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Klassen</title> <meta name="description" content="Search results for: N. V. Klassen"> <meta name="keywords" content="N. V. Klassen"> <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="N. 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V. Klassen"> <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> 5</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: N. V. Klassen</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5</span> The Quality of Economic Growth Regency and Cities in West Java Province: Inclusive Economic Growth</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fryanto%20Anugrah%20Rhamdhani%20Rhamdhani">Fryanto Anugrah Rhamdhani Rhamdhani</a>, <a href="https://publications.waset.org/abstracts/search?q=Hana%20Riana%20Permatasari"> Hana Riana Permatasari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study analyzes the inclusive of economic growth and analyzes the inclusive of economic growth determinant in regency and city (West Java Province). The background this study Economic Growth can do not afford to reduce poverty, Disparity and expand The Workforce. Referring Central Bureau Of Statistic West Java Province report in 2015 recorded only 5 regions able reduce poverty, 3 regions able reduce Gini Ratio and 7 regions able Workforce Absorption, meanwhile, 11 regions was improved Economic Growth. The Inclusive of Economic Growth definition based on various literature means the quality Economic Growth able reduce Poverty, Gini Ratio, and Workforce absorption. This study adopted the measurement Inclusive Economic of Growth Klassen and analyzes factor in Term Reducing Poverty, Gini Ratio, and the workforce Absorption. Data used panels data composite time series and cross-section including 25 regency and cities regions from Central Bureau Of Statistic West Java Province during 2014-2015. As a result, the measurement inclusive economic of growth Klassen 2014-2015 from 25 regency and cities shows all region does not inclusive reducing Poverty, only 2 regions able reduce Gini Ratio and 3 regions able increase Workforce absorption. Different from the result the measurement Inclusive Economic of Growth for workforce absorption, several regions shows a negative coefficient indicates Economic Growth decline Workforce absorption. The outcome of this study analyzes factor of Inclusive economic of Growth, so that give recommendations for government achieve inclusive economic of growth toward Sustainable Economic. Can be Concluded above low-quality Economic Growth, that due to all region does not inclusive Economic of Growth. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusive%20economic%20growth" title="inclusive economic growth">inclusive economic growth</a>, <a href="https://publications.waset.org/abstracts/search?q=Gini%20ratio" title=" Gini ratio"> Gini ratio</a>, <a href="https://publications.waset.org/abstracts/search?q=poverty" title=" poverty"> poverty</a>, <a href="https://publications.waset.org/abstracts/search?q=workforce" title=" workforce"> workforce</a> </p> <a href="https://publications.waset.org/abstracts/78019/the-quality-of-economic-growth-regency-and-cities-in-west-java-province-inclusive-economic-growth" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78019.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">261</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">4</span> Perspectives and Outcomes of a Long and Shorter Community Mental Health Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Danielle%20Klassen">Danielle Klassen</a>, <a href="https://publications.waset.org/abstracts/search?q=Reiko%20Yeap"> Reiko Yeap</a>, <a href="https://publications.waset.org/abstracts/search?q=Margo%20Schmitt-Boshnick"> Margo Schmitt-Boshnick</a>, <a href="https://publications.waset.org/abstracts/search?q=Scott%20Oddie"> Scott Oddie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The development of the 7-week Alberta Happiness Basics program was initiated in 2010 in response to the need for community mental health programming. This provincial wide program aims to increase overall happiness and reduce negative thoughts and feelings through a positive psychology intervention. While the 7-week program has proven effective, a shortened 4-week program has additionally been developed to address client needs. In this study, participants were interviewed to determine if the 4- and 7-week programs had similar success of producing lasting behavior change at 3, 6, and 9 months post-program. A health quality of life (HQOL) measure was also used to compare the two programs and examine patient outcomes. Quantitative and qualitative analysis showed significant improvements in HQOL and sustainable behavior change for both programs. Findings indicate that the shorter, patient-centered program was effective in increasing happiness and reducing negative thoughts and feelings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=primary%20care" title="primary care">primary care</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title=" mental health"> mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=depression" title=" depression"> depression</a>, <a href="https://publications.waset.org/abstracts/search?q=short%20duration" title=" short duration"> short duration</a> </p> <a href="https://publications.waset.org/abstracts/74831/perspectives-and-outcomes-of-a-long-and-shorter-community-mental-health-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74831.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">270</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">3</span> Transformations of Spatial Distributions of Bio-Polymers and Nanoparticles in Water Suspensions Induced by Resonance-Like Low Frequency Electrical Fields</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20A.%20Vasin">A. A. Vasin</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20V.%20Klassen"> N. V. Klassen</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20M.%20Likhter"> A. M. Likhter</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Water suspensions of in-organic (metals and oxides) and organic nano-objects (chitozan and collagen) were subjected to the treatment of direct and alternative electrical fields. In addition to quasi-periodical spatial patterning resonance-like performance of spatial distributions of these suspensions has been found at low frequencies of alternating electrical field. These resonances are explained as the result of creation of equilibrium states of groups of charged nano-objects with opposite signs of charges at the interparticle distances where the forces of Coulomb attraction are compensated by the repulsion forces induced by relatively negative polarization of hydrated regions surrounding the nanoparticles with respect to pure water. The low frequencies of these resonances are explained by comparatively big distances between the particles and their big masses with t\respect to masses of atoms constituting molecules with high resonance frequencies. These new resonances open a new approach to detailed modeling and understanding of mechanisms of the influence of electrical fields on the functioning of internal organs of living organisms at the level of cells and neurons. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bio-polymers" title="bio-polymers">bio-polymers</a>, <a href="https://publications.waset.org/abstracts/search?q=chitosan" title=" chitosan"> chitosan</a>, <a href="https://publications.waset.org/abstracts/search?q=collagen" title=" collagen"> collagen</a>, <a href="https://publications.waset.org/abstracts/search?q=nanoparticles" title=" nanoparticles"> nanoparticles</a>, <a href="https://publications.waset.org/abstracts/search?q=coulomb%20attraction" title=" coulomb attraction"> coulomb attraction</a>, <a href="https://publications.waset.org/abstracts/search?q=polarization%20repulsion" title=" polarization repulsion"> polarization repulsion</a>, <a href="https://publications.waset.org/abstracts/search?q=periodical%20patterning" title=" periodical patterning"> periodical patterning</a>, <a href="https://publications.waset.org/abstracts/search?q=electrical%20low%20frequency%20resonances" title=" electrical low frequency resonances"> electrical low frequency resonances</a>, <a href="https://publications.waset.org/abstracts/search?q=transformations" title=" transformations"> transformations</a> </p> <a href="https://publications.waset.org/abstracts/10301/transformations-of-spatial-distributions-of-bio-polymers-and-nanoparticles-in-water-suspensions-induced-by-resonance-like-low-frequency-electrical-fields" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10301.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">547</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">2</span> Electrical Interactions and Patterning of Bio-Polymers and Nanoparticles in Water Suspensions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=N.%20V.%20Klassen">N. V. Klassen</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20A.%20Vasin"> A. A. Vasin</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20M.%20Likhter"> A. M. Likhter</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20A.%20Voronin"> K. A. Voronin</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20V.%20Mariasevskaya"> A. V. Mariasevskaya</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20M.%20Shmit%E2%80%99ko"> I. M. Shmit’ko</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Regular patterning in mixtures of bio-polymers (chitosan and collagen) and nanoparticles in water suspensions has been found by means of optical microscopy. The patterning was created either by external electrical field of moderate amplitude (200–1000 v/cm) or spontaneously. Simultaneously with the patterning pushing out of water drops mixed with nanoparticles to the external regions was observed. These phenomena are explained by interactions of charged bio-polymers and nanoparticles with external and internal electrical fields as well as with the regions of decreased dielectrical permittivity surrounding nano-objects in water which possesses anomalously high dielectrical permittivity. Electrical charges of opposite signs of the nano-objects induce their mutual attraction whereas dipole moments created around these nano-objects by the electrical fields are pushing these particles to the regions with lower fields. Due to this reason, non-homogeneities of dielectrical permittivity around nano-objects immersed into water suspension induces mutual repulsion of the objects. This spatial decrease of this repulsion with the inter-particle distances is more sharp than that of the Coulomb attraction. So, at longer distances, the attractions are stronger whereas at shorter distances the repulsion prevails. At a certain distance these two forces compensate each other creating the equilibrium state of the mixture of nano-objects with opposite charges. When the groups of positive and negative nano-objects consist from identical particles, quasi-periodical pattern of the suspension is observed like mesoscopic two-dimensional super-crystal. These results can clarify the mechanisms of healing of internal organs with direct or alternative electrical fields. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bio-polymers" title="bio-polymers">bio-polymers</a>, <a href="https://publications.waset.org/abstracts/search?q=chitosan" title=" chitosan"> chitosan</a>, <a href="https://publications.waset.org/abstracts/search?q=collagen" title=" collagen"> collagen</a>, <a href="https://publications.waset.org/abstracts/search?q=nanoparticles" title=" nanoparticles"> nanoparticles</a>, <a href="https://publications.waset.org/abstracts/search?q=Coulomb%20attraction" title=" Coulomb attraction"> Coulomb attraction</a>, <a href="https://publications.waset.org/abstracts/search?q=polarization%20repulsion" title=" polarization repulsion"> polarization repulsion</a>, <a href="https://publications.waset.org/abstracts/search?q=periodical%20patterning" title=" periodical patterning"> periodical patterning</a>, <a href="https://publications.waset.org/abstracts/search?q=electrical%20low%20frequency%20resonances" title=" electrical low frequency resonances"> electrical low frequency resonances</a> </p> <a href="https://publications.waset.org/abstracts/10299/electrical-interactions-and-patterning-of-bio-polymers-and-nanoparticles-in-water-suspensions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10299.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">444</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">1</span> The Impact of a Simulated Teaching Intervention on Preservice Teachers’ Sense of Professional Identity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jade%20V.%20Rushby">Jade V. Rushby</a>, <a href="https://publications.waset.org/abstracts/search?q=Tony%20Loughland"> Tony Loughland</a>, <a href="https://publications.waset.org/abstracts/search?q=Tracy%20L.%20Durksen"> Tracy L. Durksen</a>, <a href="https://publications.waset.org/abstracts/search?q=Hoa%20Nguyen"> Hoa Nguyen</a>, <a href="https://publications.waset.org/abstracts/search?q=Robert%20M.%20Klassen"> Robert M. Klassen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper reports a study investigating the development and implementation of an online multi-session ‘scenario-based learning’ (SBL) program administered to preservice teachers in Australia. The transition from initial teacher education to the teaching profession can present numerous cognitive and psychological challenges for early career teachers. Therefore, the identification of additional supports, such as scenario-based learning, that can supplement existing teacher education programs may help preservice teachers to feel more confident and prepared for the realities and complexities of teaching. Scenario-based learning is grounded in situated learning theory which holds that learning is most powerful when it is embedded within its authentic context. SBL exposes participants to complex and realistic workplace situations in a supportive environment and has been used extensively to help prepare students in other professions, such as legal and medical education. However, comparatively limited attention has been paid to investigating the effects of SBL in teacher education. In the present study, the SBL intervention provided participants with the opportunity to virtually engage with school-based scenarios, reflect on how they might respond to a series of plausible response options, and receive real-time feedback from experienced educators. The development process involved several stages, including collaboration with experienced educators to determine the scenario content based on ‘critical incidents’ they had encountered during their teaching careers, the establishment of the scoring key, the development of the expert feedback, and an extensive review process to refine the program content. The 4-part SBL program focused on areas that can be challenging in the beginning stages of a teaching career, including managing student behaviour and workload, differentiating the curriculum, and building relationships with colleagues, parents, and the community. Results from prior studies implemented by the research group using a similar 4-part format have shown a statistically significant increase in preservice teachers’ self-efficacy and classroom readiness from the pre-test to the final post-test. In the current research, professional teaching identity - incorporating self-efficacy, motivation, self-image, satisfaction, and commitment to teaching - was measured over six weeks at multiple time points: before, during, and after the 4-part scenario-based learning program. Analyses included latent growth curve modelling to assess the trajectory of change in the outcome variables throughout the intervention. The paper outlines (1) the theoretical underpinnings of SBL, (2) the development of the SBL program and methodology, and (3) the results from the study, including the impact of the SBL program on aspects of participating preservice teachers’ professional identity. The study shows how SBL interventions can be implemented alongside the initial teacher education curriculum to help prepare preservice teachers for the transition from student to teacher. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classroom%20simulations" title="classroom simulations">classroom simulations</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=initial%20teacher%20education" title=" initial teacher education"> initial teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=preservice%20teachers" title=" preservice teachers"> preservice teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20learning" title=" professional learning"> professional learning</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20teaching%20identity" title=" professional teaching identity"> professional teaching identity</a>, <a href="https://publications.waset.org/abstracts/search?q=scenario-based%20learning" title=" scenario-based learning"> scenario-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20development" title=" teacher development"> teacher development</a> </p> <a href="https://publications.waset.org/abstracts/159262/the-impact-of-a-simulated-teaching-intervention-on-preservice-teachers-sense-of-professional-identity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159262.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">71</span> </span> </div> </div> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div 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