CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: VoIP University</title> <meta name="description" content="Search results for: VoIP University"> <meta name="keywords" content="VoIP University"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="VoIP University" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="VoIP University"> <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> 4291</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: VoIP University</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4111</span> Combining Work and Study: A Solution for Stronger University-Industry Linkage</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Payam%20Najafi">Payam Najafi</a>, <a href="https://publications.waset.org/abstracts/search?q=Behnam%20Ebrahimi"> Behnam Ebrahimi</a>, <a href="https://publications.waset.org/abstracts/search?q=Hamid%20Montazerolghaem"> Hamid Montazerolghaem</a>, <a href="https://publications.waset.org/abstracts/search?q=Safoura%20Akbari-Alavijeh"> Safoura Akbari-Alavijeh</a>, <a href="https://publications.waset.org/abstracts/search?q=Rasoul%20Tarkesh%20Esfahani"> Rasoul Tarkesh Esfahani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The combination of work and study has been recently gained lots of attention due to the crucial demand of industries to skillfully trained youth. Nevertheless, the distance between university and industry makes this combination challenging. According to the OECD (2012), in most countries, there is a limited link between students’ field of study and their area of work while studying. On the other hand, high unemployment rates among the specialized workforce, which is common in developing countries, highlights the need to strengthen this relationship. Innovative Center of Isfahan Chamber of Commerce has defined a project called 'POUYESH', which helps students to find related work opportunities to their field of study as well as supporting industries to supply their needed workforce. The present research is sought to explore the effect of the running project as a model of combining work and study on the university-industry linkage. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=work%20and%20study" title="work and study">work and study</a>, <a href="https://publications.waset.org/abstracts/search?q=university-industry%20linkage" title=" university-industry linkage"> university-industry linkage</a>, <a href="https://publications.waset.org/abstracts/search?q=POUYESH%20project" title=" POUYESH project"> POUYESH project</a>, <a href="https://publications.waset.org/abstracts/search?q=field%20of%20study" title=" field of study"> field of study</a> </p> <a href="https://publications.waset.org/abstracts/144764/combining-work-and-study-a-solution-for-stronger-university-industry-linkage" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144764.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">184</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">4110</span> Mental Health Stigma: Barriers to Treatment and Participation in Mental Health Care among University Students in Kenya </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Scholastic%20Nangila%20Adeli">Scholastic Nangila Adeli</a>, <a href="https://publications.waset.org/abstracts/search?q=Francisca%20Mbutitia%20Ngithi"> Francisca Mbutitia Ngithi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Stigma is commonly associated with mental health patients and may act as a barrier to individuals who may seek or engage in treatment services. Stigmatization among university students is common whether they know someone with a mental health problem, or have a good knowledge and experience of mental health issues. The objective of this study was to establish the various barriers that prevent university students who have mental health challenges from seeking treatment and care. The study was a descriptive in nature where 320 respondents helped to establish the barriers to treatment or participation in mental health care among university students. A questionnaire was used to help establish the barriers and attitude towards mental illness among the respondents. Results from this study revealed that mental illnesses are common among university students and they are manifested in different forms like; anxiety and panic attacks, mood and eating disorders, Impulse control leading to gambling, alcohol and drug addictions, anger and depression leading to loneliness. Mental stigma (both social and self) was the major barrier with 62% of the respondents stating that social stigma was worse than self-stigma. This is because of the social discrimination towards the victim of mental challenges. On issues of attitude, 71% of the respondents said that they can never admit that they have a mental issue and would rather secretly seek clinical or psychological help for fear of being discriminated or excluded by peers. This view is informed by the societal belief that people with mental health challenges were dangerous (associating them with criminal behavior) and hard to socialize with or help. From the findings of this study, it is concluded that mental health problems are real among university students in Kenya and it is important for the university environment to minimize or eradicate stigma within the social circles. Stigma can be minimized or eradicated by creating awareness among university students and fostering social inclusion so that the students who have mental health challenges can experience a sense of belonging and acceptance hence build their self-esteem. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disorders" title="disorders">disorders</a>, <a href="https://publications.waset.org/abstracts/search?q=impulse%20control" title=" impulse control"> impulse control</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health%20problems" title=" mental health problems"> mental health problems</a>, <a href="https://publications.waset.org/abstracts/search?q=stigma" title=" stigma"> stigma</a> </p> <a href="https://publications.waset.org/abstracts/79134/mental-health-stigma-barriers-to-treatment-and-participation-in-mental-health-care-among-university-students-in-kenya" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79134.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">263</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">4109</span> Exploring Knowledge, Attitudes, and Practices toward the Preventive Aspect of the COVID-19 among University Nursing Students at the University of Sunderland 2021, in the United Kingdom: A Cross-Sectional Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sasalanka%20Chamara%20Karunanayaka%20Pathirannehelage">Sasalanka Chamara Karunanayaka Pathirannehelage</a>, <a href="https://publications.waset.org/abstracts/search?q=Sarah%20Connelly"> Sarah Connelly</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Knowledge, attitudes, and practices (KAP) toward the preventive aspect of COVID-19 are crucial for effective control and prevention of the disease. Sociodemographic factors can associate with KAP. This study aims to investigate KAP towards the preventive aspect of COVID-19 and associate sociodemographic factors among university nursing students at the University of Sunderland, 2021, United Kingdom. Methods: A cross-sectional online survey was conducted among 63 university nursing students between the 1st of July and the 13th of August 2021. A previously used, validated, self-administered questionnaire was applied to assess nursing students' KAP levels. Cross tabulation and chi-square were used to identify the associated sociodemographic factors with KAP. Results: Good knowledge was shown by 98.4% of respondents. 84.1 % of respondents reported positive attitudes, while 90.5% of respondents reported good practices toward the preventive aspect of COVID-19. The knowledge score of the students was significantly associated (p = 0.03) with the ethnicity of the respondents. Students' attitudes were significantly associated (p<0.05) with students' sex, student status (home student, international student), and course type (undergraduate student, postgraduate student). Student's age, student status, and course type were significantly associated (p < 0.05) with practices toward the preventive aspect of COVID-19. Conclusion: The finding of the study suggested that the university nursing student at the University of Sunderland demonstrate good knowledge, positive attitude, and good practice level towards the preventive aspect of COVID-19. Associated factors like age, sex, student status, and course type should be considered for effective strategies against COVID-19 as well as for future outbreaks. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge" title="knowledge">knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=attitudes" title=" attitudes"> attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=practices" title=" practices"> practices</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20students" title=" nursing students"> nursing students</a> </p> <a href="https://publications.waset.org/abstracts/156305/exploring-knowledge-attitudes-and-practices-toward-the-preventive-aspect-of-the-covid-19-among-university-nursing-students-at-the-university-of-sunderland-2021-in-the-united-kingdom-a-cross-sectional-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156305.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">89</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">4108</span> The Introduction of Medicine Plants in Bogor Agricultural University: A Case Study in Cikabayan and Tropical Medicinal Plant Conservation Laboratory</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eki%20Devung">Eki Devung</a>, <a href="https://publications.waset.org/abstracts/search?q=Eka%20Tyastutik"> Eka Tyastutik</a>, <a href="https://publications.waset.org/abstracts/search?q=Indha%20Annisa"> Indha Annisa</a>, <a href="https://publications.waset.org/abstracts/search?q=Digdaya%20Anoraga"> Digdaya Anoraga</a>, <a href="https://publications.waset.org/abstracts/search?q=Jamaluddin%20Arsyad"> Jamaluddin Arsyad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Plant medicine is a whole species of plants are known to have medicinal properties. Bogor Agricultural University has high biodiversity, one of which flora potential as a drug. This study was conducted from 19 September to 10 October 2016 at Bogor Agricultural University using literature study and field observation. There are 85 species of medicinal plants which include a medicinal plant cultivation and wild plants. Family herbs most commonly found in Cikabayan that while the Euphorbiaceae, family which is found in the Tropical Medicinal Plant Conservation Laboratory is the family of Achantaceae. Species of medicinal plants is dominated by herbs and shrubs. Part herbs most widely used are the leaves. The diversity of diseases that can be treated with medicine plants include digestive system diseases and metabolic disorder. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=benefits" title="benefits">benefits</a>, <a href="https://publications.waset.org/abstracts/search?q=biodiversity" title=" biodiversity"> biodiversity</a>, <a href="https://publications.waset.org/abstracts/search?q=Bogor%20Agricultural%20University" title=" Bogor Agricultural University"> Bogor Agricultural University</a>, <a href="https://publications.waset.org/abstracts/search?q=medicinal%20plants" title=" medicinal plants"> medicinal plants</a> </p> <a href="https://publications.waset.org/abstracts/60328/the-introduction-of-medicine-plants-in-bogor-agricultural-university-a-case-study-in-cikabayan-and-tropical-medicinal-plant-conservation-laboratory" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60328.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">358</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">4107</span> Women Students’ Management of Alcohol- Related Sexual Risk at a South African University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shakila%20Singh">Shakila Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research was conducted at a selected South African university campus with women students who drink alcohol. The purpose of the study was to examine their perspectives on the role of alcohol in their lives, their understandings about women’s vulnerability to alcohol-related sexual risk and their strategies against these. The study draws on feminist principles and practices to challenge gendered inequalities that legitimate and facilitate violence against women. Recognising the danger of focusing on risk management in ways that place the burden of responsibility entirely on young women to prevent their violation, this article focuses on women students’ agency in managing risk while taking up opportunities for self-discovery. Participation was voluntary, and a student-researcher administered an open-ended questionnaire to 55 participants. The findings suggest that young women position alcohol- use as a common activity at university, and that it gives them much pleasure. They recognise that it is riskier for women and articulate valuable strategies to manage the risk to their sexual safety when drinking. These include drinking within supportive networks, avoiding financial dependence, and managing their alcohol intake. This article argues that alcohol at university is an integral part of expressions of gender and sexuality and that risk-taking is a normal part of university students’ lives. Consequently, arguments about equality need to consider risk-taking as part of young people’s lives and promote ways of managing alcohol-related risks, rather than imagining that alcohol can be avoided entirely. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=alcohol-related%20sexual%20risk" title="alcohol-related sexual risk">alcohol-related sexual risk</a>, <a href="https://publications.waset.org/abstracts/search?q=drinking%20at%20university" title=" drinking at university"> drinking at university</a>, <a href="https://publications.waset.org/abstracts/search?q=managing%20risk" title=" managing risk"> managing risk</a>, <a href="https://publications.waset.org/abstracts/search?q=women%20students" title=" women students"> women students</a> </p> <a href="https://publications.waset.org/abstracts/164884/women-students-management-of-alcohol-related-sexual-risk-at-a-south-african-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164884.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">104</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">4106</span> Participants’ Perception and a Student Protest of Peking University in 2014</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ruanzhenghao%20Shi">Ruanzhenghao Shi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Student movements have persisted in mainland China, especially in elite universities since the Tiananmen Prodemocracy Movement, contrary to the lack of studies on them. However, the participants' repertoire, mobilization and mode of interaction with authorities are vastly different from their predecessors in the 1980s as well as their western counterparts. In most of the cases, agents, cognizant of the high cost of action and their vulnerability to the authorities, consciously curtailed certain repertoire and themes of resistance. Thus these movements, without appreciable organized force, were self-interested, fragmentally mobilized, lowly integrated and limited within the campus. This study documents the 2014 protest against Yanching Academy program at Peking University, a top-tier Chinese university that played the leading role in the 1989 protest. The 2014 case is different from abovementioned trend of submissive resistance in the last twenty years, insofar as it is a value-oriented and emotion-driven collective action with the resurgence of some repertoire. The participants perceived the university's contemporary ineffectiveness and clumsiness in control and administration, higher Party authorities' indifference to less-political themes, and an increasing number of potential advocates, including students, intellectuals and social media. It shows that resisters' perception of their relative strength to their opponents - in this case, the university and its system for controlling students - under specific circumstances, not merely political opportunities or institutional changes, stimulates the participants and thus contributes to the mobilization and organization of a collective action, even under severe social control. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collective%20action" title="collective action">collective action</a>, <a href="https://publications.waset.org/abstracts/search?q=China" title=" China"> China</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20students" title=" university students"> university students</a>, <a href="https://publications.waset.org/abstracts/search?q=resistance" title=" resistance"> resistance</a> </p> <a href="https://publications.waset.org/abstracts/87322/participants-perception-and-a-student-protest-of-peking-university-in-2014" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87322.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">153</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4105</span> Leveraging Engineering Education and Industrial Training: Learning from a Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Li%20Wang">Li Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The explosive of technology advances has opened up many avenues of career options for engineering graduates. Hence, how relevant their learning at university is very much dependent on their actual jobs. Bridging the gap between education and industrial practice is important, but it also becomes evident how both engineering education and industrial training can be leveraged at the same time and balance between what students should grasp at university and what they can be continuously trained at the working environment. Through a case study of developing a commercial product, this paper presents the required level of depth of technical knowledge and skills for some typical engineering jobs (for mechanical/materials engineering). It highlights the necessary collaboration for industry, university, and accreditation bodies to work together to nurture the next generation of engineers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=leverage" title="leverage">leverage</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration" title=" collaboration"> collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=career" title=" career"> career</a>, <a href="https://publications.waset.org/abstracts/search?q=industry" title=" industry"> industry</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering%20education" title=" engineering education"> engineering education</a> </p> <a href="https://publications.waset.org/abstracts/149561/leveraging-engineering-education-and-industrial-training-learning-from-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149561.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">98</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">4104</span> Coaching for Lecturers at German Universities: An Inventory Based on a Qualitative Interview Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Freya%20Willicks">Freya Willicks</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The society of the 21st century is characterized by dynamic and complexity, developments that also shape universities and university life. The Bologna reform, for example, has led to restructuring at many European universities. Today's university teachers, therefore, have to meet many expectations: Their tasks include not only teaching but also the general improvement of the quality of teaching, good research, the management of various projects or the development of their own personal skills. This requires a high degree of flexibility and openness to change. The resulting pressure can often lead to exhaustion. Coaching can be a way for university teachers to cope with these pressures because it gives them the opportunity to discuss stressful situations with a coach and self-reflect on them. As a result, more and more universities in Europe offer to coach to their teachers. An analysis of the services provided at universities in Germany, however, quickly reveals an immense disagreement with regard to the understanding of ‘coaching’. A variety of terms is used, such as coaching, counselling or supervision. In addition, each university defines its offer individually, from process-oriented consulting to expert consulting, from group training to individual coaching. The biographic backgrounds of those who coach are also very divergent, both external and internal coaches can be suitable. These findings lead to the following questions: Which structural characteristics for coaching at universities have been proven successful? What competencies should a good coach for university lecturers have? In order to answer these questions, a qualitative study was carried out. In a first step, qualitative semi-structured interviews (N = 14) were conducted, on the one hand with coaches for university teachers and on the other hand with university teachers who have been coached. In a second step, the interviews were transcribed and analyzed using Mayring's qualitative content analysis. The study shows how great the potential of coaching can be for university teachers, who otherwise have little opportunity to talk about their teaching in a private setting. According to the study, the coach should neither be a colleague nor a superior of the coachee but should take an independent perspective, as this is the only way for the coachee to openly reflect on himself/herself. In addition, the coach should be familiar with the university system, i.e., be an academic himself/herself. Otherwise, he/she cannot fully understand the complexity of the teaching situation and the role expectations. However, internal coaches do not necessarily have much coaching experience or explicit coaching competencies. They often come from the university's own didactics department, are experts in didactics, but do not necessarily have a certified coaching education. Therefore, it is important to develop structures and guidelines for internal coaches to support their coaching. In further analysis, such guidelines will be developed on the basis of these interviews. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coaching" title="coaching">coaching</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20coaching" title=" university coaching"> university coaching</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20didactics" title=" university didactics"> university didactics</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative%20interviews" title=" qualitative interviews"> qualitative interviews</a> </p> <a href="https://publications.waset.org/abstracts/108006/coaching-for-lecturers-at-german-universities-an-inventory-based-on-a-qualitative-interview-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108006.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">112</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">4103</span> Designing an Effective Accountability Model for Islamic Azad University Using the Qualitative Approach of Grounded Theory</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Davoud%20Maleki">Davoud Maleki</a>, <a href="https://publications.waset.org/abstracts/search?q=Neda%20Zamani"> Neda Zamani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study aims at exploring the effective accountability model of Islamic Azad University using a qualitative approach of grounded theory. The data of this study were obtained from semi-structured interviews with 25 professors and scholars in Islamic Azad University of Tehran who were selected by theoretical sampling method. In the data analysis, the stepwise method and Strauss and Corbin analytical methods (1992) were used. After identification of the main component (balanced response to stakeholders’ needs) and using it to bring the categories together, expressions and ideas representing the relationships between the main and subcomponents, and finally, the revealed components were categorized into six dimensions of the paradigm model, with the relationships among them, including causal conditions (7 components), main component (balanced response to stakeholders’ needs), strategies (5 components), environmental conditions (5 components), intervention features (4 components), and consequences (3 components). Research findings show an exploratory model for describing the relationships between causal conditions, main components, accountability strategies, environmental conditions, university environmental features, and that consequences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accountability" title="accountability">accountability</a>, <a href="https://publications.waset.org/abstracts/search?q=effectiveness" title=" effectiveness"> effectiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=Islamic%20Azad%20University" title=" Islamic Azad University"> Islamic Azad University</a>, <a href="https://publications.waset.org/abstracts/search?q=grounded%20theory" title=" grounded theory"> grounded theory</a> </p> <a href="https://publications.waset.org/abstracts/169190/designing-an-effective-accountability-model-for-islamic-azad-university-using-the-qualitative-approach-of-grounded-theory" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169190.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">86</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">4102</span> Study of Components and Effective Factors on Organizational Commitment of Khoramabad Branchs Islamic Azad University’s Faculty Members</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mehry%20Daraei">Mehry Daraei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The goal of this study was to survey the components and affective factors on organizational commitment of Islamic Azad university Khoramabad Baranch’s faculty members. The research method was correlation by causal modeling and data were gathered by questionnaire. Statistical society consisted of 147 faculty members in Islamic Azad University Khoramabad Branch and sample size was determined as 106 persons by Morgan’s sample table that were selected by class sampling. Correlation test, T-single group test and path analysis test were used for analysis of data. Data were analyzed by Lisrel software. The results showed that organizational corporate was the most effective element on organizational commitment and organizational corporate, experience work and organizational justice were only in direct relation with organizational commitment. Also, job security had direct and indirect effect on OC. Job security had effect on OC by gender. Gender variable had direct and indirect effect on OC. Gender had effect on OC by organizational corporate. Job opportunities out of university also had direct and indirect effect on OC, which means job opportunities had indirect effect on OC by organizational corporate. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=organization" title="organization">organization</a>, <a href="https://publications.waset.org/abstracts/search?q=commitment" title=" commitment"> commitment</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20security" title=" job security"> job security</a>, <a href="https://publications.waset.org/abstracts/search?q=Islamic%20Azad%20University" title=" Islamic Azad University"> Islamic Azad University</a> </p> <a href="https://publications.waset.org/abstracts/8825/study-of-components-and-effective-factors-on-organizational-commitment-of-khoramabad-branchs-islamic-azad-universitys-faculty-members" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8825.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">323</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">4101</span> Students Reading and Viewing the American Novel in a University EFL/ESL Context: A Picture of Real Life </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nola%20Nahla%20Bacha">Nola Nahla Bacha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research has indicated that ESL/EFL (nonnative students of English) students have difficulty in reading at the university as often times the requirements are long texts in which both cultural and linguistic factors impede their understanding and thus their motivation. This is especially the case in literature courses. It is the author’s view that if readings are selected according to the students’ interests and linguistic level, related to life situations and coupled with film study they will not only be motivated to read, but they will find reading interesting and exciting. They will view novels, and thus literature, as a picture of life. Students will also widen their vocabulary repertoire and overcome many of their linguistic problems. This study describes the procedure used in in a 20th Century American Novel class at one English medium university in Lebanon and explores students’ views on the novels assigned and their recommendations. Findings indicate that students significantly like to read novels, contrary to what some faculty claim and view the inclusion of novels as helping them with expanding their vocabulary repertoire and learning about real life which helps them linguistically, pedagogically, and above all personally during their life in and out of the university. Annotated texts, pictures and film will be used through technological aids to show how the class was conducted and how the students’ interacted with the novels assigned. Implications for teaching reading in the classroom are made. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language" title="language">language</a>, <a href="https://publications.waset.org/abstracts/search?q=literature" title=" literature"> literature</a>, <a href="https://publications.waset.org/abstracts/search?q=novels" title=" novels"> novels</a>, <a href="https://publications.waset.org/abstracts/search?q=reading" title=" reading"> reading</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20teaching" title=" university teaching "> university teaching </a> </p> <a href="https://publications.waset.org/abstracts/31176/students-reading-and-viewing-the-american-novel-in-a-university-eflesl-context-a-picture-of-real-life" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31176.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">379</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4100</span> Developing Kazakh Language Fluency Test in Nazarbayev University </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saule%20Mussabekova">Saule Mussabekova</a>, <a href="https://publications.waset.org/abstracts/search?q=Samal%20Abzhanova"> Samal Abzhanova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Kazakh Language Fluency Test, based on the IELTS exam, was implemented in 2012 at Nazarbayev University in Astana, Kazakhstan. We would like to share our experience in developing this exam and some exam results with other language instructors. In this paper, we will cover all these peculiarities and their related issues. The Kazakh Language Fluency Test is a young exam. During its development, we faced many difficulties. One of the goals of the university and the country is to encourage fluency in the Kazakh language for all citizens of the Republic. Nazarbayev University has introduced a Kazakh language program to assist in achieving this goal. This policy is one-step in ensuring that NU students have a thorough understanding of the Kazakh language through a fluency test based on the International English Language Testing System (IELTS). The Kazakh Language Fluency Test exam aims to determine student’s knowledge of Kazakh language. The fact is that there are three types of students at Nazarbayev University: Kazakh-speaking heritage learners, Russian-speaking and English-speaking students. Unfortunately, we have Kazakh students who do not speak Kazakh. All students who finished school with Russian language instruction are given Kazakh Language Fluency Test in order to determine their Kazakh level. After the test exam, all students can choose appropriate Kazakh course: Basic Kazakh, Intermediate Kazakh and Upper-Intermediate Kazakh. The Kazakh Language Fluency Test consists of four parts: Listening, Reading, Writing and Speaking. They are taken on the same day in the abovementioned order. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diagnostic%20test" title="diagnostic test">diagnostic test</a>, <a href="https://publications.waset.org/abstracts/search?q=kazakh%20language" title=" kazakh language"> kazakh language</a>, <a href="https://publications.waset.org/abstracts/search?q=placement%20test" title=" placement test"> placement test</a>, <a href="https://publications.waset.org/abstracts/search?q=test%20result" title=" test result"> test result</a> </p> <a href="https://publications.waset.org/abstracts/46325/developing-kazakh-language-fluency-test-in-nazarbayev-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46325.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">406</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4099</span> Analyzing the Technology Affecting on the Social Integration of Students at University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sujit%20K.%20Basak">Sujit K. Basak</a>, <a href="https://publications.waset.org/abstracts/search?q=Simon%20Collin"> Simon Collin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this paper is to examine the technology access and use on the affecting social integration of local students at university. This aim is achieved by designing a structural equation modeling (SEM) in terms of integration with peers, integration with faculty, faculty support and on the other hand, examining the socio demographic impact on the technology access and use. The collected data were analyzed using the WarpPLS 5.0 software. This study was survey based and it was conducted at a public university in Canada. The results of the study indicated that technology has a strong impact on integration with faculty, faculty support, but technology does not have an impact on integration with peers. However, the social demographic has also an impact on the technology access and use. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=faculty" title="faculty">faculty</a>, <a href="https://publications.waset.org/abstracts/search?q=integration" title=" integration"> integration</a>, <a href="https://publications.waset.org/abstracts/search?q=peer" title=" peer"> peer</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20access%20and%20use" title=" technology access and use"> technology access and use</a> </p> <a href="https://publications.waset.org/abstracts/47248/analyzing-the-technology-affecting-on-the-social-integration-of-students-at-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47248.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">4098</span> Development of Mobile Application for Energy Consumption Assessment of University Buildings</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=MinHee%20Chung">MinHee Chung</a>, <a href="https://publications.waset.org/abstracts/search?q=BoYeob%20Lee"> BoYeob Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Yuri%20Kim"> Yuri Kim</a>, <a href="https://publications.waset.org/abstracts/search?q=Eon%20Ku%20Rhee"> Eon Ku Rhee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With an increase in the interest in the energy conservation for buildings, and the emergence of many methods and easily-understandable approaches to it, energy conservation has now become the public’s main interest, as compared to in the past when it was only focused upon by experts. This study aims to help the occupants of a building to understand the energy efficiency and consumption of the building by providing them information on the building’s energy efficiency through a mobile application. The energy performance assessment models are proposed on the basis of the actual energy usage and building characteristics such as the architectural scheme and the building equipment. The university buildings in Korea are used as a case to demonstrate the mobile application. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=energy%20consumption" title="energy consumption">energy consumption</a>, <a href="https://publications.waset.org/abstracts/search?q=energy%20performance%20assessment" title=" energy performance assessment"> energy performance assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20application" title=" mobile application"> mobile application</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20buildings" title=" university buildings "> university buildings </a> </p> <a href="https://publications.waset.org/abstracts/1751/development-of-mobile-application-for-energy-consumption-assessment-of-university-buildings" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/1751.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">545</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">4097</span> Research on University Campus Green Renovation Design Method</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abduxukur%20Zayit">Abduxukur Zayit</a>, <a href="https://publications.waset.org/abstracts/search?q=Guo%20Rui%20Chen"> Guo Rui Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Universities play important role for develop and distribute sustainable development ideas. This research based on the current situation of large and widely distributed university campuses in China. In view of the deterioration of campus performance, the aging of function and facilities, the large consumption of energy and resources, a logic of "problem-oriented-goal-oriented- At the level, taking the problem orientation as the focus,this paper analyzes the main influencing factors of the existing characteristics of the university campuses, establishes the digital assessment methods and clarifies the key points of the rennovation. Based on the goal orientation, this paper puts forward the existing university campus design principles, builds the green transformation-carding model and sets up the post-use evaluation model. In the end, with dual guidance as the constraint, we will formulate green design standards for campus greening, construct a greening enhancement measure for campus environment, and develop and promote a green campus after-use assessment platform. It provides useful research methods and research ideas for the reconstruction of the existing campus in China, especially the urban universities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=design%20method" title="design method">design method</a>, <a href="https://publications.waset.org/abstracts/search?q=existing%20university%20campus" title=" existing university campus"> existing university campus</a>, <a href="https://publications.waset.org/abstracts/search?q=green%20renovation" title=" green renovation"> green renovation</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development" title=" sustainable development"> sustainable development</a> </p> <a href="https://publications.waset.org/abstracts/117191/research-on-university-campus-green-renovation-design-method" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/117191.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">127</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4096</span> Gender Differences in Emotional Adjustment of Fresh Students in Kwara State University Malete, Kwara State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Usman%20Tunde%20Saadu">Usman Tunde Saadu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study examined gender differences in emotional adjustment of fresh students in Kwara State University, Malete. The descriptive survey design was adopted for the study, and 300 fresh students were randomly selected across the six colleges in the University. An adapted Questionnaire from Nadia (2012) was used to collect data from respondents on emotional adjustment. One research question was answered with a descriptive statistic of frequency count and percentage, and one hypothesis was tested with t-test statistical analysis at 0.05 level of significance. Findings of the study revealed that fresh students have a low level of emotional adjustment, and male students were found to have more emotional adjustment than female. Based on these findings, the researcher, therefore, concluded that fresh students have a low level of emotional adjustment. Based on these findings, the researcher recommended among others that emotional adjustment skills should be introduced into the secondary school curriculum to give students the opportunity to learn about these skills before they are being admitted into University. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20adjustment" title="emotional adjustment">emotional adjustment</a>, <a href="https://publications.waset.org/abstracts/search?q=fresh%20students" title=" fresh students"> fresh students</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20differences" title=" gender differences"> gender differences</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/113453/gender-differences-in-emotional-adjustment-of-fresh-students-in-kwara-state-university-malete-kwara-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/113453.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">4095</span> Developing and Enacting a Model for Institutional Implementation of the Humanizing Pedagogy: Case Study of Nelson Mandela University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mukhtar%20Raban">Mukhtar Raban</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As part of Nelson Mandela University’s journey of repositioning its learning and teaching agenda, the university adopted and foregrounded a humanizing pedagogy-aligning with institutional goals of critically transforming the academic project. The university established the Humanizing Pedagogy Praxis and Research Niche (HPPRN) as a centralized hub for coordinating institutional work exploring and advancing humanizing pedagogies and tasked the unit with developing and enacting a model for humanizing pedagogy exploration. This investigation endeavored to report on the development and enactment of a model that sought to institutionalize a humanizing pedagogy at a South African university. Having followed a qualitative approach, the investigation presents the case study of Nelson Mandela University’s HPPRN and the model it subsequently established and enacted for the advancement towards a more common institutional understanding, interpretation and application of the humanizing pedagogy. The study adopted an interpretive lens for analysis, complementing the qualitative approach of the investigation. The primary challenge that confronted the HPPRN was the development of a ‘living model’ that had to complement existing institutional initiatives while accommodating a renewed spirit of critical reflection, innovation and research of continued and new humanizing pedagogical exploration and applications. The study found that the explicit consideration of tenets of humanizing and critical pedagogies in underpinning and framing the HPPRN Model contributed to the sense of ‘lived’ humanizing pedagogy experiences during enactment. The multi-leveled inclusion of critical reflection in the development and enactment stages was found to further the processes of praxis employed at the university, which is integral to the advancement of humanizing and critical pedagogies. The development and implementation of a model that seeks to institutionalize the humanizing pedagogy at a university rely not only on sound theoretical conceptualization but also on the ‘richness of becoming more human’ explicitly expressed and encountered in praxes and application. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=humanizing%20pedagogy" title="humanizing pedagogy">humanizing pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20pedagogy" title=" critical pedagogy"> critical pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=institutional%20implementation" title=" institutional implementation"> institutional implementation</a>, <a href="https://publications.waset.org/abstracts/search?q=praxis" title=" praxis"> praxis</a> </p> <a href="https://publications.waset.org/abstracts/108430/developing-and-enacting-a-model-for-institutional-implementation-of-the-humanizing-pedagogy-case-study-of-nelson-mandela-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108430.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">167</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4094</span> The Effect of Coronavirus on Social Adjustment and Depression of Arak University Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mansour%20Abdi">Mansour Abdi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study has been the investigation of coronavirus influence/impact on social adjustment and depression of Arak University students. The samples of study are 100 available female students at Arak University. They were assessed by the Bell Social Adjustment Questionnaire and Beck Depression. They were asked to answer two situations before the corona outbreak and the present. The result of evaluating/assessing the difference between social adjustment before and after coronavirus was not significant but, the averages indicate a decrease in the adjustment of students before and after the coronavirus. Meanwhile, there was no significant difference in depression findings but, in the present, the average amount of depression indicated an increase than its amount before the corona. <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=social%20adjustment%20%20student" title=" social adjustment student"> social adjustment student</a>, <a href="https://publications.waset.org/abstracts/search?q=coronavirus" title=" coronavirus"> coronavirus</a>, <a href="https://publications.waset.org/abstracts/search?q=student" title=" student"> student</a> </p> <a href="https://publications.waset.org/abstracts/151816/the-effect-of-coronavirus-on-social-adjustment-and-depression-of-arak-university-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151816.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">120</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">4093</span> Contribution of a Higher Education Institute towards Built Environment Sustainability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tayyab%20Ahmad">Tayyab Ahmad</a>, <a href="https://publications.waset.org/abstracts/search?q=Gerard%20Healey"> Gerard Healey</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The potential role of higher education institutes in sustainable development cannot be undermined. In this regard, it is important to investigate the established concept of sustainability in such institutes to explore the room for further improvement. In this paper, a case study of the University of Melbourne is conducted, and the institute’s commitments towards sustainability are examined by a detailed qualitative review of its policy and design standard documents. These documents are reviewed as through these; the institute portrays its vision of building environment facilities, which it aspires to procure and use. From detailed review, it is realized that these documents are updated at different times, creating the potential for mismatch between them. The occurrence of different goals and objectives in different documents is highlighted, and the interrelationships between different goals and operational objectives are explored. The role of the university aspired goals/objectives in terms of built environment sustainability is discussed, and the gaps in the articulation of goals and operational objectives are highlighted. Recommendations are provided for enhancing the built environment sustainability at the University of Melbourne. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=university" title="university">university</a>, <a href="https://publications.waset.org/abstracts/search?q=design%20standards" title=" design standards"> design standards</a>, <a href="https://publications.waset.org/abstracts/search?q=policy" title=" policy"> policy</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=built%20environment" title=" built environment"> built environment</a> </p> <a href="https://publications.waset.org/abstracts/85046/contribution-of-a-higher-education-institute-towards-built-environment-sustainability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85046.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">170</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">4092</span> Attitude of University Students in the Use of Artificial Intelligence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ricardo%20Merlo">Ricardo Merlo</a>, <a href="https://publications.waset.org/abstracts/search?q=Mar%C3%ADa%20Gonz%C3%A1lez"> María González</a>, <a href="https://publications.waset.org/abstracts/search?q=Zully%20Rivero"> Zully Rivero</a>, <a href="https://publications.waset.org/abstracts/search?q=Laura%20Gonz%C3%A1lez"> Laura González</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This exploratory work was to know the perception of the use of artificial intelligence (AI) that university students have during their passage through the classroom. The significance of using AI in education, the degree of interest, knowledge acquisition, and how it would influence an interactive resource for acquiring skills were explored. Within this framework, a test with 30 items was designed and administered to 800 volunteer first-year university students of natural and exact sciences. Based on a randomized pilot test, it was validated with Cronbach's Alpha coefficient. Subsequently, the descriptive statistics of the sample used allowed us to observe the preponderance of the dimensions that constitute the attitude construct. Then, the factorial analysis by dimensions contributed to discern about the students' habits according to the knowledge acquired and the emotions put into play in the topics developed in the classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitude" title="attitude">attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title=" artificial intelligence"> artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=didactics" title=" didactics"> didactics</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/190160/attitude-of-university-students-in-the-use-of-artificial-intelligence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/190160.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">38</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">4091</span> Assessment of E-Readiness in Libraries of Public Sector Universities Khyber Pakhtunkhwa-Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saeed%20Ullah%20Jan">Saeed Ullah Jan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study has examined the e-readiness in libraries of public sector universities in Khyber Pakhtunkhwa. Efforts were made to evaluate the availability of human resources, electronic infrastructure, and network services and programs in the public sector university libraries. The population of the study was the twenty-seven public sector university libraries of Khyber Pakhtunkhwa. A quantitative approach was adopted, and a questionnaire-based survey was conducted to collect data from the librarian/in charge of public sector university libraries. The collected data were analyzed using Statistical Package for Social Sciences version 22 (SPSS). The mean score of the knowledge component interpreted magnitudes below three which indicates that the respondents are poorly or moderately satisfied regards knowledge of libraries. The satisfaction level of the respondents about the other components, such as electronic infrastructure, network services and programs, and enhancers of the networked world, was rated as average or below. The study suggested that major aspects of existing public-sector university libraries require significant transformation. For this purpose, the government should provide all the required resources and facilities to meet the population's informational and recreational demands. The Information Communication Technology (ICT) infrastructure of public university libraries needs improvement in terms of the availability of computer equipment, databases, network servers, multimedia projectors, digital cameras, uninterruptible power supply, scanners, and backup devices such as hard discs and Digital Video Disc/Compact Disc. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ICT-libraries" title="ICT-libraries">ICT-libraries</a>, <a href="https://publications.waset.org/abstracts/search?q=e-readiness-libraries" title=" e-readiness-libraries"> e-readiness-libraries</a>, <a href="https://publications.waset.org/abstracts/search?q=e-readiness-university%20libraries" title=" e-readiness-university libraries"> e-readiness-university libraries</a>, <a href="https://publications.waset.org/abstracts/search?q=e-readiness-Pakistan" title=" e-readiness-Pakistan"> e-readiness-Pakistan</a> </p> <a href="https://publications.waset.org/abstracts/167597/assessment-of-e-readiness-in-libraries-of-public-sector-universities-khyber-pakhtunkhwa-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167597.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">88</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4090</span> Validation of the Career Motivation Scale among Chinese University and Vocational College Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wei%20Zhang">Wei Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Lifen%20Zhao"> Lifen Zhao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study aims to translate and validate the Career Motivation Scale among Chinese university and vocational college teachers. Exploratory factor analysis supported a three-factor structure that was consistent with the original structure of career motivation: career insight, career identity, and career resilience. Confirmatory factor analysis showed that a second-order three-factor model with correlated measurement errors best fit the data. Configural, metric, and scalar invariance models were tested, demonstrating that the Chinese version of the Career Motivation Scale did not differ across groups of school type, educational level, and working years in current institutions. The concurrent validity of the Chinese Career Motivation Scale was confirmed by its significant correlations with work engagement, career adaptability, career satisfaction, job crafting, and intention to quit. The results of the study indicated that the Chinese Career Motivation Scale was a valid and reliable measure of career motivation among university and vocational college teachers in China. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=career%20motivation%20scale" title="career motivation scale">career motivation scale</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20University" title=" Chinese University"> Chinese University</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20college%20teachers" title=" vocational college teachers"> vocational college teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=measurement%20invariance" title=" measurement invariance"> measurement invariance</a>, <a href="https://publications.waset.org/abstracts/search?q=validation" title=" validation"> validation</a> </p> <a href="https://publications.waset.org/abstracts/150635/validation-of-the-career-motivation-scale-among-chinese-university-and-vocational-college-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150635.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">132</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">4089</span> Pupil with Special Educational Needs Camouflaging and Teacher Training of University Teaching Staff: Practical Reflection</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ana%20Mercedes%20Vernia%20Carrasco">Ana Mercedes Vernia Carrasco</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this work is to reflect through the theoretical framework on the access to the university for the formation of a degree in a teacher of primary education. The University Access Tests in Spain evaluate a series of skills and competencies in writing, which leave aside the sample of another set of skills and tools that this type of test cannot evaluate. In the last years, a very much diversified student body has arrived in the classrooms of the Universities. Nowadays, talking about special education means attending to the changes that are being experienced in this area. At present, the educational model focuses on the reinforcement by the educational institutions so that they form the students according to their personal characteristics and that it is not the students that must adapt to the system. A bibliographic review plus some years of experience in training for the future teacher allows us to make an initial assessment about the lack of rigor in the tests of access to the university. In conclusion, we can say that, although we are not a specialist in the type of Special Educational Needs that can manifest the students, therefore, we understand that teacher today needs training and support to develop their teaching with the best quality possible. These teacher and student needs also imply more institutional support. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=training" title="training">training</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=didactics" title=" didactics"> didactics</a>, <a href="https://publications.waset.org/abstracts/search?q=music" title=" music"> music</a> </p> <a href="https://publications.waset.org/abstracts/154381/pupil-with-special-educational-needs-camouflaging-and-teacher-training-of-university-teaching-staff-practical-reflection" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154381.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">97</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4088</span> Reading Behavior of Undergraduate Students at Suan Sunandha Rajabhat University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ratanavadee%20Takerngsukvatana">Ratanavadee Takerngsukvatana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of this research were to study reading behavior of undergraduate students at Suan Sunandha Rajabhat University. A stratified random sample of 380 participants was collected. A Likert five-scale questionnaire was developed to collect data and to obtain students’ opinions regarding their reading behavior. The findings revealed that the majority of respondents read mainly for academic purpose. They preferred to read magazines. The majority of respondents read an average of 3-7 pages a day. The places to read were home and library. Buying with their own money and borrowing from the library were two main sources of books. The suggested activity to promote is planning the curriculum to suit students’ reading behavior. <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=reading%20behavior" title=" reading behavior"> reading behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20students" title=" undergraduate students"> undergraduate students</a>, <a href="https://publications.waset.org/abstracts/search?q=Suan%20Sunandha%20Rajabhat%20University" title=" Suan Sunandha Rajabhat University"> Suan Sunandha Rajabhat University</a> </p> <a href="https://publications.waset.org/abstracts/12235/reading-behavior-of-undergraduate-students-at-suan-sunandha-rajabhat-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12235.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">303</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">4087</span> A Novel RLS Based Adaptive Filtering Method for Speech Enhancement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pogula%20Rakesh">Pogula Rakesh</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Kishore%20Kumar"> T. Kishore Kumar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Speech enhancement is a long standing problem with numerous applications like teleconferencing, VoIP, hearing aids, and speech recognition. The motivation behind this research work is to obtain a clean speech signal of higher quality by applying the optimal noise cancellation technique. Real-time adaptive filtering algorithms seem to be the best candidate among all categories of the speech enhancement methods. In this paper, we propose a speech enhancement method based on Recursive Least Squares (RLS) adaptive filter of speech signals. Experiments were performed on noisy data which was prepared by adding AWGN, Babble and Pink noise to clean speech samples at -5dB, 0dB, 5dB, and 10dB SNR levels. We then compare the noise cancellation performance of proposed RLS algorithm with existing NLMS algorithm in terms of Mean Squared Error (MSE), Signal to Noise ratio (SNR), and SNR loss. Based on the performance evaluation, the proposed RLS algorithm was found to be a better optimal noise cancellation technique for speech signals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adaptive%20filter" title="adaptive filter">adaptive filter</a>, <a href="https://publications.waset.org/abstracts/search?q=adaptive%20noise%20canceller" title=" adaptive noise canceller"> adaptive noise canceller</a>, <a href="https://publications.waset.org/abstracts/search?q=mean%20squared%20error" title=" mean squared error"> mean squared error</a>, <a href="https://publications.waset.org/abstracts/search?q=noise%20reduction" title=" noise reduction"> noise reduction</a>, <a href="https://publications.waset.org/abstracts/search?q=NLMS" title=" NLMS"> NLMS</a>, <a href="https://publications.waset.org/abstracts/search?q=RLS" title=" RLS"> RLS</a>, <a href="https://publications.waset.org/abstracts/search?q=SNR" title=" SNR"> SNR</a>, <a href="https://publications.waset.org/abstracts/search?q=SNR%20loss" title=" SNR loss"> SNR loss</a> </p> <a href="https://publications.waset.org/abstracts/16212/a-novel-rls-based-adaptive-filtering-method-for-speech-enhancement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16212.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">481</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">4086</span> Education Quality Assurance Administration of Suan Sunandha Rajabhat University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nopadol%20Burananuth">Nopadol Burananuth</a>, <a href="https://publications.waset.org/abstracts/search?q=Tawatpupisit%20Pattaradapa"> Tawatpupisit Pattaradapa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this research is to study opinion of staff responsible for Quality Assurance. Research sample is 50 staff at Suan Sunandha Rajabhat University related to Quality Assurance works from each faculty and organization within the university. Data were analyzed using the computer program. The statistics used in data analysis were frequency, percentage, mean and standard deviation. The results reveal that most of the respondents were female, 92%, aged between 31-40 years, 44%. Most of them have been working on Quality Assurance for 1-3 years, 44%. The staff opinion survey showed that the operation received the highest score. In terms of Planning, committee appointment and job descriptions received the highest mean score. For Checking, acknowledging the results and reviewing quality in education received the highest mean score. For Acting, participating in the meeting in order to revise approach to Quality Assurance received the highest mean score. For Doing, planning an internal quality assurance by assigning period, budget and responsibilities received the highest mean score. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education%20quality%20assurance" title="education quality assurance">education quality assurance</a>, <a href="https://publications.waset.org/abstracts/search?q=administration" title=" administration"> administration</a>, <a href="https://publications.waset.org/abstracts/search?q=staff" title=" staff"> staff</a>, <a href="https://publications.waset.org/abstracts/search?q=Suan%20Sunandha%20Rajabhat%20University" title=" Suan Sunandha Rajabhat University"> Suan Sunandha Rajabhat University</a> </p> <a href="https://publications.waset.org/abstracts/11802/education-quality-assurance-administration-of-suan-sunandha-rajabhat-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11802.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">394</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4085</span> An Inquiry about Perception of Autonomous Academe and Accountable Leadership on University Governance: A Case of Bangladesh</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Monjur%20E-Khoda%20Tarafdar">Monjur E-Khoda Tarafdar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Institutional autonomy and academic freedom corresponding to accountability are seen as a core concept of university governance. Universities are crucial factors in search of truth for knowledge production and dissemination. Academic leaders are the pivots to progressively influence the university governance. Therefore, in a continuum of debate about autonomy and accountability in the aspect of perception, academic leadership has been studied. Having longstanding acquaintance in the field the researcher has been instrumental to gain lived experiences of the informants in this qualitative study. Case studies are useful to gain an understanding of the complexities of a particular site to preserve a sense of wholeness of the site being investigated. Thus, multiple case study approach has been employed with a sample size of seventy-one. Such large size of informants was interviewed in order to capture a wider range of views that exist in Bangladesh. This qualitative multiple case study has engaged in-depth interviewing method of academic leaders and policy makers of three case universities. Open-ended semi-structured questionnaires are used to have a comprehensive understanding of how the perception of autonomy and accountability of academic leaders has impacted university governance in the context of Bangladesh. The paper has interpreted the voices of the informants and distinguished both the transformational and transactional style of academic leaderships in local university settings against the globally changed higher education demography. The study finds contextual dissimilarity in the perspectives of autonomy and accountability of academic leadership towards university governance. Unaccountability results in losing autonomous power and collapsing academic excellence. Since accountability grows competitiveness and competence, the paper also focuses on how academic leaders abuse the premise of academic loyalty to universities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20loyalty" title="academic loyalty">academic loyalty</a>, <a href="https://publications.waset.org/abstracts/search?q=accountability" title=" accountability"> accountability</a>, <a href="https://publications.waset.org/abstracts/search?q=autonomy" title=" autonomy"> autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20governance" title=" university governance"> university governance</a> </p> <a href="https://publications.waset.org/abstracts/69290/an-inquiry-about-perception-of-autonomous-academe-and-accountable-leadership-on-university-governance-a-case-of-bangladesh" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69290.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">315</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">4084</span> Eating Patterns and Food Coping Strategy for Students of Prof. Dr. Hamka University During Covid-19 Pandemic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chica%20Riska%20Ashari">Chica Riska Ashari</a>, <a href="https://publications.waset.org/abstracts/search?q=Yoli%20Farradika"> Yoli Farradika</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Nutritional problems arise due to food security problems in the family, such as the ability of families to obtain food which is common in poor people due to lack of economic access to buy food. For this reason, it is hoped that there will be actions or behaviors that can be taken to fulfill their food or known as the Food Coping Strategy. The purpose of this study is to identify the eating patterns and Food Coping strategies of household students of prof. DR. HAMKA Muhammadiyah University Jakarta during the covid-19 pandemic. Methods: This study is a quantitative observational study with a cross-sectional approach. The dependent variable in this study is food coping strategies and eating patterns. The location of this research is Prof. DR. Hamka Muhammadiyah University. The population in this study were all students of Prof. DR. HAMKA Muhammadiyah University. The sampling technique is purposive sampling. The minimum number of samples in this study is 97 people with a response rate or drop out an estimate of 10%, so the total number of samples was 107 people. Statistical analysis with descriptive analysis. Results: The results showed that most of the food coping strategies were carried out by the students of the household of Prof. DR. HAMKA Muhammadiyah University, were buying the cheaper food (91.6%), then changing the priority of buying food (75.7%) and household members who carry out this food coping strategy are mothers (59.8%) then followed by students themselves (57, 9%). The diet of most students at the Prof. DR. HAMKA Muhammadiyah University in a day was fond of consuming sugar and foods containing sugar (candy, sugar, honey, sweet drinks) (98.1%) then eggs (97.2%). Conclusion: Food coping strategies are mostly used by households students at Prof. DR. HAMKA Muhammadiyah University who were buying the cheaper food and the member who did this behavior the most were the mothers. The diet of most students at Prof. DR. HAMKA Muhammadiyah University in a day was fond of consuming sugar and foods containing sugar (candy, sugar, honey, sweet drinks). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=behavior" title="behavior">behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=eating%20patterns" title=" eating patterns"> eating patterns</a>, <a href="https://publications.waset.org/abstracts/search?q=food%20coping%20strategies" title=" food coping strategies"> food coping strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=food%20security" title=" food security"> food security</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/144482/eating-patterns-and-food-coping-strategy-for-students-of-prof-dr-hamka-university-during-covid-19-pandemic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144482.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">4083</span> Work Happiness for Personnel of Suan Sunandha Rajabhat University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adisai%20Thovicha">Adisai Thovicha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is the survey research, designed to study the work happiness level of personnel at Suan Sunandha Rajabhat University. The sample group consisted of 329 personnel. The results were collected by stratified sampling, using work positions for each stage. The results were analyzed and calculated by computer program. Statistics used during analyzing were percentage, mean, and standard deviation. From the study, the work happiness level of personnel were in very high score range in both overall and specific category. The top category which received the most score was positive attitude, work satisfaction, life satisfaction, and negative attitude. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=work%20happiness" title="work happiness">work happiness</a>, <a href="https://publications.waset.org/abstracts/search?q=Suan%20Sunandha%20Rajabhat%20University" title=" Suan Sunandha Rajabhat University"> Suan Sunandha Rajabhat University</a>, <a href="https://publications.waset.org/abstracts/search?q=personnel" title=" personnel"> personnel</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20attitude" title=" positive attitude"> positive attitude</a> </p> <a href="https://publications.waset.org/abstracts/10534/work-happiness-for-personnel-of-suan-sunandha-rajabhat-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10534.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">375</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">4082</span> The Investigation of Predictor Affect of Childhood Trauma, Dissociation, Alexithymia, and Gender on Dissociation in University Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gizem%20Akcan">Gizem Akcan</a>, <a href="https://publications.waset.org/abstracts/search?q=Erdinc%20Ozturk"> Erdinc Ozturk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the study was to determine some psychosocial variables that predict dissociation in university students. These psychosocial variables were perceived childhood trauma, alexithymia, and gender. 150 (75 males, 75 females) university students (bachelor, master and postgraduate) were enrolled in this study. They were chosen from universities in Istanbul at the education year of 2016-2017. Dissociative Experiences Scale (DES), Childhood Trauma Questionnaire (CTQ) and Toronto Alexithymia Scale were used to assess related variables. Demographic Information Form was given to students in order to have their demographic information. Frequency Distribution, Linear Regression Analysis, and t-test analysis were used for statistical analysis. Childhood trauma and alexithymia were found to have predictive value on dissociation among university students. However, physical abuse, physical neglect and emotional neglect sub dimensions of childhood trauma and externally-oriented thinking sub dimension of alexithymia did not have predictive value on dissociation. Moreover, there was no significant difference between males and females in terms of dissociation scores of participants. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=childhood%20trauma" title="childhood trauma">childhood trauma</a>, <a href="https://publications.waset.org/abstracts/search?q=dissociation" title=" dissociation"> dissociation</a>, <a href="https://publications.waset.org/abstracts/search?q=alexithymia" title=" alexithymia"> alexithymia</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a> </p> <a href="https://publications.waset.org/abstracts/86628/the-investigation-of-predictor-affect-of-childhood-trauma-dissociation-alexithymia-and-gender-on-dissociation-in-university-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86628.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">395</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=VoIP%20University&page=6" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=VoIP%20University&page=1">1</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=VoIP%20University&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=VoIP%20University&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=VoIP%20University&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=VoIP%20University&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=VoIP%20University&page=6">6</a></li> <li class="page-item active"><span class="page-link">7</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=VoIP%20University&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=VoIP%20University&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=VoIP%20University&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=VoIP%20University&page=143">143</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=VoIP%20University&page=144">144</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=VoIP%20University&page=8" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>