visual aids</a>, <a href="https://publications.waset.org/abstracts/search?q=CALI" title=" CALI"> CALI</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20needs" title=" special needs"> special needs</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=SLTs" title=" SLTs"> SLTs</a> </p> <a href="https://publications.waset.org/abstracts/186621/using-audio-visual-aids-and-computer-assisted-language-instruction-to-overcome-learning-difficulties-of-vocabulary-in-students-of-special-needs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186621.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">50</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">2346</span> Using Audio-Visual Aids and Computer-Assisted Language Instruction to Overcome Learning Difficulties of Sound System in Students of Special Needs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sadeq%20Al%20Yaari">Sadeq Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayman%20Al%20Yaari"> Ayman Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Adham%20Al%20Yaari"> Adham Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Montaha%20Al%20Yaari"> Montaha Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Aayah%20Al%20Yaari"> Aayah Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Sajedah%20Al%20Yaari"> Sajedah Al Yaari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background & Objectives: Audio-visual aids and computer-assisted language instruction (CALI) effects are strong in teaching language components (sound system, grammatical structures and vocabulary) to students of special needs. To explore the effects of the audio-visual aids and CALI in teaching sound system to this class of students by speech language therapists (SLTs), an experiment has been undertaken to evaluate their performance during their study of the sound system course. Methods: Forty students (males and females) of special needs at al-Malādh school for teaching students of special needs in Dhamar (Yemen) range between 8 and 18 years old underwent this experimental study while they were studying language sound system course. Pre-and-posttests have been administered at the begging and end of the semester. Students' treatment was compared to a similar group (control group) of the same number under the same environment. Whereas the first group was taught using audio-visual aids and CALI, the second was not. Students' performances were linguistically and statistically evaluated. Results & conclusions: Compared with the control group, the treatment group showed significantly higher scores in the posttest (72.32% vs. 31%). Compared with females, males scored higher marks (1421 vs. 1472). Thus, we should take the audio-visual aids and CALI into consideration in teaching sound system to students of special needs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20components" title="language components">language components</a>, <a href="https://publications.waset.org/abstracts/search?q=sound%20system" title=" sound system"> sound system</a>, <a href="https://publications.waset.org/abstracts/search?q=audio-visual%20aids" title=" audio-visual aids"> audio-visual aids</a>, <a href="https://publications.waset.org/abstracts/search?q=CALI" title=" CALI"> CALI</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20needs" title=" special needs"> special needs</a>, <a href="https://publications.waset.org/abstracts/search?q=SLTs" title=" SLTs"> SLTs</a> </p> <a href="https://publications.waset.org/abstracts/186619/using-audio-visual-aids-and-computer-assisted-language-instruction-to-overcome-learning-difficulties-of-sound-system-in-students-of-special-needs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186619.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">46</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">2345</span> Awareness of Students and Teachers towards AIDS and AIDS Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anjan%20Saikia">Anjan Saikia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> 1000 school going adolescents and 200 teachers from 16 schools of Dibrugarh and Tinsukia districts of Assam were surveyed to assess and compare their awareness regarding HIV/AIDS and AIDS Education. An awareness test was administered containing 38 items for adolescents and 40 items for teachers in the test. Observations revealed that the majority of school-going adolescents are poor in their HIV/AIDS and AIDS education awareness. It shows that the school going adolescents of Tinsukia district are better in HIV/AIDS and AIDS education awareness than the school going adolescents of Dibrugarh district while comparing the sex and district wise variables. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=awareness" title="awareness">awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=AIDS" title=" AIDS"> AIDS</a>, <a href="https://publications.waset.org/abstracts/search?q=ADS%20education" title=" ADS education"> ADS education</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescents" title=" adolescents"> adolescents</a> </p> <a href="https://publications.waset.org/abstracts/12763/awareness-of-students-and-teachers-towards-aids-and-aids-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12763.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">2344</span> Mathematics Model Approaching: Parameter Estimation of Transmission Dynamics of HIV and AIDS in Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Endrik%20Mifta%20Shaiful">Endrik Mifta Shaiful</a>, <a href="https://publications.waset.org/abstracts/search?q=Firman%20Riyudha"> Firman Riyudha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Acquired Immunodeficiency Syndrome (AIDS) is one of the world's deadliest diseases caused by the Human Immunodeficiency Virus (HIV) that infects white blood cells and cause a decline in the immune system. AIDS quickly became a world epidemic disease that affects almost all countries. Therefore, mathematical modeling approach to the spread of HIV and AIDS is needed to anticipate the spread of HIV and AIDS which are widespread. The purpose of this study is to determine the parameter estimation on mathematical models of HIV transmission and AIDS using cumulative data of people with HIV and AIDS each year in Indonesia. In this model, there are parameters of r ∈ [0,1) which is the effectiveness of the treatment in patients with HIV. If the value of r is close to 1, the number of people with HIV and AIDS will decline toward zero. The estimation results indicate when the value of r is close to unity, there will be a significant decline in HIV patients, whereas in AIDS patients constantly decreases towards zero. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=HIV" title="HIV">HIV</a>, <a href="https://publications.waset.org/abstracts/search?q=AIDS" title=" AIDS"> AIDS</a>, <a href="https://publications.waset.org/abstracts/search?q=parameter%20estimation" title=" parameter estimation"> parameter estimation</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20models" title=" mathematical models"> mathematical models</a> </p> <a href="https://publications.waset.org/abstracts/74744/mathematics-model-approaching-parameter-estimation-of-transmission-dynamics-of-hiv-and-aids-in-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74744.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">250</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">2343</span> South Africa’s Post-Apartheid Film Narratives of HIV/AIDS: A Case of ‘Yesterday’</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Moyahabo%20Molefe">Moyahabo Molefe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The persistence of HIV/AIDS infection rates in SA has not only been a subject of academic debate but a mediated narrative that has dominated SA’s post-apartheid film space over the last two decades. SA’s colonial geo-spatial architecture still influences migrant labour patterns, which the Oscar-nominated (2003) SA film ‘Yesterday’ has erstwhile reflected upon, yet continues to account for the spread of HIV/AIDS in SA society. Accordingly, men who had left their homes in the rural areas to work in the mines in the cities become infected with HIV/AIDS, only to return home to infect their wives or partners in the rural areas. This paper analyses, through Social Semiotic theory, how SA geo-spatial arrangement had raptured family structures with both men and women taking new residences in the urban areas where they work away from their homes. By using Social semiotic theory, this paper seeks to understand how images and discourses have been deployed in the film ‘Yesterday’ to demonstrate how HIV/AIDS is embedded in the socio-cultural, economic and political architect of SA society. The study uses qualitative approach and content/text/visual semiotic analysis to decipher meanings from array of imagery and discourses/dialogues that are used to mythologise the relationship between the spread of HIV/AIDS and SA migrant labour patterns. The findings of the study are significant to propose a conceptual framework that can be used to mitigate the spread of HIV/AIDS among SA populace, against the backdrop of changing migrant labour patterns and other related factors <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=colonialism" title="colonialism">colonialism</a>, <a href="https://publications.waset.org/abstracts/search?q=decoloniality" title=" decoloniality"> decoloniality</a>, <a href="https://publications.waset.org/abstracts/search?q=HIV%2FAIDS" title=" HIV/AIDS"> HIV/AIDS</a>, <a href="https://publications.waset.org/abstracts/search?q=labour%20migration%20patterns" title=" labour migration patterns"> labour migration patterns</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20semiotics" title=" social semiotics"> social semiotics</a> </p> <a href="https://publications.waset.org/abstracts/172940/south-africas-post-apartheid-film-narratives-of-hivaids-a-case-of-yesterday" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172940.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">74</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">2342</span> The Contemporary Visual Spectacle: Critical Visual Literacy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lai-Fen%20Yang">Lai-Fen Yang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this increasingly visual world, how can we best decipher and understand the many ways that our everyday lives are organized around looking practices and the many images we encounter each day? Indeed, how we interact with and interpret visual images is a basic component of human life. Today, however, we are living in one of the most artificial visual and image-saturated cultures in human history, which makes understanding the complex construction and multiple social functions of visual imagery more important than ever before. Themes regarding our experience of a visually pervasive mediated culture, here, termed visual spectacle. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=visual%20culture" title="visual culture">visual culture</a>, <a href="https://publications.waset.org/abstracts/search?q=contemporary" title=" contemporary"> contemporary</a>, <a href="https://publications.waset.org/abstracts/search?q=images" title=" images"> images</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy" title=" literacy"> literacy</a> </p> <a href="https://publications.waset.org/abstracts/9045/the-contemporary-visual-spectacle-critical-visual-literacy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9045.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">513</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">2341</span> Stigmatising AIDS: A Content Analysis on HIV/AIDS-Related News Articles Published in Three Major Philippine Broadsheet</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=L.%20Dinco%20John%20Christian">L. Dinco John Christian</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Ramos%20Camille"> C. Ramos Camille</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Reyes%20Maria%20Eloisa"> C. Reyes Maria Eloisa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> HIV/AIDS has been dubbed as one of the most stigmatised diseases of the recent century. Nelson Mandela pointed out that PLWHA (People Living With HIV/AIDS) are not killed by the disease, but by the stigma surrounding it. Despite the numerous studies on HIV/AIDS Stigmatisation globally, little is known about how evident and how powerful the media can be in framing the views of the readers when it comes to print in the Philippine context. This study dealt with a quantitative content analysis of HIV/AIDS-related news articles published by the top three broadsheets such as Philippine Daily Inquirer, Manila Bulletin and the Philippine Star in the span of one year. The HIV/AIDS-related news articles were collected and subjected to coding according to their tones, stigmatising statements/terminologies and news prominence. An analysis of the results had supported the researchers’ objectives (1) that there are different tones of HIV/AIDS-related news articles, (2) that there is a significant relation between the Stigmatizing Statements/Terminologies and the tone and that the (3) technical properties of HIV/AIDS related news articles determine the news prominence. Results revealed that despite the fact that the broadsheets were overtly reporting HIV/AIDS in Anti-Stigma-toned articles, they were covertly suggesting Stigma by the use of Stigmatising statements/terminologies present in it rather than plainly disseminating current medical knowledge about the transmission and treatments of the disease; the technical properties of the HIV/AIDS related news articles determined its prominence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=HIV" title="HIV">HIV</a>, <a href="https://publications.waset.org/abstracts/search?q=AIDS" title=" AIDS"> AIDS</a>, <a href="https://publications.waset.org/abstracts/search?q=newspaper" title=" newspaper"> newspaper</a>, <a href="https://publications.waset.org/abstracts/search?q=content%20analysis" title=" content analysis"> content analysis</a> </p> <a href="https://publications.waset.org/abstracts/20437/stigmatising-aids-a-content-analysis-on-hivaids-related-news-articles-published-in-three-major-philippine-broadsheet" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20437.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">435</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">2340</span> Relationship of Level of Knowledge on HIV/AIDS and Attitude towards People Living with HIV/AIDS (PLWHA) among Selected Philippine Institution 100 (PI 100) Students of the University of the Philippines Diliman</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=John%20Angelo%20Labuguen">John Angelo Labuguen</a>, <a href="https://publications.waset.org/abstracts/search?q=Sarah%20Joy%20Salvio"> Sarah Joy Salvio</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite the low prevalence rate of Human Immunodeficiency Virus/Acquired Immunodeficiency Syndrome (HIV/AIDS) in the Philippines, the country is one of the seven countries in the world and the only country in Southeast Asia which reported an increasing trend in the number of people infected with HIV. Furthermore, people getting infected with HIV are becoming younger every year. Eighty-five percent (7,103) of the total number of youth (15-24 years old) with HIV were recorded in the past five years. The rising rates of HIV infection suggest the need to understand HIV knowledge, attitudes, and sexual behaviors among the youth in the Philippines. The University of the Philippines (UP), having a population that represents all regions of the country, can be reflective of the current situation of the Filipino youth in the issue of HIV/AIDS. This paper attempted to: (1) assess the level of knowledge on HIV/AIDS; (2) describe the attitude towards people living with HIV/AIDS; (3) identify socio-demographic and sexual behaviors associated with the level of HIV/AIDS knowledge; and (4) determine how knowledge on HIV/AIDS is related with attitude towards people living with HIV/AIDS among tertiary students of the UP Diliman. Self-administered survey was used to collect data from 308 randomly selected respondents. Data was encoded using CS Pro 6.2 and it was exported to SPSS v23 for further analysis. Findings of the study revealed that comprehensive correct knowledge on HIV/AIDS is associated with a somewhat accepting attitude towards PLWHA. Sociodemographic and sexual behavior characteristics do not contribute to the association between level of knowledge about HIV/AIDS and attitude towards PLWHA. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitude%20towards%20people%20living%20with%20HIV%2FAIDS" title="attitude towards people living with HIV/AIDS">attitude towards people living with HIV/AIDS</a>, <a href="https://publications.waset.org/abstracts/search?q=comprehensive%20HIV%2FAIDS%20knowledge" title=" comprehensive HIV/AIDS knowledge"> comprehensive HIV/AIDS knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=Philippines" title=" Philippines"> Philippines</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20students" title=" university students"> university students</a> </p> <a href="https://publications.waset.org/abstracts/54005/relationship-of-level-of-knowledge-on-hivaids-and-attitude-towards-people-living-with-hivaids-plwha-among-selected-philippine-institution-100-pi-100-students-of-the-university-of-the-philippines-diliman" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54005.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">2339</span> The Role of Chemokine Family, CXCL-10 Urine as a Marker Diagnosis of Active Lung Tuberculosis in HIV/AIDS Patients</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dwitya%20Elvira">Dwitya Elvira</a>, <a href="https://publications.waset.org/abstracts/search?q=Raveinal%20Masri"> Raveinal Masri</a>, <a href="https://publications.waset.org/abstracts/search?q=Rohayat%20Bilmahdi"> Rohayat Bilmahdi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Human Immunodeficiency Virus (HIV) pandemic increased significantly worldwide. The rise in cases of HIV/AIDS was also followed by an increase in the incidence of opportunistic infection, with tuberculosis being the most opportunistic infection found in HIV/AIDS and the main cause of mortality in HIV/AIDS patients. Diagnosis of tuberculosis in HIV/AIDS patients is often difficult because of the uncommon symptom in HIV/AIDS patients compared to those without the disease. Thus, diagnostic tools are required that are more effective and efficient to diagnose tuberculosis in HIV/AIDS. CXCL-10/IP-10 is a chemokine that binds to the CXCR3 receptor found in HIV/AIDS patients with a weakened immune system. Tuberculosis infection in HIV/AIDS activates chemokine IP-10 in urine, which is used as a marker for diagnosis of infection. The aim of this study was to prove whether IP-10 urine can be a biomarker diagnosis of active lung tuberculosis in HIV-AIDS patients. Design of this study is a cross sectional study involving HIV/AIDS patients with lung tuberculosis as the subject of this study. Forty-seven HIV/AIDS patients with tuberculosis based on clinical and biochemical laboratory were asked to collect urine samples and IP-10/CXCL-10 urine being measured using ELISA method with 18 healthy human urine samples as control. Forty-seven patients diagnosed as HIV/AIDS were included as a subject of this study. HIV/AIDS were more common in male than in women with the percentage in male 85.1% vs. 14.5% of women. In this study, most diagnosed patients were aged 31-40 years old, followed by those 21-30 years, and > 40 years old, with one case diagnosed at age less than 20 years of age. From the result of the urine IP-10 using ELISA method, there was significant increase of the mean value of IP-10 urine in patients with TB-HIV/AIDS co-infection compared to the healthy control with mean 61.05 pg/mL ± 78.01 pg/mL vs. mean 17.2 pg/mL. Based on this research, there was significant increase of urine IP-10/CXCL-10 in active lung tuberculosis with HIV/AIDS compared to the healthy control. From this finding, it is necessary to conduct further research into whether urine IP-10/CXCL-10 plays a significant role in TB-HIV/AIDS co-infection, which can also be used as a biomarker in the early diagnosis of TB-HIV. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chemokine" title="chemokine">chemokine</a>, <a href="https://publications.waset.org/abstracts/search?q=HIV%2FAIDS" title=" HIV/AIDS"> HIV/AIDS</a>, <a href="https://publications.waset.org/abstracts/search?q=IP-10%20urine" title=" IP-10 urine"> IP-10 urine</a>, <a href="https://publications.waset.org/abstracts/search?q=tuberculosis" title=" tuberculosis"> tuberculosis</a> </p> <a href="https://publications.waset.org/abstracts/62081/the-role-of-chemokine-family-cxcl-10-urine-as-a-marker-diagnosis-of-active-lung-tuberculosis-in-hivaids-patients" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62081.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">232</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">2338</span> Depression and Suicide Risk among HIV/AIDS Positive Individuals Attending an Out Patient HIV/AIDS Clinic in a Nigerian Tertiary Health Institution</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Onyebueke%20Godwin">Onyebueke Godwin</a>, <a href="https://publications.waset.org/abstracts/search?q=Okwarafor%20Friday"> Okwarafor Friday</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Persons with HIV/AIDS disease are predisposed to mental health disorders such as depression and suicide. HIV/AIDS, being a chronic medical illness with antecedent stigmatization ostracization, leads to low mood, low self-esteem, and a tendency to kill oneself due to the burden of the disease in terms of cost and disability. The aim of one study was to examine the prevalence of depression and risk of suicide among HIV/AIDS patients compared to negative persons. Instruments: The Major Depressive Episode and Suicidality modules of the MINI-Neuropsychiatric inventory were used to screen the attendees. Report: The prevalence of depression and risk of suicide were 27.8% and 7.8%, respectively, for the HIV positive subjects, but 1208% and 2.2%, respectively, for negative subjects. Conclusion and Significance: Persons with HIV/AIDS usually present with mental health symptoms, but the attending physicians usually pay attention to physical symptoms. The symptoms of the disease or the side effects of the medication may mask the mental health disease. Recommendation: There is need to screen HIV/AIDS patents for mental health disorders during clinic visits. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=depression" title="depression">depression</a>, <a href="https://publications.waset.org/abstracts/search?q=HIV%2FAIDS" title=" HIV/AIDS"> HIV/AIDS</a>, <a href="https://publications.waset.org/abstracts/search?q=suicidality" title=" suicidality"> suicidality</a> </p> <a href="https://publications.waset.org/abstracts/172297/depression-and-suicide-risk-among-hivaids-positive-individuals-attending-an-out-patient-hivaids-clinic-in-a-nigerian-tertiary-health-institution" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172297.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">61</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">2337</span> Assessing Role of Newspapers in Creating Awareness of HIV/AIDS in Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fatima%20Kiran">Fatima Kiran</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the HIV/AIDS coverage in the selected newspapers. The premises of the study depend upon the fact that informing public about any social issue that effects people’s life is among one of the fundamental functions of media, such as HIV/AIDS is one of prime importance. In this study two most prime newspapers of Pakistan Daily Jang and Daily Dawn were analyzed. This paper adopted two approaches for investigation one is content analysis and another is discourse analysis. The content analysis was used to determine the frequency of HIV/AIDS content coverage. Discourse analysis was used to determine consciousness of these newspapers on covering HIV/AIDS stories with correct language and terminologies according to the given media guideline of UNICEF. Total 368 editions from 1st July 2017 to 31st December 2017 were sampled for the study. The result of the study indicates that newspapers have severely underestimated the severity of HIV/AIDS. The coverage given by newspapers is dissatisfactory. Selected newspapers used inappropriate terminologies and language in the stories which shows negligence of newspapers regarding HIV/AIDS issue. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pakistani%20newspapers" title="Pakistani newspapers">Pakistani newspapers</a>, <a href="https://publications.waset.org/abstracts/search?q=HIV%2FAIDS" title=" HIV/AIDS"> HIV/AIDS</a>, <a href="https://publications.waset.org/abstracts/search?q=coverage" title=" coverage"> coverage</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20awareness" title=" public awareness"> public awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=content%20analysis" title=" content analysis"> content analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=discourse%20analysis" title=" discourse analysis"> discourse analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=press%20consciousness" title=" press consciousness "> press consciousness </a> </p> <a href="https://publications.waset.org/abstracts/120375/assessing-role-of-newspapers-in-creating-awareness-of-hivaids-in-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120375.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">140</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">2336</span> Modelling the Spread of HIV/AIDS Epidemic with Condom Campaign and Treatment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marsudi">Marsudi</a>, <a href="https://publications.waset.org/abstracts/search?q=Noor%20Hidayat"> Noor Hidayat</a>, <a href="https://publications.waset.org/abstracts/search?q=Ratno%20Bagus%20Edy%20Wibowo"> Ratno Bagus Edy Wibowo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper considers a deterministic model for the transmission dynamics of HIV/AIDS in which condom campaign and treatment are both important for the disease management. In modelling of the spread of AIDS, the population is divided into six subpopulations, namely susceptible population, susceptible population who change their behavior due to education condom campaign, infected population, pre-AIDS population, treated population and full-blown AIDS population. We calculate the effective reproduction number using the next generation matrix method and investigate the existence and stability of the equilibrium points. A sensitivity analysis discovers parameters that have a high impact on effective reproduction number and should be targeted by intervention strategies. Numerical simulations are given to illustrate and verify our analytic results. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=HIV%2FAIDS" title="HIV/AIDS">HIV/AIDS</a>, <a href="https://publications.waset.org/abstracts/search?q=condom%20campaign" title=" condom campaign"> condom campaign</a>, <a href="https://publications.waset.org/abstracts/search?q=antiretroviral%20treatment" title=" antiretroviral treatment"> antiretroviral treatment</a>, <a href="https://publications.waset.org/abstracts/search?q=effective%20reproduction%20number" title=" effective reproduction number"> effective reproduction number</a>, <a href="https://publications.waset.org/abstracts/search?q=stability%20and%20sensitivity%20analysis" title=" stability and sensitivity analysis"> stability and sensitivity analysis</a> </p> <a href="https://publications.waset.org/abstracts/74051/modelling-the-spread-of-hivaids-epidemic-with-condom-campaign-and-treatment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74051.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">267</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">2335</span> Applications of Visual Ethnography in Public Anthropology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Subramaniam%20Panneerselvam">Subramaniam Panneerselvam</a>, <a href="https://publications.waset.org/abstracts/search?q=Gunanithi%20Perumal"> Gunanithi Perumal</a>, <a href="https://publications.waset.org/abstracts/search?q=KP%20Subin"> KP Subin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Visual Ethnography is used to document the culture of a community through a visual means. It could be either photography or audio-visual documentation. The visual ethnographic techniques are widely used in visual anthropology. The visual anthropologists use the camera to capture the cultural image of the studied community. There is a scope for subjectivity while the culture is documented by an external person. But the upcoming of the public anthropology provides an opportunity for the participants to document their own culture. There is a need to equip the participants with the skill of doing visual ethnography. The mobile phone technology provides visual documentation facility to everyone to capture the moments instantly. The visual ethnography facilitates the multiple-interpretation for the audiences. This study explores the effectiveness of visual ethnography among the tribal youth through public anthropology perspective. The case study was conducted to equip the tribal youth of Nilgiris in visual ethnography and the outcome of the experiment shared in this paper. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=visual%20ethnography" title="visual ethnography">visual ethnography</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20anthropology" title=" visual anthropology"> visual anthropology</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20anthropology" title=" public anthropology"> public anthropology</a>, <a href="https://publications.waset.org/abstracts/search?q=multiple-interpretation" title=" multiple-interpretation"> multiple-interpretation</a>, <a href="https://publications.waset.org/abstracts/search?q=case%20study" title=" case study"> case study</a> </p> <a href="https://publications.waset.org/abstracts/127577/applications-of-visual-ethnography-in-public-anthropology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/127577.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">183</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">2334</span> The Analogy of Visual Arts and Visual Literacy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lindelwa%20Pepu">Lindelwa Pepu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Visual Arts and Visual Literacy are defined with distinction from one another. Visual Arts are known for art forms such as drawing, painting, and photography, just to name a few. At the same time, Visual Literacy is known for learning through images. The Visual Literacy phenomenon may be attributed to the use of images was first established for creating memories and enjoyment. As time evolved, images became the center and essential means of making contact between people. Gradually, images became a means for interpreting and understanding words through visuals, that being Visual Arts. The purpose of this study is to present the analogy of the two terms Visual Arts and Visual Literacy, which are defined and compared through early practicing visual artists as well as relevant researchers to reveal how they interrelate with one another. This is a qualitative study that uses an interpretive approach as it seeks to understand and explain the interest of the study. The results reveal correspondence of the analogy between the two terms through various writers of early and recent years. This study recommends the significance of the two terms and the role they play in relation to other fields of study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=visual%20arts" title="visual arts">visual arts</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20literacy" title=" visual literacy"> visual literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=pictures" title=" pictures"> pictures</a>, <a href="https://publications.waset.org/abstracts/search?q=images" title=" images"> images</a> </p> <a href="https://publications.waset.org/abstracts/165940/the-analogy-of-visual-arts-and-visual-literacy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165940.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">166</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2333</span> Social Strategeries for HIV and STDs Prevention </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Binu%20Sahayam">Binu Sahayam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> HIV/AIDS epidemic is in its third decade and has become a virulent disease that threatens the world population. Many countless efforts had been made yet this has become a social and developmental concern. According to UNAIDS 2013 Report, In India around 2.4 million people are currently living with HIV and third in the infection rate. As every country is facing this health issue, this has become a social and developmental concern for India. In country like India, open discussion on sex and sexuality is not possible due to its conventional culture. Educational institution like schools and colleges can create awareness on sex education, life skill education, information on HIV and STD which is lacking. It is very clear that preventive knowledge remains low and this leads to increase in the HIV/AIDS infection rate. HIV/AIDS is a disease which is not curable but preventable, keeping this in mind religious leaders of various have come forward in addressing the issue of HIV/AIDS using various social strategies. The study has been focused on three main India religious teachings Hinduism, Christianity and Islam in addressing the issue of HIV/AIDS and its possible intervention in dealing with HIV/AIDS prevention. The study is important because it highlights the health issues, stigma discrimination, psychological disturbances and insecurity faced by the infected and affected persons. Therefore, this study privileges the role of religious leadership in the efforts and processes of preventing HIV/AIDS, caring and providing support to People living with HIV/AIDS and argues that intervention of religious leadership is an effective measure to confront many of the barriers associated with HIV/AIDS. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=HIV%20and%20AIDS" title="HIV and AIDS">HIV and AIDS</a>, <a href="https://publications.waset.org/abstracts/search?q=STDs" title=" STDs"> STDs</a>, <a href="https://publications.waset.org/abstracts/search?q=religion%20and%20religious%20organisation" title=" religion and religious organisation"> religion and religious organisation</a> </p> <a href="https://publications.waset.org/abstracts/23493/social-strategeries-for-hiv-and-stds-prevention" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23493.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">392</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">2332</span> Relation between Tourism and Health: Case Study AIDS in Lebanon</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Viana%20Hassan">Viana Hassan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Each year, 600 million tourists travelled abroad to practice several types of tourism. Nowadays, whatever is the type of tourism practiced it considered as a real public health problem which can contribute the spread of several diseases such as AIDS, H1N1, NDM1 With regard to HIV/AIDS, Lebanon is always considered as a low HIV prevalence country. However, the potential risks associated with the mobility of the population, migration and tourism. The total number of cases reported by the ministry of health since 1989 until the end of 2011 is of 1455 cases, with an average of 85 new cases per year over the last three years. The main reason of the increased number is Travel and migration which represent 50% of the risks reported by cumulative cases. Given the interest of this kind of epidemic it would be interesting to study the Evolution of HIV/ AIDS and its relation with travel and tourism The main aim of this research is to study in general the relation between tourism and health, more specific to understand the relation between Tourism and AIDS, the problem of the transmission of HIV in Lebanon, the ways of contamination and the countries in which these people are contaminated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=AIDS" title="AIDS">AIDS</a>, <a href="https://publications.waset.org/abstracts/search?q=tourism" title=" tourism"> tourism</a>, <a href="https://publications.waset.org/abstracts/search?q=health" title=" health"> health</a>, <a href="https://publications.waset.org/abstracts/search?q=Lebanon" title=" Lebanon"> Lebanon</a> </p> <a href="https://publications.waset.org/abstracts/55791/relation-between-tourism-and-health-case-study-aids-in-lebanon" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55791.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">336</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">2331</span> A Social Care Intervention for Improving the Quality of Life of People Living with HIV/AIDS in Ghana</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tina%20Abrefa-Gyan">Tina Abrefa-Gyan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: In Ghana and the rest of sub-Saharan Africa, HIV/AIDS is a public health threat and also causes medical crises for many who are infected with the virus. Objective: This study tested a social care intervention developed to help improve the quality of life of those living with HIV/AIDS in Ghana. Method: Adult respondents (N = 248) were assigned to receive the intervention or usual care for six weeks. Results: Results of the study revealed significant differences between the treatment and control groups in their reports of quality of life. Respondents reported better quality of life upon receiving the intervention. Implication: This study sheds light on the positive relationship between the intervention and quality of life among those living with HIV/AIDS in Ghana. Conclusion: The intervention is innovative and novel in the setting. It will, therefore, help to reduce the risks such as depression, low cognitive functioning, and low physical functioning associated with low quality of life among people living with HIV/AIDS in Ghana in specific, and in sub-Saharan Africa in general. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20care%20intervention" title="social care intervention">social care intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=HIV%2FAIDS" title=" HIV/AIDS"> HIV/AIDS</a>, <a href="https://publications.waset.org/abstracts/search?q=Ghana" title=" Ghana"> Ghana</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20life" title=" quality of life"> quality of life</a> </p> <a href="https://publications.waset.org/abstracts/69293/a-social-care-intervention-for-improving-the-quality-of-life-of-people-living-with-hivaids-in-ghana" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69293.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">472</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">2330</span> The Role of Smart Educational Aids in Learning Listening Among Pupils with Attention and Listening Problems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sadeq%20Al%20Yaari">Sadeq Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Alkhunayn"> Muhammad Alkhunayn</a>, <a href="https://publications.waset.org/abstracts/search?q=Adham%20Al%20Yaari"> Adham Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Aayah%20Al%20Yaari"> Aayah Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Montaha%20Al%20Yaari"> Montaha Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayman%20Al%20Yaari"> Ayman Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Sajedah%20Al%20Yaari"> Sajedah Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatehi%20Eissa"> Fatehi Eissa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The recent rise of smart educational aids and the move away from traditional listening aids are leading to a fundamental shift in the way in which individuals with attention and listening problems (ALP) manipulate listening inputs and/or act appropriately to the spoken information presented to them. A total sample of twenty-six ALP pupils (m=20 and f=6) between 7-12 years old was selected from different strata based on gender, region and school. In the sample size, thirteen (10 males and 3 females) received the treatment in terms of smart classes provided with smart educational aids in a listening course that lasted for four months, while others did not (they studied the same course by the same instructor but in ordinary class). A pretest was administered to assess participants’ levels, and a posttest was given to evaluate their attention and listening comprehension performance, namely in phonetic and phonological tests with sociolinguistic themes that have been designed for this purpose. Test results were analyzed both psychoneurolinguistically and statistically. Results reveal a remarkable change in pupils’ behavioral listening where scores witnessed a significant difference in the performance of the experimental ALP group in the pretest compared to the posttest (Pupils performed better at the pretest-posttest on phonetics than at the two tests on phonology). It is concluded that smart educational aids designed for listening skills help not only increase the listening command of pupils with ALP to understand what they listen to but also develop their interactive listening capability and, at the same rate, are responsible for increasing concentrated and in-depth listening capacity. Plus, ALP pupils become able to grasp the audio content of text recordings, including educational audio recordings, news, oral stories and tales, views, spiritual/religious text and general knowledge. However, the pupils have not experienced individual smart audio-visual aids that connect listening to other language receptive and productive skills, which could be the future area of research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=smart%20aids" title="smart aids">smart aids</a>, <a href="https://publications.waset.org/abstracts/search?q=attention" title=" attention"> attention</a>, <a href="https://publications.waset.org/abstracts/search?q=listening" title=" listening"> listening</a>, <a href="https://publications.waset.org/abstracts/search?q=problems" title=" problems"> problems</a> </p> <a href="https://publications.waset.org/abstracts/186404/the-role-of-smart-educational-aids-in-learning-listening-among-pupils-with-attention-and-listening-problems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186404.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">42</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">2329</span> The Impact of Smart Educational Aids in Learning Listening Among Pupils with Attention and Listening Problems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sadeq%20Al%20Yaari">Sadeq Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Alkhunayn"> Muhammad Alkhunayn</a>, <a href="https://publications.waset.org/abstracts/search?q=Adham%20Al%20Yaari"> Adham Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayah%20Al%20Yaari"> Ayah Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayman%20Al%20Yaari"> Ayman Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Montaha%20Al%20Yaari"> Montaha Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Sajedah%20Al%20Yaari"> Sajedah Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatehi%20Eissa"> Fatehi Eissa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The recent rise of smart educational aids and the move away from traditional listening aids are leading to a fundamental shift in the way in which individuals with attention and listening problems (ALP) manipulate listening inputs and/or act appropriately to the spoken information presented to them. A total sample of twenty-six ALP pupils (m=20 and f=6) between 7-12 years old was selected from different strata based on gender, region and school. In the sample size, thirteen (10 males and 3 females) received the treatment in terms of smart classes provided with smart educational aids in a listening course that lasted for four months, while others did not (they studied the same course by the same instructor but in ordinary class). A pretest was administered to assess participants’ levels, and a posttest was given to evaluate their attention and listening comprehension performance, namely in phonetic and phonological tests with sociolinguistic themes that have been designed for this purpose. Test results were analyzed both psychoneurolinguistically and statistically. Results reveal a remarkable change in pupils’ behavioral listening where scores witnessed a significant difference in the performance of the experimental ALP group in the pretest compared to the posttest (Pupils performed better at the pretest-posttest on phonetics than at the two tests on phonology). It is concluded that smart educational aids designed for listening skills help not only increase the listening command of pupils with ALP to understand what they listen to but also develop their interactive listening capability and, at the same rate, are responsible for increasing concentrated and in-depth listening capacity. Plus, ALP pupils become able to grasp the audio content of text recordings, including educational audio recordings, news, oral stories and tales, views, spiritual/religious text and general knowledge. However, the pupils have not experienced individual smart audio-visual aids that connect listening to other language receptive and productive skills, which could be the future area of research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=smart%20educational%20aids" title="smart educational aids">smart educational aids</a>, <a href="https://publications.waset.org/abstracts/search?q=listening%20attention" title=" listening attention"> listening attention</a>, <a href="https://publications.waset.org/abstracts/search?q=pupils" title=" pupils"> pupils</a>, <a href="https://publications.waset.org/abstracts/search?q=problems" title=" problems"> problems</a> </p> <a href="https://publications.waset.org/abstracts/186311/the-impact-of-smart-educational-aids-in-learning-listening-among-pupils-with-attention-and-listening-problems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186311.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">52</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">2328</span> Human Immunodeficiency Virus Infection/AIDS Abandoned Children in Kenya</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ruth%20Muturi%20Wanjiku">Ruth Muturi Wanjiku</a> </p> <p class="card-text"><strong>Abstract:</strong></p> HIV/AIDS in Kenya for unborn and young kids. HIV/AIDS is a significant health concern in Kenya, with an estimated 1.5 million people living with the disease. Unfortunately, many of these individuals are unaware of their HIV status, and the disease continues to spread among the population or unborn kids. HIV/AIDS can be transmitted from an infected mother during pregnancy, childbirth, or breastfeeding. However, with early testing and treatment, the risk of mother-to-child transmission can be significantly reduced. Therefore, it is crucial for pregnant women to get tested and receive appropriate medical care. For young kids, HIV/AIDS education is critical to preventing the spread of the disease. It is essential to teach children about the importance of safe sex practices, avoiding risky behaviors such as sharing needles and getting tested regularly. Additionally, children should be taught about the stigma surrounding HIV/AIDS and encouraged to treat individuals living with the disease with compassion and respect. In conclusion, HIV/AIDS is a significant health concern in Kenya that affects individuals of all ages. For unborn kids, early testing and treatment are critical to reducing the risk of mother-to-child transmission. For young kids, education about HIV/AIDS and safe sex practices is essential to preventing the spread of the disease and reducing stigma. It is essential to promote awareness and encourage individuals to get tested and seek medical care if they believe they may be infected with HIV/AIDS. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=AIDS" title="AIDS">AIDS</a>, <a href="https://publications.waset.org/abstracts/search?q=HIV" title=" HIV"> HIV</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=pregnant" title=" pregnant"> pregnant</a> </p> <a href="https://publications.waset.org/abstracts/165310/human-immunodeficiency-virus-infectionaids-abandoned-children-in-kenya" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165310.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">70</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">2327</span> The Impact of Smart Educational Aids in Learning Listening Among Pupils with Attention and Listening Problems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sadeq%20Al%20Yaari">Sadeq Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Alkhunayn"> Muhammad Alkhunayn</a>, <a href="https://publications.waset.org/abstracts/search?q=Aayah%20Al%20Yaari"> Aayah Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayman%20Al%20Yaari"> Ayman Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Montaha%20Al%20Yaari"> Montaha Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Sajedah%20Al%20Yaari"> Sajedah Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatehi%20Eissa"> Fatehi Eissa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The recent rise of smart educational aids and the move away from traditional listening aids are leading to a fundamental shift in the way in which individuals with attention and listening problems (ALP) manipulate listening inputs and/or act appropriately to the spoken information presented to them. A total sample of twenty-six ALP pupils (m=20 and f=6) between 7-12 years old was selected from different strata based on gender, region and school. In the sample size, thirteen (10 males and 3 females) received the treatment in terms of smart classes provided with smart educational aids in a listening course that lasted for four month-semester while others did not (they studied the same course by the same instructor but in ordinary class). A pretest was administered to assess participants’ levels, and a posttest was given to evaluate their attention and listening comprehension performance, namely in phonetic and phonological tests with sociolinguistic themes that have been designed for this purpose. Test results were analyzed both psychoneurolinguistically and statistically. Results reveal a remarkable change in pupils’ behavioral listening where scores witnessed a significant difference in the performance of the experimental ALP group in the pretest compared to the posttest (Pupils performed better at the pretest-posttest on phonetics than at the two tests on phonology). It is concluded that smart educational aids designed for listening skills help not only increase the listening command of pupils with ALP to understand what they listen to but also develop their interactive listening capability and, at the same rate, are responsible for increasing concentrated and in-depth listening capacity. Plus, ALP pupils become able to grasp the audio content of text recordings, including educational audio recordings, news, oral stories and tales, views, spiritual/religious text and general knowledge. However, the pupils have not experienced individual smart audio-visual aids that connect listening to other language receptive and productive skills, which could be the future area of research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20skills" title="language skills">language skills</a>, <a href="https://publications.waset.org/abstracts/search?q=implementing" title=" implementing"> implementing</a>, <a href="https://publications.waset.org/abstracts/search?q=listening%20skill" title=" listening skill"> listening skill</a>, <a href="https://publications.waset.org/abstracts/search?q=attention" title=" attention"> attention</a>, <a href="https://publications.waset.org/abstracts/search?q=smart%20aids" title=" smart aids"> smart aids</a> </p> <a href="https://publications.waset.org/abstracts/186383/the-impact-of-smart-educational-aids-in-learning-listening-among-pupils-with-attention-and-listening-problems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186383.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">43</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">2326</span> Visual Identity Components of Tourist Destination</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Petra%20Barisic">Petra Barisic</a>, <a href="https://publications.waset.org/abstracts/search?q=Zrinka%20Blazevic"> Zrinka Blazevic</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the world of modern communications, visual identity has predominant influence on the overall success of tourist destinations, but despite of these, the problem of designing thriving tourist destination visual identity and their components are hardly addressed. This study highlights the importance of building and managing the visual identity of tourist destination, and based on the empirical study of well-known Mediterranean destination of Croatia analyses three main components of tourist destination visual identity; name, slogan, and logo. Moreover, the paper shows how respondents perceive each component of Croatia’s visual identity. According to study, logo is the most important, followed by the name and slogan. Research also reveals that Croatian economy lags behind developed countries in understanding the importance of visual identity, and its influence on marketing goal achievements. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=components%20of%20visual%20identity" title="components of visual identity">components of visual identity</a>, <a href="https://publications.waset.org/abstracts/search?q=Croatia" title=" Croatia"> Croatia</a>, <a href="https://publications.waset.org/abstracts/search?q=tourist%20destination" title=" tourist destination"> tourist destination</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20identity" title=" visual identity "> visual identity </a> </p> <a href="https://publications.waset.org/abstracts/6602/visual-identity-components-of-tourist-destination" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6602.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">1050</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">2325</span> Employing Visual Culture to Enhance Initial Adult Maltese Language Acquisition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jacqueline%20%C5%BBammit">Jacqueline Żammit</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recent research indicates that the utilization of right-brain strategies holds significant implications for the acquisition of language skills. Nevertheless, the utilization of visual culture as a means to stimulate these strategies and amplify language retention among adults engaging in second language (L2) learning remains a relatively unexplored area. This investigation delves into the impact of visual culture on activating right-brain processes during the initial stages of language acquisition, particularly in the context of teaching Maltese as a second language (ML2) to adult learners. By employing a qualitative research approach, this study convenes a focus group comprising twenty-seven educators to delve into a range of visual culture techniques integrated within language instruction. The collected data is subjected to thematic analysis using NVivo software. The findings underscore a variety of impactful visual culture techniques, encompassing activities such as drawing, sketching, interactive matching games, orthographic mapping, memory palace strategies, wordless picture books, picture-centered learning methodologies, infographics, Face Memory Game, Spot the Difference, Word Search Puzzles, the Hidden Object Game, educational videos, the Shadow Matching technique, Find the Differences exercises, and color-coded methodologies. These identified techniques hold potential for application within ML2 classes for adult learners. Consequently, this study not only provides insights into optimizing language learning through specific visual culture strategies but also furnishes practical recommendations for enhancing language competencies and skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=visual%20culture" title="visual culture">visual culture</a>, <a href="https://publications.waset.org/abstracts/search?q=right-brain%20strategies" title=" right-brain strategies"> right-brain strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title=" second language acquisition"> second language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=maltese%20as%20a%20second%20language" title=" maltese as a second language"> maltese as a second language</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20aids" title=" visual aids"> visual aids</a>, <a href="https://publications.waset.org/abstracts/search?q=language-based%20activities" title=" language-based activities"> language-based activities</a> </p> <a href="https://publications.waset.org/abstracts/171163/employing-visual-culture-to-enhance-initial-adult-maltese-language-acquisition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171163.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">61</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">2324</span> To Estimate the Association between Visual Stress and Visual Perceptual Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vijay%20Reena%20Durai">Vijay Reena Durai</a>, <a href="https://publications.waset.org/abstracts/search?q=Krithica%20Srinivasan"> Krithica Srinivasan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: The two fundamental skills involved in the growth and wellbeing of any child can be categorized into visual motor and perceptual skills. Visual stress is a disorder which is characterized by visual discomfort, blurred vision, misspelling words, skipping lines, letters bunching together. There is a need to understand the deficits in perceptual skills among children with visual stress. Aim: To estimate the association between visual stress and visual perceptual skills Objective: To compare visual perceptual skills of children with and without visual stress Methodology: Children between 8 to 15 years of age participated in this cross-sectional study. All children with monocular visual acuity better than or equal to 6/6 were included. Visual perceptual skills were measured using test for visual perceptual skills (TVPS) tool. Reading speed was measured with the chosen colored overlay using Wilkins reading chart and pattern glare score was estimated using a 3cpd gratings. Visual stress was defined as change in reading speed of greater than or equal to 10% and a pattern glare score of greater than or equal to 4. Results: 252 children participated in this study and the male: female ratio of 3:2. Majority of the children preferred Magenta (28%) and Yellow (25%) colored overlay for reading. There was a significant difference between the two groups (MD=1.24±0.6) (p<0.04, 95% CI 0.01-2.43) only in the sequential memory skills. The prevalence of visual stress in this group was found to be 31% (n=78). Binary logistic regression showed that odds ratio of having poor visual perceptual skills was OR: 2.85 (95% CI 1.08-7.49) among children with visual stress. Conclusion: Children with visual stress are found to have three times poorer visual perceptual skills than children without visual stress. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=visual%20stress" title="visual stress">visual stress</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20perceptual%20skills" title=" visual perceptual skills"> visual perceptual skills</a>, <a href="https://publications.waset.org/abstracts/search?q=colored%20overlay" title=" colored overlay"> colored overlay</a>, <a href="https://publications.waset.org/abstracts/search?q=pattern%20glare" title=" pattern glare"> pattern glare</a> </p> <a href="https://publications.waset.org/abstracts/41580/to-estimate-the-association-between-visual-stress-and-visual-perceptual-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41580.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">388</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">2323</span> National Agency for Control of HIV/AIDS and International Response to its Scourge in Nigeria, 2000-2010</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ugwu%20Blessing%20Nkiruka">Ugwu Blessing Nkiruka</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper seeks to examine Nigerian National Agency for the control of AIDS (NACA) and international response to the control of HIV/AIDS in Nigeria. The paper adopted the Functionalist theory alongside Liberalism and Idealism, but anchored extensively on functionalism. On the response of HIV/AIDS, Functionalist theory advocated for international corporation of both intergovernmental and non-governmental organisations as the basis for the reduction of the virus. the study adopted secondary source of data i.e journals, articles, newspapers and policy briefs to discuss the reduction of the pandemic (HIV/AIDS).This paper discovered that although HIV/AIDS is a global threat, especially to developing countries where the prevalence rate is still very high, yet international governmental and non-governmental organisation have been able to collaborate with National agencies like NACA in Nigeria and respond speedily through diverse initiatives and action plans to curb the spread of the virus. The study therefore recommends greater awareness on testing and early introduction of antiretroviral therapy, proper screening of blood before transfusion, absolute faithfulness among partners. Similarly, sharing of sharp objects like needles, knives and syringes should be avoided at all cost. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=HIV%2FAIDS" title="HIV/AIDS">HIV/AIDS</a>, <a href="https://publications.waset.org/abstracts/search?q=developing%20countries" title=" developing countries"> developing countries</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20organizations" title=" international organizations"> international organizations</a>, <a href="https://publications.waset.org/abstracts/search?q=NACA" title=" NACA"> NACA</a> </p> <a href="https://publications.waset.org/abstracts/137236/national-agency-for-control-of-hivaids-and-international-response-to-its-scourge-in-nigeria-2000-2010" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137236.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">188</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">2322</span> Facilitating Familial Support of Saudi Arabians Living with HIV/AIDS</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Noor%20Attar">Noor Attar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper provides an overview of the current situation of HIV/AIDS patients in the Kingdom of Saudi Arabia (KSA) and a literature review of the concepts of stigma communication, communication of social support. These concepts provide the basis for the proposed methods, which will include conducting a textual analysis of materials that are currently distributed to family members of people living with HIV/AIDS (PLWHIV/A) in KSA and creating an educational brochure. The brochure will aim to help families of PLWHIV/A in KSA (1) understand how stigma shapes the experience of PLWHIV/A, (2) realize the role of positive communication as a helpful social support, and (3) develop the ability to provide positive social support for their loved ones. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=HIV%2FAIDS" title="HIV/AIDS">HIV/AIDS</a>, <a href="https://publications.waset.org/abstracts/search?q=Saudi%20Arabia" title=" Saudi Arabia"> Saudi Arabia</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20support" title=" social support"> social support</a>, <a href="https://publications.waset.org/abstracts/search?q=stigma%20communication" title=" stigma communication"> stigma communication</a> </p> <a href="https://publications.waset.org/abstracts/52715/facilitating-familial-support-of-saudi-arabians-living-with-hivaids" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52715.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">285</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=visual%20aids&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=visual%20aids&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=visual%20aids&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=visual%20aids&page=5">5</a></li> <li class="page-item"><a class="page-link" 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