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Gideoni Cohen</title> <meta name="description" content="Search results for: Sarit Gideoni Cohen"> <meta name="keywords" content="Sarit Gideoni Cohen"> <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 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="Sarit Gideoni Cohen"> <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> 77</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Sarit Gideoni Cohen</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">77</span> A Risk Pathway of Distal and Proximal Factors for Self-Injury among Adolescents </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sarit%20Gideoni%20Cohen">Sarit Gideoni Cohen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the study was to examine possible risk pathway which initiated by the distal risk factors of insecure attachment to the mother, the father and peers and then developed by means of proximal risk factors: stressful life events and emotional distress. 275 participants (aged 13-26) from high-schools, youth groups and university were requited. Twenty-two percent participants reported at least one episode of self-injury. The relationship between paternal and peer attachment were partly mediated by stressful life events and depressive symptoms. Paternal and peer attachment influences during adolescence as contributing to risk pathway for self-injury were acknowledged. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self-injury" title="self-injury">self-injury</a>, <a href="https://publications.waset.org/abstracts/search?q=attachment" title=" attachment"> attachment</a>, <a href="https://publications.waset.org/abstracts/search?q=depression" title=" depression"> depression</a>, <a href="https://publications.waset.org/abstracts/search?q=stressful%20life-events" title=" stressful life-events"> stressful life-events</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescence" title=" adolescence"> adolescence</a> </p> <a href="https://publications.waset.org/abstracts/83383/a-risk-pathway-of-distal-and-proximal-factors-for-self-injury-among-adolescents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83383.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">229</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">76</span> Harmony of Paradox and Contradiction: Communication between Human Beings and God according to Hermann Cohen’s Jewish Philosophy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Talya%20Alon-Altman">Talya Alon-Altman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article examines communication between a human being and God in the Jewish philosophy of the German-Jewish philosopher, Hermann Cohen (1842–1918). It observes Cohen’s Jewish philosophy in light of communication theories, using the theoretical wealth of a relatively new discipline – communication, in order to deepen the philosophical and theological discussion. This new perspective enriches our view of philosophy, theology, and offers a fresh and novel approach to the philosophical and theological study of communication, and media theology in particular. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hermann%20cohen" title="hermann cohen">hermann cohen</a>, <a href="https://publications.waset.org/abstracts/search?q=media%20theology" title=" media theology"> media theology</a>, <a href="https://publications.waset.org/abstracts/search?q=modern%20jewish%20philosophy" title=" modern jewish philosophy"> modern jewish philosophy</a>, <a href="https://publications.waset.org/abstracts/search?q=jewish%20philosphy" title=" jewish philosphy"> jewish philosphy</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a> </p> <a href="https://publications.waset.org/abstracts/141332/harmony-of-paradox-and-contradiction-communication-between-human-beings-and-god-according-to-hermann-cohens-jewish-philosophy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141332.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">117</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">75</span> Understanding ASPECTS of Stroke: Interrater Reliability between Emergency Medicine Physician and Radiologist in a Rural Setup</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vineel%20Inampudi">Vineel Inampudi</a>, <a href="https://publications.waset.org/abstracts/search?q=Arjun%20Prakash"> Arjun Prakash</a>, <a href="https://publications.waset.org/abstracts/search?q=Joseph%20Vinod"> Joseph Vinod</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Aims and Objectives: To evaluate the interrater reliability in grading ASPECTS score, between emergency medicine physician at first contact and radiologist among patients with acute ischemic stroke. Materials and Methods: We conducted a retrospective analysis of 86 acute ischemic stroke cases referred to the Department of Radiodiagnosis during November 2014 to January 2016. The imaging (plain CT scan) was performed using GE Bright Speed Elite 16 Slice CT Scanner. ASPECTS score was calculated separately by an emergency medicine physician and radiologist. Interrater reliability for total and dichotomized ASPECTS (≥ 6 and < 6) scores were assessed using statistical analysis (ICC and Cohen ĸ coefficients) on SPSS software (v17.0). Results: Interrater agreement for total and dichotomized ASPECTS was substantial (ICC 0.79 and Cohen ĸ 0.68) between the emergency physician and radiologist. Mean difference in ASPECTS between the two readers was only 0.15 with standard deviation of 1.58. No proportionality bias was detected. Bland Altman plot was constructed to demonstrate the distribution of ASPECT differences between the two readers. Conclusion: Substantial interrater agreement was noted in grading ASPECTS between emergency medicine physician at first contact and radiologist thereby confirming its robustness even in a rural setting. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ASPECTS" title="ASPECTS">ASPECTS</a>, <a href="https://publications.waset.org/abstracts/search?q=computed%20tomography" title=" computed tomography"> computed tomography</a>, <a href="https://publications.waset.org/abstracts/search?q=MCA%20territory" title=" MCA territory"> MCA territory</a>, <a href="https://publications.waset.org/abstracts/search?q=stroke" title=" stroke"> stroke</a> </p> <a href="https://publications.waset.org/abstracts/96351/understanding-aspects-of-stroke-interrater-reliability-between-emergency-medicine-physician-and-radiologist-in-a-rural-setup" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96351.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">236</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">74</span> Facilitating Written Biology Assessment in Large-Enrollment Courses Using Machine Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Luanna%20B.%20Prevost">Luanna B. Prevost</a>, <a href="https://publications.waset.org/abstracts/search?q=Kelli%20Carter"> Kelli Carter</a>, <a href="https://publications.waset.org/abstracts/search?q=Margaurete%20Romero"> Margaurete Romero</a>, <a href="https://publications.waset.org/abstracts/search?q=Kirsti%20Martinez"> Kirsti Martinez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Writing is an essential scientific practice, yet, in several countries, the increasing university science class-size limits the use of written assessments. Written assessments allow students to demonstrate their learning in their own words and permit the faculty to evaluate students’ understanding. However, the time and resources required to grade written assessments prohibit their use in large-enrollment science courses. This study examined the use of machine learning algorithms to automatically analyze student writing and provide timely feedback to the faculty about students' writing in biology. Written responses to questions about matter and energy transformation were collected from large-enrollment undergraduate introductory biology classrooms. Responses were analyzed using the LightSide text mining and classification software. Cohen’s Kappa was used to measure agreement between the LightSide models and human raters. Predictive models achieved agreement with human coding of 0.7 Cohen’s Kappa or greater. Models captured that when writing about matter-energy transformation at the ecosystem level, students focused on primarily on the concepts of heat loss, recycling of matter, and conservation of matter and energy. Models were also produced to capture writing about processes such as decomposition and biochemical cycling. The models created in this study can be used to provide automatic feedback about students understanding of these concepts to biology faculty who desire to use formative written assessments in larger enrollment biology classes, but do not have the time or personnel for manual grading. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title="machine learning">machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=written%20assessment" title=" written assessment"> written assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=biology%20education" title=" biology education"> biology education</a>, <a href="https://publications.waset.org/abstracts/search?q=text%20mining" title=" text mining"> text mining</a> </p> <a href="https://publications.waset.org/abstracts/46679/facilitating-written-biology-assessment-in-large-enrollment-courses-using-machine-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46679.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">281</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">73</span> Application of Agile Project Management to Construction Projects: Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ran%20Etgar">Ran Etgar</a>, <a href="https://publications.waset.org/abstracts/search?q=Sarit%20Freund"> Sarit Freund</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Agile project management (APM) has been developed originally for software development project. Construction projects seemed to be more apt to traditional water-fall approach than to APM. However, Construction project suffers from similar problems that necessitated the invention of APM, mainly the need to break down the project structure to small increments, thus minimizing the needed managerial planning and design. Since the classical structure of APM is not applicable the way it is to construction project, a modified version of APM was devised. This method, nicknamed 'The anchor method', exploits the fundamentals of APM (i.e., iterations, or sprints of short time frames or timeboxes, cross-functional teams, risk reduction and adaptation to changes) and adjust them to the construction world. The projects had to be structured appropriately to proactively and quickly adapt to change. The method aims to encompass human behavior and lean towards adaptivity rather than predictability. To enable smooth application of the method, a special project management software was developed, so as to provide solid administrational help and accurate data. The method is tested on a bunch of construction projects and some key performance indicators (KPIs) are collected. According to preliminary results the method is indeed very advantageous and with proper assimilation can radically change the construction project management paradigm. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=agile%20project%20management" title="agile project management">agile project management</a>, <a href="https://publications.waset.org/abstracts/search?q=construction" title=" construction"> construction</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20systems" title=" information systems"> information systems</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20management" title=" project management"> project management</a> </p> <a href="https://publications.waset.org/abstracts/108636/application-of-agile-project-management-to-construction-projects-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108636.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">130</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">72</span> Microfluidic Fluid Shear Mechanotransduction Device Using Linear Optimization of Hydraulic Channels</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sanat%20K.%20Dash">Sanat K. Dash</a>, <a href="https://publications.waset.org/abstracts/search?q=Rama%20S.%20Verma"> Rama S. Verma</a>, <a href="https://publications.waset.org/abstracts/search?q=Sarit%20K.%20Das"> Sarit K. Das</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A logarithmic microfluidic shear device was designed and fabricated for cellular mechanotransduction studies. The device contains four cell culture chambers in which flow was modulated to achieve a logarithmic increment. Resistance values were optimized to make the device compact. The network of resistances was developed according to a unique combination of series and parallel resistances as found via optimization. Simulation results done in Ansys 16.1 matched the analytical calculations and showed the shear stress distribution at different inlet flow rates. Fabrication of the device was carried out using conventional photolithography and PDMS soft lithography. Flow profile was validated taking DI water as working fluid and measuring the volume collected at all four outlets. Volumes collected at the outlets were in accordance with the simulation results at inlet flow rates ranging from 1 ml/min to 0.1 ml/min. The device can exert fluid shear stresses ranging four orders of magnitude on the culture chamber walls which will cover shear stress values from interstitial flow to blood flow. This will allow studying cell behavior in the long physiological range of shear stress in a single run reducing number of experiments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=microfluidics" title="microfluidics">microfluidics</a>, <a href="https://publications.waset.org/abstracts/search?q=mechanotransduction" title=" mechanotransduction"> mechanotransduction</a>, <a href="https://publications.waset.org/abstracts/search?q=fluid%20shear%20stress" title=" fluid shear stress"> fluid shear stress</a>, <a href="https://publications.waset.org/abstracts/search?q=physiological%20shear" title=" physiological shear"> physiological shear</a> </p> <a href="https://publications.waset.org/abstracts/103189/microfluidic-fluid-shear-mechanotransduction-device-using-linear-optimization-of-hydraulic-channels" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103189.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">130</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">71</span> Comparing Three Complementary Interventions (Mindfulness-Meditation, Gratitude, and Affirmations) in the Context of Stress</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Regina%20Bowler">Regina Bowler</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Rationale & Aims: Complementary interventions such as mindfulness-meditation, gratitude, and self-affirmation are often used by therapists to treat stress. Many studies have been conducted using these interventions either individually or adjunctively with regard to stress. However, there has been little work comparing these interventions to investigate which of them is the most effective in treating stress. This study aims to compare these interventions and to determine which of them has the strongest perceived and physiological impact on stress. Participants: 120 law students preparing to take the bar exam: 3 experimental groups of 30 individuals, 1 control group of 30 individuals. Methods: One day prior to administering the interventions, baseline salivary cortisol samples will be taken, and the participants will complete the perceived stress scale (Cohen et al., 1983). Thirty days prior to the bar exam, each experimental group will be given an intervention to practice. Interventions will be practiced once in the morning after waking and once at night at bedtime. In group one, each participant will do a recorded three-minute mindfulness meditation. In group two, each participant will practice gratitude by writing down three things he/she/they are grateful for. In group three, each participant will practice affirmation by writing three sentences affirming his/her/their core values. The control group will not have an intervention to practice. Starting experimental day 1, upon waking and prior to practicing the intervention, the participants will take a salivary cortisol sample. Then they will practice their given intervention. Every night, before going to bed, the participants will practice their given intervention for a second time. The participants will practice their interventions and take salivary cortisol samples for 28 days. After each seven-day period (days 7, 14, 21, 28), the participants will fill out a brief questionnaire about the effects their intervention has on their stress, daily life, and relationships with themselves and others. On day 29, the participants will take a final salivary cortisol sample and will fill out the Perceived Stress Scale (Cohen et al., 1983). Applications of findings: Findings from this study would inform therapists of best practices when working with clients with stress. Moreover, therapists will gain knowledge of how individuals perceive these interventions and their impact on stress, daily life, somatic symptoms, and relationships with self and others. Thus, therapists will be able to administer these interventions with more precision to the stress-related contexts and issues their clients bring. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=stress" title="stress">stress</a>, <a href="https://publications.waset.org/abstracts/search?q=mindfulness-meditation" title=" mindfulness-meditation"> mindfulness-meditation</a>, <a href="https://publications.waset.org/abstracts/search?q=gratitude" title=" gratitude"> gratitude</a>, <a href="https://publications.waset.org/abstracts/search?q=affirmations" title=" affirmations"> affirmations</a>, <a href="https://publications.waset.org/abstracts/search?q=complementary%20interventions" title=" complementary interventions"> complementary interventions</a> </p> <a href="https://publications.waset.org/abstracts/185917/comparing-three-complementary-interventions-mindfulness-meditation-gratitude-and-affirmations-in-the-context-of-stress" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185917.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">42</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">70</span> Accurate Cortical Reconstruction in Narrow Sulci with Zero-Non-Zero Distance (ZNZD) Vector Field </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Somojit%20Saha">Somojit Saha</a>, <a href="https://publications.waset.org/abstracts/search?q=Rohit%20K.%20Chatterjee"> Rohit K. Chatterjee</a>, <a href="https://publications.waset.org/abstracts/search?q=Sarit%20K.%20Das"> Sarit K. Das</a>, <a href="https://publications.waset.org/abstracts/search?q=Avijit%20Kar"> Avijit Kar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A new force field is designed for propagation of the parametric contour into deep narrow cortical fold in the application of knowledge based reconstruction of cerebral cortex from MR image of brain. Designing of this force field is highly inspired by the Generalized Gradient Vector Flow (GGVF) model and markedly differs in manipulation of image information in order to determine the direction of propagation of the contour. While GGVF uses edge map as its main driving force, the newly designed force field uses the map of distance between zero valued pixels and their nearest non-zero valued pixel as its main driving force. Hence, it is called Zero-Non-Zero Distance (ZNZD) force field. The objective of this force field is forceful propagation of the contour beyond spurious convergence due to partial volume effect (PVE) in to narrow sulcal fold. Being function of the corresponding non-zero pixel value, the force field has got an inherent property to determine spuriousness of the edge automatically. It is effectively applied along with some morphological processing in the application of cortical reconstruction to breach the hindrance of PVE in narrow sulci where conventional GGVF fails. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=deformable%20model" title="deformable model">deformable model</a>, <a href="https://publications.waset.org/abstracts/search?q=external%20force%20field" title=" external force field"> external force field</a>, <a href="https://publications.waset.org/abstracts/search?q=partial%20volume%20effect" title=" partial volume effect"> partial volume effect</a>, <a href="https://publications.waset.org/abstracts/search?q=cortical%20reconstruction" title=" cortical reconstruction"> cortical reconstruction</a>, <a href="https://publications.waset.org/abstracts/search?q=MR%20image%20of%20brain" title=" MR image of brain"> MR image of brain</a> </p> <a href="https://publications.waset.org/abstracts/38396/accurate-cortical-reconstruction-in-narrow-sulci-with-zero-non-zero-distance-znzd-vector-field" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38396.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">397</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">69</span> Influence of Bacterial Motility on Biofilm Formation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Li%20Cheng">Li Cheng</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhang%20Yilei"> Zhang Yilei</a>, <a href="https://publications.waset.org/abstracts/search?q=Cohen%20Yehuda"> Cohen Yehuda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Two motility mechanisms were introduced into iDynoMiCs software, which adopts an individual-based modeling method. Based on the new capabilities, along with the pressure motility developed before, influence of bacterial motility on biofilm formation was studied. Simulation results were evaluated both qualitatively through 3D structure inspections and quantitatively by parameter characterizations. It was showed that twitching motility increased the biofilm surface irregularity probably due to movement of cells towards higher nutrient concentration location whereas free motility, on the other hand, could make biofilms flatter and smoother relatively. Pressure motility showed no significant influence in this study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=iDynoMics" title="iDynoMics">iDynoMics</a>, <a href="https://publications.waset.org/abstracts/search?q=biofilm%20structure" title=" biofilm structure"> biofilm structure</a>, <a href="https://publications.waset.org/abstracts/search?q=bacterial%20motility" title=" bacterial motility"> bacterial motility</a>, <a href="https://publications.waset.org/abstracts/search?q=motility%20mechanisms" title=" motility mechanisms"> motility mechanisms</a> </p> <a href="https://publications.waset.org/abstracts/12773/influence-of-bacterial-motility-on-biofilm-formation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12773.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">390</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">68</span> Effect of Automatic Self Transcending Meditation on Perceived Stress and Sleep Quality in Adults</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Divya%20Kanchibhotla">Divya Kanchibhotla</a>, <a href="https://publications.waset.org/abstracts/search?q=Shashank%20Kulkarni"> Shashank Kulkarni</a>, <a href="https://publications.waset.org/abstracts/search?q=Shweta%20Singh"> Shweta Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Chronic stress and sleep quality reduces mental health and increases the risk of developing depression and anxiety as well. There is increasing evidence for the utility of meditation as an adjunct clinical intervention for conditions like depression and anxiety. The present study is an attempt to explore the impact of Sahaj Samadhi Meditation (SSM), a category of Automatic Self Transcending Meditation (ASTM), on perceived stress and sleep quality in adults. The study design was a single group pre-post assessment. Perceived Stress Scale (PSS) and the Pittsburgh Sleep Quality Index (PSQI) were used in this study. Fifty-two participants filled PSS, and 60 participants filled PSQI at the beginning of the program (day 0), after two weeks (day 16) and at two months (day 60). Significant pre-post differences for the perceived stress level on Day 0 - Day 16 (p < 0.01; Cohen's d = 0.46) and Day 0 - Day 60 (p < 0.01; Cohen's d = 0.76) clearly demonstrated that by practicing SSM, participants experienced reduction in the perceived stress. The effect size of the intervention observed on the 16th day of assessment was small to medium, but on the 60th day, a medium to large effect size of the intervention was observed. In addition to this, significant pre-post differences for the sleep quality on Day 0 - Day 16 and Day 0 - Day 60 (p < 0.05) clearly demonstrated that by practicing SSM, participants experienced improvement in the sleep quality. Compared with Day 0 assessment, participants demonstrated significant improvement in the quality of sleep on Day 16 and Day 60. The effect size of the intervention observed on the 16th day of assessment was small, but on the 60th day, a small to medium effect size of the intervention was observed. In the current study we found out that after practicing SSM for two months, participants reported a reduction in the perceived stress, they felt that they are more confident about their ability to handle personal problems, were able to cope with all the things that they had to do, felt that they were on top of the things, and felt less angered. Participants also reported that their overall sleep quality improved; they took less time to fall asleep; they had less disturbances in sleep and less daytime dysfunction due to sleep deprivation. The present study provides clear evidence of the efficacy and safety of non-pharmacological interventions such as SSM in reducing stress and improving sleep quality. Thus, ASTM may be considered a useful intervention to reduce psychological distress in healthy, non-clinical populations, and it can be an alternative remedy for treating poor sleep among individuals and decreasing the use of harmful sedatives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=automatic%20self%20transcending%20meditation" title="automatic self transcending meditation">automatic self transcending meditation</a>, <a href="https://publications.waset.org/abstracts/search?q=Sahaj%20Samadhi%20meditation" title=" Sahaj Samadhi meditation"> Sahaj Samadhi meditation</a>, <a href="https://publications.waset.org/abstracts/search?q=sleep" title=" sleep"> sleep</a>, <a href="https://publications.waset.org/abstracts/search?q=stress" title=" stress"> stress</a> </p> <a href="https://publications.waset.org/abstracts/109111/effect-of-automatic-self-transcending-meditation-on-perceived-stress-and-sleep-quality-in-adults" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/109111.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">134</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">67</span> Impact of Perceived Stress on Psychological Well-Being, Aggression and Emotional Regulation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nishtha%20Batra">Nishtha Batra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was conducted to identify the effect of perceived stress on emotional regulation, aggression and psychological well-being. Analysis was conducted using correlational and regression models to examine the relationships between perceived stress (independent variable) and psychological factors containing emotional intelligence, psychological well-being and aggression. Subjects N=100, Male students 50 and Female students 50. The data was collected using Cohen's Perceived Stress Scale, Gross’s Emotional Regulation Questionnaire (ERQ), Ryff’s Psychological Well-being scale and Orispina’s aggression scale. Correlation and regression (SPSS version 22) Emotional regulation and psychological well-being had a significant relationship with Perceived stress. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=perceived%20stress" title="perceived stress">perceived stress</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20well-being" title=" psychological well-being"> psychological well-being</a>, <a href="https://publications.waset.org/abstracts/search?q=aggression" title=" aggression"> aggression</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20regulation" title=" emotional regulation"> emotional regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/191017/impact-of-perceived-stress-on-psychological-well-being-aggression-and-emotional-regulation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/191017.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">27</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">66</span> Relationship between Quality of Life and Perceived Stress among Teachers of Physical Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Minu%20Lakra">Minu Lakra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study was done on 100 (male=50 and female=50) teachers of physical education at tertiary level from Varanasi city. They were chosen according to the stratified sampling method. Data collection tool was Perceived Stress Scale: 14 items (Cohen, Kamarck and mermelstain 1983) and Quality of Life was developed by THE WHOQOL GROUP in 1991. Data was analyzed with the help of correlation. Findings explore that perceived stress and quality of life has been positively correlated in female teachers of higher education from physical education whereas in male teachers the relationship was found insignificant. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title="higher education">higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=male%20and%20female%20teachers" title=" male and female teachers "> male and female teachers </a>, <a href="https://publications.waset.org/abstracts/search?q=percieved%20stress" title=" percieved stress"> percieved stress</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20life" title=" quality of life"> quality of life</a> </p> <a href="https://publications.waset.org/abstracts/64384/relationship-between-quality-of-life-and-perceived-stress-among-teachers-of-physical-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64384.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">355</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">65</span> Impairments Correction of Six-Port Based Millimeter-Wave Radar</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dan%20Ohev%20Zion">Dan Ohev Zion</a>, <a href="https://publications.waset.org/abstracts/search?q=Alon%20Cohen"> Alon Cohen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, the presence of short-range millimeter-wave radar in civil application has increased significantly. Autonomous driving, security, 3D imaging and high data rate communication systems are a few examples. The next challenge is the integration inside small form-factor devices, such as smartphones (e.g. gesture recognition). The main challenge is implementation of a truly low-power, low-complexity high-resolution radar. The most popular approach is the Frequency Modulated Continuous Wave (FMCW) radar, with an analog multiplication front-end. In this paper, we present an approach for adaptive estimation and correction of impairments of such front-end, specifically implemented using the Six-Port Device (SPD) as the multiplier element. The proposed algorithm was simulated and implemented on a 60 GHz radar lab prototype. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=radar" title="radar">radar</a>, <a href="https://publications.waset.org/abstracts/search?q=FMCW%20Radar" title=" FMCW Radar"> FMCW Radar</a>, <a href="https://publications.waset.org/abstracts/search?q=IQ%20mismatch" title=" IQ mismatch"> IQ mismatch</a>, <a href="https://publications.waset.org/abstracts/search?q=six%20port" title=" six port"> six port</a> </p> <a href="https://publications.waset.org/abstracts/117510/impairments-correction-of-six-port-based-millimeter-wave-radar" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/117510.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">152</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">64</span> The Impact of Globalization on the Development of Israel Advanced Changes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Erez%20Cohen">Erez Cohen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study examines the socioeconomic impact of development of an advanced industry in Israel. The research method is based on data collected from the Israel Central Bureau of Statistics and from the National Insurance Institute (NII) databases, which provided information that allows to examine the Economic and Social Changes during the 1990s. The study examined the socioeconomic effects of the development of advanced industry in Israel. The research findings indicate that as a result of globalization processes, the weight of traditional industry began to diminish as a result of factory closures and the laying off of workers. These circumstances led to growing unemployment among the weaker groups in Israeli society, detracting from their income and thus increasing inequality among different socioeconomic groups in Israel and enhancement of social disparities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=globalization" title="globalization">globalization</a>, <a href="https://publications.waset.org/abstracts/search?q=Israeli%20advanced%20industry" title=" Israeli advanced industry"> Israeli advanced industry</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20policy" title=" public policy"> public policy</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-economic%20indicators" title=" socio-economic indicators"> socio-economic indicators</a> </p> <a href="https://publications.waset.org/abstracts/99960/the-impact-of-globalization-on-the-development-of-israel-advanced-changes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99960.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">164</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">63</span> Enhancing Nursing Teams' Learning: The Role of Team Accountability and Team Resources</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sarit%20Rashkovits">Sarit Rashkovits</a>, <a href="https://publications.waset.org/abstracts/search?q=Anat%20Drach-%20Zahavy"> Anat Drach- Zahavy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research considers the unresolved question regarding the link between nursing team accountability and team learning and the resulted team performance in nursing teams. Empirical findings reveal disappointing evidence regarding improvement in healthcare safety and quality. Therefore, there is a need in advancing managerial knowledge regarding the factors that enhance constant healthcare teams' proactive improvement efforts, meaning team learning. We first aim to identify the organizational resources that are needed for team learning in nursing teams; second, to test the moderating role of nursing teams' learning resources in the team accountability-team learning link; and third, to test the moderated mediation model suggesting that nursing teams' accountability affects team performance by enhancing team learning when relevant resources are available to the team. We point on the intervening role of three team learning resources, namely time availability, team autonomy and performance data on the relation between team accountability and team learning and test the proposed moderated mediation model on 44 nursing teams (462 nurses and 44 nursing managers). The results showed that, as was expected, there was a positive significant link between team accountability and team learning and the subsequent team performance when time availability and team autonomy were high rather than low. Nevertheless, the positive team accountability- team learning link was significant when team performance feedback was low rather than high. Accordingly, there was a positive mediated effect of team accountability on team performance via team learning when either time availability or team autonomy were high and the availability of team performance data was low. Nevertheless, this mediated effect was negative when time availability and team autonomy were low and the availability of team performance data was high. We conclude that nurturing team accountability is not enough for achieving nursing teams' learning and the subsequent improved team performance. Rather there is need to provide nursing teams with adequate time, autonomy, and be cautious with performance feedback, as the latter may motivate nursing teams to repeat routine work strategies rather than explore improved ones. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nursing%20teams%27%20accountability" title="nursing teams' accountability">nursing teams' accountability</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20teams%27%20learning" title=" nursing teams' learning"> nursing teams' learning</a>, <a href="https://publications.waset.org/abstracts/search?q=performance%20feedback" title=" performance feedback"> performance feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=teams%27%20autonomy" title=" teams' autonomy "> teams' autonomy </a> </p> <a href="https://publications.waset.org/abstracts/49816/enhancing-nursing-teams-learning-the-role-of-team-accountability-and-team-resources" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49816.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">264</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">62</span> Simulation of GAG-Analogue Biomimetics for Intervertebral Disc Repair</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dafna%20Knani">Dafna Knani</a>, <a href="https://publications.waset.org/abstracts/search?q=Sarit%20S.%20Sivan"> Sarit S. Sivan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Aggrecan, one of the main components of the intervertebral disc (IVD), belongs to the family of proteoglycans (PGs) that are composed of glycosaminoglycan (GAG) chains covalently attached to a core protein. Its primary function is to maintain tissue hydration and hence disc height under the high loads imposed by muscle activity and body weight. Significant PG loss is one of the first indications of disc degeneration. A possible solution to recover disc functions is by injecting a synthetic hydrogel into the joint cavity, hence mimicking the role of PGs. One of the hydrogels proposed is GAG-analogues, based on sulfate-containing polymers, which are responsible for hydration in disc tissue. In the present work, we used molecular dynamics (MD) to study the effect of the hydrogel crosslinking (type and degree) on the swelling behavior of the suggested GAG-analogue biomimetics by calculation of cohesive energy density (CED), solubility parameter, enthalpy of mixing (ΔEmix) and the interactions between the molecules at the pure form and as a mixture with water. The simulation results showed that hydrophobicity plays an important role in the swelling of the hydrogel, as indicated by the linear correlation observed between solubility parameter values of the copolymers and crosslinker weight ratio (w/w); this correlation was found useful in predicting the amount of PEGDA needed for the desirable hydration behavior of (CS)₄-peptide. Enthalpy of mixing calculations showed that all the GAG analogs, (CS)₄ and (CS)₄-peptide are water-soluble; radial distribution function analysis revealed that they form interactions with water molecules, which is important for the hydration process. To conclude, our simulation results, beyond supporting the experimental data, can be used as a useful predictive tool in the future development of biomaterials, such as disc replacement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=molecular%20dynamics" title="molecular dynamics">molecular dynamics</a>, <a href="https://publications.waset.org/abstracts/search?q=proteoglycans" title=" proteoglycans"> proteoglycans</a>, <a href="https://publications.waset.org/abstracts/search?q=enthalpy%20of%20mixing" title=" enthalpy of mixing"> enthalpy of mixing</a>, <a href="https://publications.waset.org/abstracts/search?q=swelling" title=" swelling"> swelling</a> </p> <a href="https://publications.waset.org/abstracts/163566/simulation-of-gag-analogue-biomimetics-for-intervertebral-disc-repair" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163566.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">75</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">61</span> Physics Motivation and Research: Understanding the 21st Century Learners of Today</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Von%20Anthony%20G.%20Torio">Von Anthony G. Torio</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Motivation and research are significant determinants of a student’s success in the school and in future careers. This study aimed to give a picture of the physics motivation of students in a tertiary level institution, as well as their research area and working preference, to create a picture of the nature of the representative youths of today. It was found that male students have higher motivation than female students in all components of motivation with intrinsic motivation leading the six components of motivation. In addition, male students (M = 4.27; SD = 0.74) were found to have significantly higher motivation as compared to female students (M = 3.77; SD = 0.89) with a computed t(64) value of 2.41 with p < 0.05 and Cohen’s d of 0.61. The students’ preference to work in groups of three rather than working individually suggests that students of the batch have small working groups that they depend on rather than working alone. The majority of the students also preferred conducting studies on the social sciences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motivation" title="motivation">motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=physics" title=" physics"> physics</a>, <a href="https://publications.waset.org/abstracts/search?q=research" title=" research"> research</a>, <a href="https://publications.waset.org/abstracts/search?q=physics%20motivation" title=" physics motivation"> physics motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=physics%20education" title=" physics education"> physics education</a>, <a href="https://publications.waset.org/abstracts/search?q=Philippines" title=" Philippines"> Philippines</a> </p> <a href="https://publications.waset.org/abstracts/32365/physics-motivation-and-research-understanding-the-21st-century-learners-of-today" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32365.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">457</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">60</span> Changes in Postural Stability after Coordination Exercise</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ivan%20Struh%C3%A1r">Ivan Struhár</a>, <a href="https://publications.waset.org/abstracts/search?q=Martin%20Sebera"> Martin Sebera</a>, <a href="https://publications.waset.org/abstracts/search?q=Lenka%20Dovrt%C4%9Blov%C3%A1"> Lenka Dovrtělová</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study was to find out if the special type of exercise with elastic cord can improve the level of postural stability. The exercise programme was conducted twice a week for 3 months. The participants were randomly divided into an experimental group and a control group. The electronic balance board was used for testing of postural stability. All participants trained for 18 hours at the time of experiment without any special form of coordination programme. The experimental group performed 90 minutes plus of coordination exercise. The result showed that differences between pre-test and post-test occurred in the experimental group. It was used the nonparametric Wilcoxon t-test for paired samples (p=0.012; the significance level 95%). We calculated effect size by Cohen´s d. In the experimental group d is 1.96 which indicates a large effect. In the control group d is 0.04 which confirms no significant improvement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=balance%20board" title="balance board">balance board</a>, <a href="https://publications.waset.org/abstracts/search?q=balance%20training" title=" balance training"> balance training</a>, <a href="https://publications.waset.org/abstracts/search?q=coordination" title=" coordination"> coordination</a>, <a href="https://publications.waset.org/abstracts/search?q=stability" title=" stability"> stability</a> </p> <a href="https://publications.waset.org/abstracts/7880/changes-in-postural-stability-after-coordination-exercise" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7880.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">392</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">59</span> ChatGPT Performs at the Level of a Third-Year Orthopaedic Surgery Resident on the Orthopaedic In-training Examination</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Diane%20Ghanem">Diane Ghanem</a>, <a href="https://publications.waset.org/abstracts/search?q=Oscar%20Covarrubias"> Oscar Covarrubias</a>, <a href="https://publications.waset.org/abstracts/search?q=Michael%20Raad"> Michael Raad</a>, <a href="https://publications.waset.org/abstracts/search?q=Dawn%20LaPorte"> Dawn LaPorte</a>, <a href="https://publications.waset.org/abstracts/search?q=Babar%20Shafiq"> Babar Shafiq</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Standardized exams have long been considered a cornerstone in measuring cognitive competency and academic achievement. Their fixed nature and predetermined scoring methods offer a consistent yardstick for gauging intellectual acumen across diverse demographics. Consequently, the performance of artificial intelligence (AI) in this context presents a rich, yet unexplored terrain for quantifying AI's understanding of complex cognitive tasks and simulating human-like problem-solving skills. Publicly available AI language models such as ChatGPT have demonstrated utility in text generation and even problem-solving when provided with clear instructions. Amidst this transformative shift, the aim of this study is to assess ChatGPT’s performance on the orthopaedic surgery in-training examination (OITE). Methods: All 213 OITE 2021 web-based questions were retrieved from the AAOS-ResStudy website. Two independent reviewers copied and pasted the questions and response options into ChatGPT Plus (version 4.0) and recorded the generated answers. All media-containing questions were flagged and carefully examined. Twelve OITE media-containing questions that relied purely on images (clinical pictures, radiographs, MRIs, CT scans) and could not be rationalized from the clinical presentation were excluded. Cohen’s Kappa coefficient was used to examine the agreement of ChatGPT-generated responses between reviewers. Descriptive statistics were used to summarize the performance (% correct) of ChatGPT Plus. The 2021 norm table was used to compare ChatGPT Plus’ performance on the OITE to national orthopaedic surgery residents in that same year. Results: A total of 201 were evaluated by ChatGPT Plus. Excellent agreement was observed between raters for the 201 ChatGPT-generated responses, with a Cohen’s Kappa coefficient of 0.947. 45.8% (92/201) were media-containing questions. ChatGPT had an average overall score of 61.2% (123/201). Its score was 64.2% (70/109) on non-media questions. When compared to the performance of all national orthopaedic surgery residents in 2021, ChatGPT Plus performed at the level of an average PGY3. Discussion: ChatGPT Plus is able to pass the OITE with a satisfactory overall score of 61.2%, ranking at the level of third-year orthopaedic surgery residents. More importantly, it provided logical reasoning and justifications that may help residents grasp evidence-based information and improve their understanding of OITE cases and general orthopaedic principles. With further improvements, AI language models, such as ChatGPT, may become valuable interactive learning tools in resident education, although further studies are still needed to examine their efficacy and impact on long-term learning and OITE/ABOS performance. <p class="card-text"><strong>Keywords:</strong> <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=ChatGPT" title=" ChatGPT"> ChatGPT</a>, <a href="https://publications.waset.org/abstracts/search?q=orthopaedic%20in-training%20examination" title=" orthopaedic in-training examination"> orthopaedic in-training examination</a>, <a href="https://publications.waset.org/abstracts/search?q=OITE" title=" OITE"> OITE</a>, <a href="https://publications.waset.org/abstracts/search?q=orthopedic%20surgery" title=" orthopedic surgery"> orthopedic surgery</a>, <a href="https://publications.waset.org/abstracts/search?q=standardized%20testing" title=" standardized testing"> standardized testing</a> </p> <a href="https://publications.waset.org/abstracts/171275/chatgpt-performs-at-the-level-of-a-third-year-orthopaedic-surgery-resident-on-the-orthopaedic-in-training-examination" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171275.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">58</span> Sentiment Analysis on University Students’ Evaluation of Teaching and Their Emotional Engagement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elisa%20Santana-Monagas">Elisa Santana-Monagas</a>, <a href="https://publications.waset.org/abstracts/search?q=Juan%20L.%20N%C3%BA%C3%B1ez"> Juan L. Núñez</a>, <a href="https://publications.waset.org/abstracts/search?q=Jaime%20Le%C3%B3n"> Jaime León</a>, <a href="https://publications.waset.org/abstracts/search?q=Samuel%20Falc%C3%B3n"> Samuel Falcón</a>, <a href="https://publications.waset.org/abstracts/search?q=Celia%20Fern%C3%A1ndez"> Celia Fernández</a>, <a href="https://publications.waset.org/abstracts/search?q=Roc%C3%ADo%20P.%20Sol%C3%ADs"> Rocío P. Solís</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching practices have been widely studied in relation to students' outcomes, positioning themselves as one of their strongest catalysts and influencing students' emotional experiences. In the higher education context, teachers become even more crucial as many students ground their decisions on which courses to enroll in based on opinions and ratings of teachers from other students. Unfortunately, sometimes universities do not provide the personal, social, and academic stimulation students demand to be actively engaged. To evaluate their teachers, universities often rely on students' evaluations of teaching (SET) collected via Likert scale surveys. Despite its usefulness, such a method has been questioned in terms of validity and reliability. Alternatively, researchers can rely on qualitative answers to open-ended questions. However, the unstructured nature of the answers and a large amount of information obtained requires an overwhelming amount of work. The present work presents an alternative approach to analyse such data: sentiment analysis. To the best of our knowledge, no research before has included results from SA into an explanatory model to test how students' sentiments affect their emotional engagement in class. The sample of the present study included a total of 225 university students (Mean age = 26.16, SD = 7.4, 78.7 % women) from the Educational Sciences faculty of a public university in Spain. Data collection took place during the academic year 2021-2022. Students accessed an online questionnaire using a QR code. They were asked to answer the following open-ended question: "If you had to explain to a peer who doesn't know your teacher how he or she communicates in class, what would you tell them?". Sentiment analysis was performed using Microsoft's pre-trained model. The reliability of the measure was estimated between the tool and one of the researchers who coded all answers independently. The Cohen's kappa and the average pairwise percent agreement were estimated with ReCal2. Cohen's kappa was .68, and the agreement reached was 90.8%, both considered satisfactory. To test the hypothesis relations among SA and students' emotional engagement, a structural equation model (SEM) was estimated. Results demonstrated a good fit of the data: RMSEA = .04, SRMR = .03, TLI = .99, CFI = .99. Specifically, the results showed that student’s sentiment regarding their teachers’ teaching positively predicted their emotional engagement (β == .16 [.02, -.30]). In other words, when students' opinion toward their instructors' teaching practices is positive, it is more likely for students to engage emotionally in the subject. Altogether, the results show a promising future for sentiment analysis techniques in the field of education. They suggest the usefulness of this tool when evaluating relations among teaching practices and student outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sentiment%20analysis" title="sentiment analysis">sentiment analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=students%27%20evaluation%20of%20teaching" title=" students' evaluation of teaching"> students' evaluation of teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=structural-equation%20modelling" title=" structural-equation modelling"> structural-equation modelling</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20engagement" title=" emotional engagement"> emotional engagement</a> </p> <a href="https://publications.waset.org/abstracts/156496/sentiment-analysis-on-university-students-evaluation-of-teaching-and-their-emotional-engagement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156496.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">84</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">57</span> Boredom in the Classroom: Sentiment Analysis on Teaching Practices and Related Outcomes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elisa%20Santana-Monagas">Elisa Santana-Monagas</a>, <a href="https://publications.waset.org/abstracts/search?q=Juan%20L.%20N%C3%BA%C3%B1ez"> Juan L. Núñez</a>, <a href="https://publications.waset.org/abstracts/search?q=Jaime%20Le%C3%B3n"> Jaime León</a>, <a href="https://publications.waset.org/abstracts/search?q=Samuel%20Falc%C3%B3n"> Samuel Falcón</a>, <a href="https://publications.waset.org/abstracts/search?q=Celia%20Fern%C3%A1ndez"> Celia Fernández</a>, <a href="https://publications.waset.org/abstracts/search?q=Roc%C3%ADo%20P.%20Sol%C3%ADs"> Rocío P. Solís</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Students’ emotional experiences have been a widely discussed theme among researchers, proving a central role on students’ outcomes. Yet, up to now, far too little attention has been paid to teaching practices that negatively relate with students’ negative emotions in the higher education. The present work aims to examine the relationship between teachers’ teaching practices (i.e., students’ evaluations of teaching and autonomy support), the students’ feelings of boredom and agentic engagement and motivation in the higher education context. To do so, the present study incorporates one of the most popular tools in natural processing language to address students’ evaluations of teaching: sentiment analysis. Whereas most research has focused on the creation of SA models and assessing students’ satisfaction regarding teachers and courses to the author’s best knowledge, no research before has included results from SA into an explanatory model. A total of 225 university students (Mean age = 26.16, SD = 7.4, 78.7 % women) participated in the study. Students were enrolled in degree and masters’ studies at the faculty of Education of a public university of Spain. Data was collected using an online questionnaire students could access through a QR code they completed during a teaching period where the assessed teacher was not present. To assess students’ sentiments towards their teachers’ teaching, we asked them the following open-ended question: “If you had to explain a peer who doesn't know your teacher how he or she communicates in class, what would you tell them?”. Sentiment analysis was performed with Microsoft's pre-trained model. For this study, we relied on the probability of the students answer belonging to the negative category. To assess the reliability of the measure, inter-rater agreement between this NLP tool and one of the researchers, who independently coded all answers, was examined. The average pairwise percent agreement and the Cohen’s kappa were calculated with ReCal2. The agreement reached was of 90.8% and Cohen’s kappa .68, both considered satisfactory. To test the hypothesis relations a structural equation model (SEM) was estimated. Results showed that the model fit indices displayed a good fit to the data; χ² (134) = 351.129, p < .001, RMSEA = .07, SRMR = .09, TLI = .91, CFI = .92. Specifically, results show that boredom was negatively predicted by autonomy support practices (β = -.47[-.61, -.33]), whereas for the negative sentiment extracted from SET, this relation was positive (β = .23[.16, .30]). In other words, when students’ opinion towards their instructors’ teaching practices was negative, it was more likely for them to feel bored. Regarding the relations among boredom and student outcomes, results showed a negative predictive value of boredom on students’ motivation to study (β = -.46[-.63, -.29]) and agentic engagement (β = -.24[-.33, -.15]). Altogether, results show a promising future for sentiment analysis techniques in the field of education as they proved the usefulness of this tool when evaluating relations among teaching practices and student outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sentiment%20analysis" title="sentiment analysis">sentiment analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=boredom" title=" boredom"> boredom</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=agentic%20engagement" title=" agentic engagement"> agentic engagement</a> </p> <a href="https://publications.waset.org/abstracts/154811/boredom-in-the-classroom-sentiment-analysis-on-teaching-practices-and-related-outcomes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154811.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">56</span> The Motivation of Israeli Arab Students to Study Education and Society at Multicultural College </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yael%20Cohen%20Azaria">Yael Cohen Azaria</a>, <a href="https://publications.waset.org/abstracts/search?q=Sara%20Zamir"> Sara Zamir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined what motivated Israeli Arab students to choose to study for a degree in education and society and the influence of this academic choice on them while they were studying. The study follows the qualitative paradigm of data collection and analysis, in a case study of a homogeneous group of Arab students in a Jewish multicultural academic institution. 33 students underwent semi-structured in-depth interviews. Findings show that the choice stemmed from a desire to lead social change within their own society; to imitate an educational role-model and to realize a dream of higher education. Among the female students, this field suits the role of the woman in Arab society. The interviewees claimed that the influence of their studies was that they felt more openness towards others and those who are different; they felt pride and self-confidence in their abilities, and the women mentioned that they felt empowered. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=Israeli%20Arabs" title=" Israeli Arabs"> Israeli Arabs</a>, <a href="https://publications.waset.org/abstracts/search?q=minorities" title=" minorities"> minorities</a> </p> <a href="https://publications.waset.org/abstracts/110266/the-motivation-of-israeli-arab-students-to-study-education-and-society-at-multicultural-college" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110266.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">55</span> WHSS: A Platform for Designing Water Harvesting Systems for Multiple Purposes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ignacio%20Sanchez%20Cohen">Ignacio Sanchez Cohen</a>, <a href="https://publications.waset.org/abstracts/search?q=Aurelio%20Pedroza%20Sandoval"> Aurelio Pedroza Sandoval</a>, <a href="https://publications.waset.org/abstracts/search?q=Ricardo%20Trejo%20Calzada"> Ricardo Trejo Calzada</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Water harvesting systems (WHS) has become the unique alternative that farmers in dry areas accounts for surviving dry periods. Nevertheless, technicians, agronomists, and users, in general, have to cope with the difficulty of finding suitable technology for optimal design of WHS. In this paper, we describe a user-friendly computer program that uses readily available information for the design of multiple WHS depending upon the water final use (agriculture, household, conservation, etc). The application (APP) itself contains several links to help the user complete the input requirements. It is not a prerequisite to have any computer skills for the use of the APP. Outputs of the APP are the dimensions of the WHS named terraces, micro-catchments, cisterns, and small household cisterns for roof water catchment. The APP also provides guidance on crops for backyard agriculture. We believe that this tool may guide users to better optimize WHS for multiple purposes and to widen the possibility of copping with dry spells in arid lands. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=rainfall-catchment" title="rainfall-catchment">rainfall-catchment</a>, <a href="https://publications.waset.org/abstracts/search?q=models" title=" models"> models</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20aid" title=" computer aid"> computer aid</a>, <a href="https://publications.waset.org/abstracts/search?q=arid%20lands" title=" arid lands"> arid lands</a> </p> <a href="https://publications.waset.org/abstracts/143512/whss-a-platform-for-designing-water-harvesting-systems-for-multiple-purposes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143512.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">177</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">54</span> Frame Camera and Event Camera in Stereo Pair for High-Resolution Sensing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khen%20Cohen">Khen Cohen</a>, <a href="https://publications.waset.org/abstracts/search?q=Daniel%20Yankelevich"> Daniel Yankelevich</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20Mendlovic"> David Mendlovic</a>, <a href="https://publications.waset.org/abstracts/search?q=Dan%20Raviv"> Dan Raviv</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We present a 3D stereo system for high-resolution sensing in both the spatial and the temporal domains by combining a frame-based camera and an event-based camera. We establish a method to merge both devices into one unite system and introduce a calibration process, followed by a correspondence technique and interpolation algorithm for 3D reconstruction. We further provide quantitative analysis about our system in terms of depth resolution and additional parameter analysis. We show experimentally how our system performs temporal super-resolution up to effectively 1ms and can detect fast-moving objects and human micro-movements that can be used for micro-expression analysis. We also demonstrate how our method can extract colored events for an event-based camera without any degradation in the spatial resolution, compared to a colored filter array. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=DVS-CIS%20stereo%20vision" title="DVS-CIS stereo vision">DVS-CIS stereo vision</a>, <a href="https://publications.waset.org/abstracts/search?q=micro-movements" title=" micro-movements"> micro-movements</a>, <a href="https://publications.waset.org/abstracts/search?q=temporal%20super-resolution" title=" temporal super-resolution"> temporal super-resolution</a>, <a href="https://publications.waset.org/abstracts/search?q=3D%20reconstruction" title=" 3D reconstruction"> 3D reconstruction</a> </p> <a href="https://publications.waset.org/abstracts/143524/frame-camera-and-event-camera-in-stereo-pair-for-high-resolution-sensing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143524.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">297</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">53</span> A Comparison of Performance Indicators Between University-Level Rugby Union and Rugby Union Sevens Matches</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pieter%20van%20den%20Berg">Pieter van den Berg</a>, <a href="https://publications.waset.org/abstracts/search?q=Retief%20Broodryk"> Retief Broodryk</a>, <a href="https://publications.waset.org/abstracts/search?q=Bert%20Moolman"> Bert Moolman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Firstly, this study aimed to identify which performance indicators (PIs) discriminate between winning and losing university-level Rugby Union (RU) teams and, secondly, to compare the significant PIs in RU and Rugby Union Sevens (RS) at university level. Understanding the importance of PIs and their effect on match outcomes could assist coaching staff to prioritise specific game aspects during training to increase performance. Twenty randomly selected round-robin matches of the 2018 Varsity Cup (n=20), and Varsity Sports sevens (n=20) tournaments were analysed. A linear mixed model was used to determine statistical significant differences set at p≤0.05 while effect size was reported according to Cohen's d value. Results revealed that various PIs discriminated between winning and losing RU teams and that specific PIs could be observed as significant in both RU and RS. Therefore, specific identified tactical aspects of RU and RS should be prioritised to optimise performance <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=match%20success" title="match success">match success</a>, <a href="https://publications.waset.org/abstracts/search?q=notational%20analysis" title=" notational analysis"> notational analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=performance%20analysis" title=" performance analysis"> performance analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=rugby" title=" rugby"> rugby</a>, <a href="https://publications.waset.org/abstracts/search?q=video%20analysis" title=" video analysis"> video analysis</a> </p> <a href="https://publications.waset.org/abstracts/171098/a-comparison-of-performance-indicators-between-university-level-rugby-union-and-rugby-union-sevens-matches" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171098.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 class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">52</span> Deep Learning Strategies for Mapping Complex Vegetation Patterns in Mediterranean Environments Undergoing Climate Change</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Matan%20Cohen">Matan Cohen</a>, <a href="https://publications.waset.org/abstracts/search?q=Maxim%20Shoshany"> Maxim Shoshany</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Climatic, topographic and geological diversity, together with frequent disturbance and recovery cycles, produce highly complex spatial patterns of trees, shrubs, dwarf shrubs and bare ground patches. Assessment of spatial and temporal variations of these life-forms patterns under climate change is of high ecological priority. Here we report on one of the first attempts to discriminate between images of three Mediterranean life-forms patterns at three densities. The development of an extensive database of orthophoto images representing these 9 pattern categories was instrumental for training and testing pre-trained and newly-trained DL models utilizing DenseNet architecture. Both models demonstrated the advantages of using Deep Learning approaches over existing spectral and spatial (pattern or texture) algorithmic methods in differentiation 9 life-form spatial mixtures categories. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=texture%20classification" title="texture classification">texture classification</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20learning" title=" deep learning"> deep learning</a>, <a href="https://publications.waset.org/abstracts/search?q=desert%20fringe%20ecosystems" title=" desert fringe ecosystems"> desert fringe ecosystems</a>, <a href="https://publications.waset.org/abstracts/search?q=climate%20change" title=" climate change"> climate change</a> </p> <a href="https://publications.waset.org/abstracts/155190/deep-learning-strategies-for-mapping-complex-vegetation-patterns-in-mediterranean-environments-undergoing-climate-change" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155190.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">51</span> Augmented Reality Applications for Active Learning in Geometry: Enhancing Mathematical Intelligence at Phra Dabos School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nattamon%20Srithammee">Nattamon Srithammee</a>, <a href="https://publications.waset.org/abstracts/search?q=Ratchanikorn%20Chonchaiya"> Ratchanikorn Chonchaiya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the impact of Augmented Reality (AR) technology on mathematics education, focusing on Area and Volume concepts at Phra Dabos School in Thailand. We developed a mobile augmented reality application to present these mathematical concepts innovatively. Using a mixed-methods approach, we assessed the knowledge of 79 students before and after using the application. The results showed a significant improvement in students' understanding of Area and Volume, with average test scores increasing from 3.70 to 9.04 (p < 0.001, Cohen's d = 2.05). Students also reported increased engagement and satisfaction. Our findings suggest that augmented reality technology can be a valuable tool in mathematics education, particularly for enhancing the understanding of abstract concepts like Area and Volume. This study contributes to research on educational technology in STEM education and provides insights for educators and educational technology developers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=augmented%20reality" title="augmented reality">augmented reality</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20education" title=" mathematics education"> mathematics education</a>, <a href="https://publications.waset.org/abstracts/search?q=area%20and%20volume" title=" area and volume"> area and volume</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20technology" title=" educational technology"> educational technology</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM%20education" title=" STEM education"> STEM education</a> </p> <a href="https://publications.waset.org/abstracts/192127/augmented-reality-applications-for-active-learning-in-geometry-enhancing-mathematical-intelligence-at-phra-dabos-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192127.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">24</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">50</span> Building 1-Well-Covered Graphs by Corona, Join, and Rooted Product of Graphs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vadim%20E.%20Levit">Vadim E. Levit</a>, <a href="https://publications.waset.org/abstracts/search?q=Eugen%20Mandrescu"> Eugen Mandrescu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A graph is well-covered if all its maximal independent sets are of the same size. A well-covered graph is 1-well-covered if deletion of every vertex of the graph leaves it well-covered. It is known that a graph without isolated vertices is 1-well-covered if and only if every two disjoint independent sets are included in two disjoint maximum independent sets. Well-covered graphs are related to combinatorial commutative algebra (e.g., every Cohen-Macaulay graph is well-covered, while each Gorenstein graph without isolated vertices is 1-well-covered). Our intent is to construct several infinite families of 1-well-covered graphs using the following known graph operations: corona, join, and rooted product of graphs. Adopting some known techniques used to advantage for well-covered graphs, one can prove that: if the graph G has no isolated vertices, then the corona of G and H is 1-well-covered if and only if H is a complete graph of order two at least; the join of the graphs G and H is 1-well-covered if and only if G and H have the same independence number and both are 1-well-covered; if H satisfies the property that every three pairwise disjoint independent sets are included in three pairwise disjoint maximum independent sets, then the rooted product of G and H is 1-well-covered, for every graph G. These findings show not only how to generate some more families of 1-well-covered graphs, but also that, to this aim, sometimes, one may use graphs that are not necessarily 1-well-covered. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=maximum%20independent%20set" title="maximum independent set">maximum independent set</a>, <a href="https://publications.waset.org/abstracts/search?q=corona" title=" corona"> corona</a>, <a href="https://publications.waset.org/abstracts/search?q=concatenation" title=" concatenation"> concatenation</a>, <a href="https://publications.waset.org/abstracts/search?q=join" title=" join"> join</a>, <a href="https://publications.waset.org/abstracts/search?q=well-covered%20graph" title=" well-covered graph"> well-covered graph</a> </p> <a href="https://publications.waset.org/abstracts/86859/building-1-well-covered-graphs-by-corona-join-and-rooted-product-of-graphs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86859.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">208</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">49</span> Controlling the Expense of Political Contests Using a Modified N-Players Tullock’s Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=C.%20Cohen">C. Cohen</a>, <a href="https://publications.waset.org/abstracts/search?q=O.%20Levi"> O. Levi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This work introduces a generalization of the classical Tullock’s model of one-stage contests under complete information with multiple unlimited numbers of contestants. In classical Tullock’s model, the contest winner is not necessarily the highest bidder. Instead, the winner is determined according to a draw in which the winning probabilities are the relative contestants’ efforts. The Tullock modeling fits well political contests, in which the winner is not necessarily the highest effort contestant. This work presents a modified model which uses a simple non-discriminating rule, namely, a parameter to influence the total costs planned for an election, for example, the contest designer can control the contestants' efforts. The winner pays a fee, and the losers are reimbursed the same amount. Our proposed model includes a mechanism that controls the efforts exerted and balances competition, creating a tighter, less predictable and more interesting contest. Additionally, the proposed model follows the fairness criterion in the sense that it does not alter the contestants' probabilities of winning compared to the classic Tullock’s model. We provide an analytic solution for the contestant's optimal effort and expected reward. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=contests" title="contests">contests</a>, <a href="https://publications.waset.org/abstracts/search?q=Tullock%27s%20model" title=" Tullock's model"> Tullock's model</a>, <a href="https://publications.waset.org/abstracts/search?q=political%20elections" title=" political elections"> political elections</a>, <a href="https://publications.waset.org/abstracts/search?q=control%20expenses" title=" control expenses"> control expenses</a> </p> <a href="https://publications.waset.org/abstracts/104873/controlling-the-expense-of-political-contests-using-a-modified-n-players-tullocks-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104873.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">145</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">48</span> Dizziness in the Emergency: A 1 Year Prospective Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nouini%20Adr%C3%A2a">Nouini Adrâa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: The management of dizziness and vertigo can be challenging in the emergency department (ED). It is important to rapidly diagnose vertebrobasilar stroke (VBS), as therapeutic options such as thrombolysis and anticoagulation require prompt decisions. Objective: This study aims to assess the rate of misdiagnosis in patients with dizziness caused by VBS in the ED. Methods and Results: The cohort was comprised of 82 patients with a mean age of 55 years; 51% were women and 49% were men. Among dizzy patients, 15% had VBS. We used Cohen’s kappa test to quantify the agreement between two raters – namely, emergency physicians and neurologists – regarding the causes of dizziness in the ED. The agreement between emergency physicians and neurologists is low for the final diagnosis of central vertigo disorders and moderate for the final diagnosis of VBS. The sensitivity of ED clinal examination for benign conditions such as BPPV was low at 56%. The positive predictive value of the ED clinical examination for VBS was also low at 50%. Conclusion: There is a substantial rate of misdiagnosis in patients with dizziness caused by VBS in the ED. To reduce the number of missing diagnoses of VBS in the future, there is a need to train emergency physicians in neuro vestibular examinations, including the HINTS examination for acute vestibular syndrome (AVS) and the Dix-Hallpike (DH) maneuver for episodic vestibular syndrome. Using video head impulse tests could help reduce the rate of misdiagnosis of VBS in the ED. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dizziness" title="dizziness">dizziness</a>, <a href="https://publications.waset.org/abstracts/search?q=vertigo" title=" vertigo"> vertigo</a>, <a href="https://publications.waset.org/abstracts/search?q=vestibular%20disease" title=" vestibular disease"> vestibular disease</a>, <a href="https://publications.waset.org/abstracts/search?q=emergency" title=" emergency"> emergency</a> </p> <a href="https://publications.waset.org/abstracts/174696/dizziness-in-the-emergency-a-1-year-prospective-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174696.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">56</span> </span> </div> </div> <ul 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