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values</title> <meta name="description" content="Search results for: universal values"> <meta name="keywords" content="universal values"> <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="universal values"> <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> 7664</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: universal values</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7664</span> Role of Education in the Transference of Global Values</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Baratali%20Monfarediraz">Baratali Monfarediraz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Humans’ identity is not only under the influence of a certain society or social structure but also it is influenced by an international identity. This article is a research on role of education in the manifestation of universally accepted values such as, advancement of science, improvement in the quality of education, preservation of the natural environment, preservation, and spread of peace, exchange of knowledge and technology, equal educational opportunities, benefiting from a universal morality and etc. Therefore, the relation between universal beliefs and values and educational approaches and programs is the first thing to pay attention to. Studies indicate that the first step in achieving the above mentioned goals is offering learning strategies. Therefore the importance of educational approaches and programs as a tool for the transference of ideas, experiences and thoughts becomes quite clear. Proper education gives everyone the opportunity of acquiring knowledge while creating tendency toward social activities paves the way for achieving the universal values. <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=universal%20values" title=" universal values"> universal values</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=universal%20goal" title=" universal goal"> universal goal</a>, <a href="https://publications.waset.org/abstracts/search?q=values" title=" values"> values</a>, <a href="https://publications.waset.org/abstracts/search?q=society" title=" society "> society </a> </p> <a href="https://publications.waset.org/abstracts/24723/role-of-education-in-the-transference-of-global-values" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24723.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">379</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7663</span> What Defines Acceptable European Values for Georgia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maia%20Kipiani">Maia Kipiani</a>, <a href="https://publications.waset.org/abstracts/search?q=Tamari%20Beridze"> Tamari Beridze</a>, <a href="https://publications.waset.org/abstracts/search?q=Natalia%20Tchanturia"> Natalia Tchanturia</a>, <a href="https://publications.waset.org/abstracts/search?q=Bella%20Goderdzishvili"> Bella Goderdzishvili</a>, <a href="https://publications.waset.org/abstracts/search?q=Sophio%20Beridze"> Sophio Beridze</a>, <a href="https://publications.waset.org/abstracts/search?q=Natia%20Kuparadze"> Natia Kuparadze</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Europe has concrete examples how small nations can survive and maintain their identity in its area. Values are eternal guides of our life and source of its perfection. European values are universal and relevant for every epoch, society or state. Values, such as personal freedom, human dignity, sovereignty of law, national or cultural identity are universal and eternal. Even superficial review of history of Georgian culture clearly shows that western values, including fundamental human rights. This paper discusses the approach and findings of choice of values in Georgia. Georgia is still quite far away from perfectly established values. Georgia has walked the hardest road till XXI century. Country survived miraculously many times. The study shows that the only way to survive is to strengthen national, traditional values and should not forget global factors. It is clear that for achievement of goals is important European education, legislative and economic reforms, peacefully and democratically develop Georgia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=democracy" title="democracy">democracy</a>, <a href="https://publications.waset.org/abstracts/search?q=economical%20reforms" title=" economical reforms"> economical reforms</a>, <a href="https://publications.waset.org/abstracts/search?q=European%20values" title=" European values"> European values</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20dignity" title=" human dignity"> human dignity</a>, <a href="https://publications.waset.org/abstracts/search?q=science" title=" science"> science</a>, <a href="https://publications.waset.org/abstracts/search?q=society" title=" society"> society</a>, <a href="https://publications.waset.org/abstracts/search?q=sovereignty%20of%20law" title=" sovereignty of law"> sovereignty of law</a>, <a href="https://publications.waset.org/abstracts/search?q=well-being" title=" well-being"> well-being</a> </p> <a href="https://publications.waset.org/abstracts/36427/what-defines-acceptable-european-values-for-georgia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36427.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">440</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">7662</span> Universal Design Implementation in a Private University; Investment, Decision Making, Perceptions and the Value of Social Capital</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sridara%20Tipian">Sridara Tipian</a>, <a href="https://publications.waset.org/abstracts/search?q=Henry%20Skates%20Jr."> Henry Skates Jr.</a>, <a href="https://publications.waset.org/abstracts/search?q=Antika%20Sawadsri"> Antika Sawadsri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is widely recognized that universal design should be implemented as broadly as possible to benefit as many groups and sub groups of people within a society. In Thailand, public buildings such as public universities are obvious places where the benefits of universal design principles are easily appreciated and applied, but there are other building types such as private universities where the benefits may not be just as obvious. In these buildings, the implementation of universal design is not always achieved. There are many reasons given for this among which is the perceived additional cost of implementation. This paper argues that social capital should be taken into consideration when such decisions are being made. The paper investigates the background, principles and theories pertaining to universal design and using a case study of a private university, investigates the implementation of universal design against the background of current legislation and the perceptions of the private university administrators. The study examines the physical facilities of the case study university in the context of current theories and principles of universal design alongside the legal requirements for same. A survey of building users evaluates knowledge of and attitudes to universal design. The research shows that although administrators perceive the initial cost of investment to be prohibitive in the short term, in the long term, changes in societal values in relation to social inclusiveness are changing and that the social capital of investing in universal design should not be underestimated. The results of this study should provide greater incentive for the enforcement of the legal requirements for universal design in Thailand. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=public%20buildings" title="public buildings">public buildings</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20facilities" title=" physical facilities"> physical facilities</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20capital%20private%20university" title=" social capital private university"> social capital private university</a>, <a href="https://publications.waset.org/abstracts/search?q=investment" title=" investment"> investment</a>, <a href="https://publications.waset.org/abstracts/search?q=decision%20making" title=" decision making"> decision making</a>, <a href="https://publications.waset.org/abstracts/search?q=value" title=" value"> value</a>, <a href="https://publications.waset.org/abstracts/search?q=enforcement" title=" enforcement"> enforcement</a>, <a href="https://publications.waset.org/abstracts/search?q=legal%20requirements" title=" legal requirements"> legal requirements</a> </p> <a href="https://publications.waset.org/abstracts/41923/universal-design-implementation-in-a-private-university-investment-decision-making-perceptions-and-the-value-of-social-capital" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41923.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">275</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">7661</span> An Analysis of Instruction Checklist Based on Universal Design for Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yong%20Wook%20Kim">Yong Wook Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to develop an instruction analysis checklist applicable to inclusive setting based on the Universal Design for Learning Guideline 2.0. To do this, two self-validation reviews, two expert validity reviews, and two usability evaluations were conducted based on the Universal Design for Learning Guideline 2.0. After validation and usability evaluation, a total of 36 items consisting of 4 items for each instruction was developed. In all questions, examples are presented for the purpose of reinforcing concrete. All the items were judged by the 3-point scale. The observation results were provided through a radial chart allowing SWOT analysis of the universal design for learning of teachers. The developed checklist provides a description of the principles and guidelines in the checklist itself as it requires a thorough understanding by the observer of the universal design for learning through prior education. Based on the results of the study, the instruction criteria, the specificity of the criteria, the number of questions, and the method of arrangement were discussed. As a future research, this study proposed the characteristics of application of universal design for learning for each subject, the comparison with the observation results through the self-report teaching tool, and the continual revision and supplementation of the lecture checklist. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusion" title="inclusion">inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=universal%20design%20for%20learning" title=" universal design for learning"> universal design for learning</a>, <a href="https://publications.waset.org/abstracts/search?q=instruction%20analysis" title=" instruction analysis"> instruction analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=instruction%20checklist" title=" instruction checklist"> instruction checklist</a> </p> <a href="https://publications.waset.org/abstracts/86187/an-analysis-of-instruction-checklist-based-on-universal-design-for-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86187.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">7660</span> The Opinions of Counselor Candidates' regarding Universal Values in Marriage Relationship</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seval%20Kizildag">Seval Kizildag</a>, <a href="https://publications.waset.org/abstracts/search?q=Ozge%20Can%20Aran"> Ozge Can Aran</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The effective intervention of counselors’ in conflict between spouses may be effective in increasing the quality of marital relationship. At this point, it is necessary for counselors to consider their own value systems at first and then reflect this correctly to the counseling process. For this reason, it is primarily important to determine the needs of counselors. Starting from this point of view, in this study, it is aimed to reveal the perspective of counselor candidates about the universal values in marriage relation. The study group of the survey was formed by sampling, which is one of the prospective sampling methods. As a criterion being a candidate for counseling area and having knowledge of the concepts of the Marriage and Family Counseling course is based, because, that candidate students have a comprehensive knowledge of the field and that students have mastered the concepts of marriage and family counseling will strengthen the findings of this study. For this reason, 61 counselor candidates, 32 (52%) female and 29 (48%) male counselor candidates, who were about to graduate from a university in south-east Turkey and who took a Marriage and Family Counseling course, voluntarily participated in the study. The average age of counselor candidates’ is 23. At the same time, 70 % of the parents of these candidates brought about their marriage through arranged marriage, 13% through flirting, 8% by relative marriage, 7% through friend circles and 2% by custom. The data were collected through Demographic Information Form and a form titled ‘Universal Values Form in Marriage’ which consists of six questions prepared by researchers. After the data were transferred to the computer, necessary statistical evaluations were made on the data. The qualitative data analysis was used on the data which was obtained in the study. The universal values which include six basic values covering trustworthiness, respect, responsibility, fairness, caring, citizenship, determined under the name as ‘six pillar of character’ are used as base and frequency values of the data were calculated trough content analysis. According to the findings of the study, while the value which most students find the most important value in marriage relation is being reliable, the value which they find the least important is to have citizenship consciousness. Also in this study, it is found out that counselor candidates associate the value of being trustworthiness ‘loyalty’ with (33%) as the highest in terms of frequency, the value of being respect ‘No violence’ with (23%), the value of responsibility ‘in the context of gender roles and spouses doing their owns’ with (35%) the value of being fairness ‘impartiality’ with (25%), the value of being caring ‘ being helpful’ with (25%) and finally as to the value of citizenship ‘love of country’ with (14%) and’ respect for the laws ‘ with (14%). It is believed that these results of the study will contribute to the arrangements for the development of counseling skills for counselor candidates regarding value in marriage and family counseling curricula. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=caring" title="caring">caring</a>, <a href="https://publications.waset.org/abstracts/search?q=citizenship" title=" citizenship"> citizenship</a>, <a href="https://publications.waset.org/abstracts/search?q=counselor%20candidate" title=" counselor candidate"> counselor candidate</a>, <a href="https://publications.waset.org/abstracts/search?q=fairness" title=" fairness"> fairness</a>, <a href="https://publications.waset.org/abstracts/search?q=marriage%20relationship" title=" marriage relationship"> marriage relationship</a>, <a href="https://publications.waset.org/abstracts/search?q=respect" title=" respect"> respect</a>, <a href="https://publications.waset.org/abstracts/search?q=responsibility" title=" responsibility"> responsibility</a>, <a href="https://publications.waset.org/abstracts/search?q=trustworthiness" title=" trustworthiness"> trustworthiness</a>, <a href="https://publications.waset.org/abstracts/search?q=value%20system" title=" value system"> value system</a> </p> <a href="https://publications.waset.org/abstracts/69433/the-opinions-of-counselor-candidates-regarding-universal-values-in-marriage-relationship" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69433.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">271</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">7659</span> Rational Bureaucracy and E-Government: A Philosophical Study of Universality of E-Government</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Akbar%20Jamali">Akbar Jamali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Hegel is the first great political philosopher who specifically contemplates on bureaucracy. For Hegel bureaucracy is the function of the state. Since state, essentially is a rational organization, its function; namely, bureaucracy must be rational. Since, what is rational is universal; Hegel had to explain how the bureaucracy could be understood as universal. Hegel discusses bureaucracy in his treatment of ‘executive power’. He analyses modern bureaucracy as a form of political organization, its constituent members, and its relation to the social environment. Therefore, the essence of bureaucracy in Hegel’s philosophy is the implementation of law and rules. Hegel argues that unlike the other social classes that are particular because they look for their own private interest, bureaucracy as a class is a ‘universal’ because their orientation is the interest of the state. State for Hegel is essentially rational and universal. It is the actualization of ‘objective Spirit’. Marx criticizes Hegel’s argument on the universality of state and bureaucracy. For Marx state is equal to bureaucracy, it constitutes a social class that based on the interest of bourgeois class that dominates the society and exploits proletarian class. Therefore, the main disagreement between these political philosophers is: whether the state (bureaucracy) is universal or particular. Growing e-government in modern state as an important aspect of development leads us to contemplate on the particularity and universality of e-government. In this article, we will argue that e-government essentially is universal. E-government, in itself, is impartial; therefore, it cannot be particular. The development of e-government eliminates many side effects of the private, personal or particular interest of the individuals who work as bureaucracy. Finally, we will argue that more a state is developed more it is universal. Therefore, development of e-government makes the state a more universal and affects the modern philosophical debate on the particularity or universality of bureaucracy and state. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=particularity" title="particularity">particularity</a>, <a href="https://publications.waset.org/abstracts/search?q=universality" title=" universality"> universality</a>, <a href="https://publications.waset.org/abstracts/search?q=rational%20bureaucracy" title=" rational bureaucracy"> rational bureaucracy</a>, <a href="https://publications.waset.org/abstracts/search?q=impartiality" title=" impartiality"> impartiality</a> </p> <a href="https://publications.waset.org/abstracts/45591/rational-bureaucracy-and-e-government-a-philosophical-study-of-universality-of-e-government" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45591.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">249</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">7658</span> Morphological Rules of Bangla Repetition Words for UNL Based Machine Translation </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nawab%20Yousuf%20Ali">Nawab Yousuf Ali</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Golam"> S. Golam</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Ameer"> A. Ameer</a>, <a href="https://publications.waset.org/abstracts/search?q=Ashok%20Toru%20Roy"> Ashok Toru Roy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper develops new morphological rules suitable for Bangla repetition words to be incorporated into an inter lingua representation called Universal Networking Language (UNL). The proposed rules are to be used to combine verb roots and their inflexions to produce words which are then combined with other similar types of words to generate repetition words. This paper outlines the format of morphological rules for different types of repetition words that come from verb roots based on the framework of UNL provided by the UNL centre of the Universal Networking Digital Language (UNDL) foundation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Universal%20Networking%20Language%20%28UNL%29" title="Universal Networking Language (UNL)">Universal Networking Language (UNL)</a>, <a href="https://publications.waset.org/abstracts/search?q=universal%20word%20%28UW%29" title=" universal word (UW)"> universal word (UW)</a>, <a href="https://publications.waset.org/abstracts/search?q=head%20word%20%28HW%29" title=" head word (HW)"> head word (HW)</a>, <a href="https://publications.waset.org/abstracts/search?q=Bangla-UNL%20Dictionary" title=" Bangla-UNL Dictionary"> Bangla-UNL Dictionary</a>, <a href="https://publications.waset.org/abstracts/search?q=morphological%20rule" title=" morphological rule"> morphological rule</a>, <a href="https://publications.waset.org/abstracts/search?q=enconverter%20%28EnCo%29" title=" enconverter (EnCo)"> enconverter (EnCo)</a> </p> <a href="https://publications.waset.org/abstracts/18524/morphological-rules-of-bangla-repetition-words-for-unl-based-machine-translation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18524.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">310</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">7657</span> Reclaiming and Reconstructing the History of the Universal Declaration of Human Rights</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hamid%20Vahidkia">Hamid Vahidkia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The origins of the Universal Declaration of Human Rights (UDHR) are not widely understood, leading to misconceptions that need to be examined. Recent research disputes the idea that the UDHR was exclusively backed and endorsed by Western countries and even raised doubts about powerful nations backing the creation of global human rights norms. This article examines four political misconceptions regarding the Universal Declaration, with each one having some truth to it but also being misleading. The significance of small states in promoting human rights norms has been underestimated, just as the importance of large states has been exaggerated in history. The Universal Declaration was created through negotiations with the involvement of numerous states. All states have a stake in small states reclaiming their portion of history due to the legitimacy it gained from the political process that formed it. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=declaration.%20law" title="declaration. law">declaration. law</a>, <a href="https://publications.waset.org/abstracts/search?q=rights" title=" rights"> rights</a>, <a href="https://publications.waset.org/abstracts/search?q=humanity" title=" humanity"> humanity</a>, <a href="https://publications.waset.org/abstracts/search?q=UDHR" title=" UDHR"> UDHR</a> </p> <a href="https://publications.waset.org/abstracts/186157/reclaiming-and-reconstructing-the-history-of-the-universal-declaration-of-human-rights" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186157.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">39</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">7656</span> A Literature Review on the Barriers in Incorporating Universal Design in Public Transportation Projects: Southeast Asian Countries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Oscar%20Conrad%20Pili%20De%20Jesus">Oscar Conrad Pili De Jesus</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In consonance with the UN Convention on Rights for People with Disabilities, countries are mandated to provide a barrier-free environment through adherence to universal design and full participation of persons with disabilities (PWDs) in planning and implementation, but there is little action in incorporating universal design in the public environment. Travelling freely and independently is paramount to the needs of the PWDs to participate in daily activities ahead of them, and it contributes to the advancement of their inclusion in society, in which universal design is a catalyst to provide seamless access and mobility. This study aims to determine the barriers to incorporating the concept of universal design in transportation projects in Southeast Asian countries. Based on a literature review and using the accessible journey chain as a framework, barriers are identified and categorized in the components of public transport within the context of utilization of the transport mode, the built environment within the transport infrastructure, and the first and last miles of travel. Some findings in the study which constitute solutions to creating a barrier-free environment were identified as information to guide the future research agenda in efficiently incorporating universal design in transportation projects in Southeast Asian countries. The study reflected that the focus of most literature is on the built environment, noting that there is a need for future studies to investigate universal design in the context of the public transport component in the active journey chain. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=public%20transportation" title="public transportation">public transportation</a>, <a href="https://publications.waset.org/abstracts/search?q=barriers" title=" barriers"> barriers</a>, <a href="https://publications.waset.org/abstracts/search?q=universal%20design" title=" universal design"> universal design</a>, <a href="https://publications.waset.org/abstracts/search?q=persons%20with%20disabilities" title=" persons with disabilities"> persons with disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=accessible%20journey%20chain" title=" accessible journey chain"> accessible journey chain</a> </p> <a href="https://publications.waset.org/abstracts/152879/a-literature-review-on-the-barriers-in-incorporating-universal-design-in-public-transportation-projects-southeast-asian-countries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152879.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">138</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">7655</span> A Quantitative Study on the Effects of School Development on Character Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Merve%20G%C3%BCcen">Merve Gücen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the aims of education is to educate individuals who have embraced universal moral principles and transform universal moral principles into moral values. Character education aims to educate behaviors of individuals in their mental activities to transform moral principles into moral values in their lives. As the result of this education, individuals are expected to develop positive character traits and become morally indifferent individuals. What are the characteristics of the factors that influence character education at this stage? How should character education help individuals develop positive character traits? Which methods are more effective? These questions come to mind when studying character education. Our research was developed within the framework of these questions. The aim of our study is to provide the most effective use of the education factor that affects character. In this context, we tried to explain character definition, character development, character education and the factors affecting character education using qualitative research methods. At this stage, character education programs applied in various countries were examined and a character education program consisting of Islamic values was prepared and implemented in an International Imam Hatip High School in Istanbul. Our application was carried out with the collaboration of school and families. Various seminars were organized in the school and participation of families was ensured. In the last phase of our study, we worked with the students and their families on the effectiveness of the events held during the program. In this study, it was found that activities such as storytelling and theater in character education programs were effective in recognizing wrong behaviors in individuals. It was determined that our program had a positive effect on the quality of education. It was seen that applications of this educational program affected the behavior of the employees in the educational institution. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=character%20development" title="character development">character development</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20activities" title=" family activities"> family activities</a>, <a href="https://publications.waset.org/abstracts/search?q=values%20education" title=" values education"> values education</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20program" title=" education program"> education program</a> </p> <a href="https://publications.waset.org/abstracts/94543/a-quantitative-study-on-the-effects-of-school-development-on-character-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94543.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">170</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7654</span> Problems and Prospects of an Intelligent Investment in Kazakh Society</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sultanbayeva%20Gulmira%20Serikbayevna">Sultanbayeva Gulmira Serikbayevna</a>, <a href="https://publications.waset.org/abstracts/search?q=Golovchun%20Aleftina%20Anatolyevna"> Golovchun Aleftina Anatolyevna</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The development of any nation is directly related to the development of human capital in it. A human development is an increase its intellectual potential, its compliance with the requirements of time, present and future society. Demands of globalization cannot limit the processes of national traditions. The education system must be formed on the basis of international practice of cultural development. In Kazakhstan, where modernization changes are rapidly developing, the education system should be formed in two ways: first, on a national basis, and secondly, based on global best practices. There is the need to recognize and promote the importance of education as a value. The world community considers the problem of spiritual values. Along with individual values, spiritual values are also universal values. Formation of values such as the presence in young people a sense of respect for their homeland, social responsibility, respect the culture and traditions of its people is the most important task than the possession of material goods. When forming the intellectual nation, values in the field of education and science become investments for the development of the society, as well as education and science today transformed into the most important capital. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=human%20capital" title="human capital">human capital</a>, <a href="https://publications.waset.org/abstracts/search?q=humanitarian%20technology" title=" humanitarian technology"> humanitarian technology</a>, <a href="https://publications.waset.org/abstracts/search?q=intangible%20assets" title=" intangible assets"> intangible assets</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligent%20nation" title=" intelligent nation"> intelligent nation</a>, <a href="https://publications.waset.org/abstracts/search?q=society%20of%20knowledge" title=" society of knowledge"> society of knowledge</a> </p> <a href="https://publications.waset.org/abstracts/4284/problems-and-prospects-of-an-intelligent-investment-in-kazakh-society" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4284.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">317</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">7653</span> Universal Design Building Standard for India: A Critical Inquiry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sushil%20Kumar%20Solanki">Sushil Kumar Solanki</a>, <a href="https://publications.waset.org/abstracts/search?q=Rachna%20Khare"> Rachna Khare</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Universal Design is a concept of built environment creation, where all people are facilitated to the maximum extent possible without using any type of specialized design. However, accessible design is a design process in which the needs of people with disabilities are specifically considered. Building standards on accessibility contains scoping and technical requirements for accessibility to sites, facilities, building and elements by individual with disability. India is also following its prescriptive types of various building standards for the creation of physical environment for people with disabilities. These building standards are based on western models instead of research based standards to serve Indian needs. These standards lack contextual connect when reflects in its application in the urban and rural environment. This study focuses on critical and comparative study of various international building standards and codes, with existing Indian accessibility standards to understand problems and prospects of concept of Universal Design building standards for India. The result of this study is an analysis of existing state of Indian building standard pertaining to accessibility and future need of performance based Universal Design concept. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accessibility" title="accessibility">accessibility</a>, <a href="https://publications.waset.org/abstracts/search?q=building%20standard" title=" building standard"> building standard</a>, <a href="https://publications.waset.org/abstracts/search?q=built-environment" title=" built-environment"> built-environment</a>, <a href="https://publications.waset.org/abstracts/search?q=universal%20design" title=" universal design"> universal design</a> </p> <a href="https://publications.waset.org/abstracts/77824/universal-design-building-standard-for-india-a-critical-inquiry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77824.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">295</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">7652</span> Values-based Physical Education in a Diverse South African Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=C.%20F.%20Jones%20Couto">C. F. Jones Couto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The implementation of quality Physical Education (PE) inspires and instils lasting healthy behavioural patterns, hence have the potential as an educational tool to teach values in today’s society. The goal of PE should be to contribute to the acceptance of the infinite qualities of South Africa’s (RSA) diversity and to claim RSA’s diversity as a source of strength that forms a universal bond of a common set of values. There is a global change in the interaction of children with their environment; their lives are shaped by forces that do not necessarily assist them in learning and applying values. In most countries today, the responsibility for developing values is assigned to schools in formal teaching settings. Values-based education offers an investment in individual and societal improvement through attendance to a values framework. The aim of this qualitative research is to develop a PE programme aligned with the current South African curriculum, enriched with values of Olympism and Ubuntuism, and to present PE teacher training workshops (TTW). Participatory action research will be used as the basis of how data will be collected, analysed, and presented on an ongoing, cyclical basis. PE teachers from different schools in the Tshwane District of RSA will participate as they can best inform the research questions and enhance the understanding of the phenomenon under study. The outcomes of using PE as a tool to teach values can propose recommendations to the Department of Basic Education of RSA to improve and implement a quality PE curriculum that is applicable to practice and that will optimize the chances of meeting the South African National Curriculum Statement standards. A PE programme with the aim of holistic development, based on the values of Olympism and Ubuntuism, can strive to ensure that the values set out in RSA’s constitution are part of PE organization, planning, and teaching at each South African school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=olympism" title="olympism">olympism</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20education" title=" physical education"> physical education</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20training" title=" teacher training"> teacher training</a>, <a href="https://publications.waset.org/abstracts/search?q=ubuntuism" title=" ubuntuism"> ubuntuism</a>, <a href="https://publications.waset.org/abstracts/search?q=values-based%20education" title=" values-based education"> values-based education</a> </p> <a href="https://publications.waset.org/abstracts/164151/values-based-physical-education-in-a-diverse-south-african-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164151.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">105</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">7651</span> Values Education in Military Schools and Işıklar Air Force High School Sample</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mehmet%20Eren%20%C3%87elik">Mehmet Eren Çelik</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Values are notions that help people to decide what is good or not and to direct their attitude. Teaching values has always been very important throughout the history. Values should be thought in younger ages to get more efficiency. Therefore military schools are the last stop to learn values effectively. That’s why values education in military schools has vital importance. In this study the military side of values education is examined. The purpose of the study is to show how important values education is and why military students need values education. First of all what value is and what values education means is clearly explained and values education in schools and specifically in military schools is stated. Then values education in Işıklar Air Force High School exemplifies the given information. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=I%C5%9F%C4%B1klar%20Air%20Force%20High%20School" title="Işıklar Air Force High School">Işıklar Air Force High School</a>, <a href="https://publications.waset.org/abstracts/search?q=military%20school" title=" military school"> military school</a>, <a href="https://publications.waset.org/abstracts/search?q=values" title=" values"> values</a>, <a href="https://publications.waset.org/abstracts/search?q=values%20education" title=" values education "> values education </a> </p> <a href="https://publications.waset.org/abstracts/24619/values-education-in-military-schools-and-isiklar-air-force-high-school-sample" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24619.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">387</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">7650</span> The Smart Record and Replay Mechanism for Android</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kuei-Chun%20Liu">Kuei-Chun Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Yu-Yu%20Lai"> Yu-Yu Lai</a>, <a href="https://publications.waset.org/abstracts/search?q=Ching-Hong%20Wu"> Ching-Hong Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=Hsiao-Han%20Huang"> Hsiao-Han Huang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The number of Android applications (Apps) has increased rapidly in recent years. In order to get better programmatic control over Apps, we designed a record-and-replay mechanism to record Android input events and accessibility service events then make shortcuts. The shortcut is useful for complicated routine works and to Android beginners. We also generated graphical user interface (GUI) API by these shortcuts. GUI API helps developers make integrated Apps which can control other third-party Apps even if the official API is not offered by their providers. We demonstrated the usage of GUI API with two integrated Apps: Universal Bank App and Universal Communication App. Universal Bank App integrates three accounts from different banks and Universal Communication App integrates Line with WhatsApp. Both of them show the advantage of extendable GUI API. Furthermore, using our mechanism, shortcuts could replay almost all of the Top-100 Apps on Google Play correctly. In sum, the approach we present can help both Android developers and general users. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=graphical%20user%20interface" title="graphical user interface">graphical user interface</a>, <a href="https://publications.waset.org/abstracts/search?q=GUI%20API" title=" GUI API"> GUI API</a>, <a href="https://publications.waset.org/abstracts/search?q=record-and-replay" title=" record-and-replay"> record-and-replay</a>, <a href="https://publications.waset.org/abstracts/search?q=third-party%20apps" title=" third-party apps"> third-party apps</a> </p> <a href="https://publications.waset.org/abstracts/44813/the-smart-record-and-replay-mechanism-for-android" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44813.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">407</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">7649</span> Universal Screening for GBS and Efficacy of GBS Intrapartum Antibiotic Prophylaxis [IAP] an Al Rahba Experience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ritu%20Nambiar">Ritu Nambiar</a>, <a href="https://publications.waset.org/abstracts/search?q=Shazia%20Tariq"> Shazia Tariq</a>, <a href="https://publications.waset.org/abstracts/search?q=Sumaira%20Jamil"> Sumaira Jamil</a>, <a href="https://publications.waset.org/abstracts/search?q=Farida%20Munawar"> Farida Munawar</a>, <a href="https://publications.waset.org/abstracts/search?q=Imelda%20Israell"> Imelda Israell</a> </p> <p class="card-text"><strong>Abstract:</strong></p> GBS has emerged as a leading cause of neonatal infections worldwide and clinical trials have demonstrated that giving IAP was effective in reducing early onset GBS (EOGBS) disease of the newborn. There is no available data on the prevalence of GBS in the UAE, therefore, a retrospective chart analysis of our parturients were done to look at our prevalence. The aim of this study is: 1. To study the prevalence of GBS colonization of parturients at al Rahba Hospital following universal screening between 35-37 week. 2. To look at efficacy of GBS intrapartum antibiotic prophylaxis by NICU admission for EO GBS disease of the newborn. 1) The prevalence of GBS in our patient population is 24.15%. 2) Incidence of EO GBS disease of the newborn was 0.6%. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=GBS%20Screening" title="GBS Screening">GBS Screening</a>, <a href="https://publications.waset.org/abstracts/search?q=universal%20intrapartum%20antibiotic%20prophylaxis" title=" universal intrapartum antibiotic prophylaxis"> universal intrapartum antibiotic prophylaxis</a>, <a href="https://publications.waset.org/abstracts/search?q=parturients" title=" parturients"> parturients</a>, <a href="https://publications.waset.org/abstracts/search?q=newborn" title=" newborn "> newborn </a> </p> <a href="https://publications.waset.org/abstracts/15392/universal-screening-for-gbs-and-efficacy-of-gbs-intrapartum-antibiotic-prophylaxis-iap-an-al-rahba-experience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15392.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">398</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">7648</span> Derivatives Balance Method for Linear and Nonlinear Control Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Musaab%20Mohammed%20Ahmed%20Ali">Musaab Mohammed Ahmed Ali</a>, <a href="https://publications.waset.org/abstracts/search?q=Vladimir%20Vodichev"> Vladimir Vodichev</a> </p> <p class="card-text"><strong>Abstract:</strong></p> work deals with an universal control technique or single controller for linear and nonlinear stabilization and tracing control systems. These systems may be structured as SISO and MIMO. Parameters of controlled plants can vary over a wide range. Introduced a novel control systems design method, construction of stable platform orbits using derivative balance, solved transfer function stability preservation problem of linear system under partial substitution of a rational function. Universal controller is proposed as a polar system with the multiple orbits to simplify design procedure, where each orbit represent single order of controller transfer function. Designed controller consist of proportional, integral, derivative terms and multiple feedback and feedforward loops. The controller parameters synthesis method is presented. In generally, controller parameters depend on new polynomial equation where all parameters have a relationship with each other and have fixed values without requirements of retuning. The simulation results show that the proposed universal controller can stabilize infinity number of linear and nonlinear plants and shaping desired previously ordered performance. It has been proven that sensor errors and poor performance will be completely compensated and cannot affect system performance. Disturbances and noises effect on the controller loop will be fully rejected. Technical and economic effect of using proposed controller has been investigated and compared to adaptive, predictive, and robust controllers. The economic analysis shows the advantage of single controller with fixed parameters to drive infinity numbers of plants compared to above mentioned control techniques. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=derivative%20balance" title="derivative balance">derivative balance</a>, <a href="https://publications.waset.org/abstracts/search?q=fixed%20parameters" title=" fixed parameters"> fixed parameters</a>, <a href="https://publications.waset.org/abstracts/search?q=stable%20platform" title=" stable platform"> stable platform</a>, <a href="https://publications.waset.org/abstracts/search?q=universal%20control" title=" universal control"> universal control</a> </p> <a href="https://publications.waset.org/abstracts/147745/derivatives-balance-method-for-linear-and-nonlinear-control-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147745.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">135</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">7647</span> Specification and Unification of All Fundamental Forces Exist in Universe in the Theoretical Perspective – The Universal Mechanics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Surendra%20Mund">Surendra Mund</a> </p> <p class="card-text"><strong>Abstract:</strong></p> At the beginning, the physical entity force was defined mathematically by Sir Isaac Newton in his Principia Mathematica as F ⃗=(dp ⃗)/dt in form of his second law of motion. Newton also defines his Universal law of Gravitational force exist in same outstanding book, but at the end of 20th century and beginning of 21st century, we have tried a lot to specify and unify four or five Fundamental forces or Interaction exist in universe, but we failed every time. Usually, Gravity creates problems in this unification every single time, but in my previous papers and presentations, I defined and derived Field and force equations for Gravitational like Interactions for each and every kind of central systems. This force is named as Variational Force by me, and this force is generated by variation in the scalar field density around the body. In this particular paper, at first, I am specifying which type of Interactions are Fundamental in Universal sense (or in all type of central systems or bodies predicted by my N-time Inflationary Model of Universe) and then unify them in Universal framework (defined and derived by me as Universal Mechanics in a separate paper) as well. This will also be valid in Universal dynamical sense which includes inflations and deflations of universe, central system relativity, Universal relativity, ϕ-ψ transformation and transformation of spin, physical perception principle, Generalized Fundamental Dynamical Law and many other important Generalized Principles of Generalized Quantum Mechanics (GQM) and Central System Theory (CST). So, In this article, at first, I am Generalizing some Fundamental Principles, and then Unifying Variational Forces (General form of Gravitation like Interactions) and Flow Generated Force (General form of EM like Interactions), and then Unify all Fundamental Forces by specifying Weak and Strong Interactions in form of more basic terms - Variational, Flow Generated and Transformational Interactions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Central%20System%20Force" title="Central System Force">Central System Force</a>, <a href="https://publications.waset.org/abstracts/search?q=Disturbance%20Force" title=" Disturbance Force"> Disturbance Force</a>, <a href="https://publications.waset.org/abstracts/search?q=Flow%20Generated%20Forces" title=" Flow Generated Forces"> Flow Generated Forces</a>, <a href="https://publications.waset.org/abstracts/search?q=Generalized%20Nuclear%20Force" title=" Generalized Nuclear Force"> Generalized Nuclear Force</a>, <a href="https://publications.waset.org/abstracts/search?q=Generalized%20Weak%20Interactions" title=" Generalized Weak Interactions"> Generalized Weak Interactions</a>, <a href="https://publications.waset.org/abstracts/search?q=Generalized%20EM-Like%20Interactions" title=" Generalized EM-Like Interactions"> Generalized EM-Like Interactions</a>, <a href="https://publications.waset.org/abstracts/search?q=Imbalance%20Force" title=" Imbalance Force"> Imbalance Force</a>, <a href="https://publications.waset.org/abstracts/search?q=Spin%20Generated%20Forces" title=" Spin Generated Forces"> Spin Generated Forces</a>, <a href="https://publications.waset.org/abstracts/search?q=Transformation%20Generated%20Force" title=" Transformation Generated Force"> Transformation Generated Force</a>, <a href="https://publications.waset.org/abstracts/search?q=Unified%20Force" title=" Unified Force"> Unified Force</a>, <a href="https://publications.waset.org/abstracts/search?q=Universal%20Mechanics" title=" Universal Mechanics"> Universal Mechanics</a>, <a href="https://publications.waset.org/abstracts/search?q=Uniform%20And%20Non-Uniform%20Variational%20Interactions" title=" Uniform And Non-Uniform Variational Interactions"> Uniform And Non-Uniform Variational Interactions</a>, <a href="https://publications.waset.org/abstracts/search?q=Variational%20Interactions" title=" Variational Interactions"> Variational Interactions</a> </p> <a href="https://publications.waset.org/abstracts/169765/specification-and-unification-of-all-fundamental-forces-exist-in-universe-in-the-theoretical-perspective-the-universal-mechanics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169765.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">50</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7646</span> A Compared Approach between Moderate Islamic Values and Basic Human Values</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adel%20Bessadok">Adel Bessadok</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The theory of values postulates that each human has a set of values, or attractive and trans-situational goals, that drive their actions. The Basic Human Values as an incentive construct that apprehends human's values have been shown to govern a wide range of human behaviors. Individuals within and within societies have very different value preferences that reflect their enculturation, their personal experiences, their social places and their genetic heritage. Using a focus group composed by Islamic religious Preachers and a sample of 800 young students; this ongoing study will establish Moderate Islamic Values parameters. We analyze later, for the same students sample the difference between Moderate Islamic Values and Schwartz’s Basic Human Values. Keywords—Moderate Islamic Values, Basic Human Values, Exploratory Factor Analysis and Confirmatory Factor Analysis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=moderate%20Islamic%20values" title="moderate Islamic values">moderate Islamic values</a>, <a href="https://publications.waset.org/abstracts/search?q=basic%20human%20values" title=" basic human values"> basic human values</a>, <a href="https://publications.waset.org/abstracts/search?q=exploratory%20factor%20analysis" title=" exploratory factor analysis"> exploratory factor analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=confirmatory%20factor%20analysis" title=" confirmatory factor analysis"> confirmatory factor analysis</a> </p> <a href="https://publications.waset.org/abstracts/65863/a-compared-approach-between-moderate-islamic-values-and-basic-human-values" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65863.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">382</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">7645</span> Digitalised Welfare: Systems for Both Seeing and Working with Mess</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amelia%20Morris">Amelia Morris</a>, <a href="https://publications.waset.org/abstracts/search?q=Lizzie%20Coles-Kemp"> Lizzie Coles-Kemp</a>, <a href="https://publications.waset.org/abstracts/search?q=Will%20Jones"> Will Jones</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines how community welfare initiatives transform how individuals use and experience an ostensibly universal welfare system. This paper argues that the digitalisation of welfare overlooks the complex reality of being unemployed or in low-wage work, and erects digital barriers to accessing welfare. Utilising analysis of ethnographic research in food banks and community groups, the paper explores the ways that Universal Credit has not abolished face-to-face support, but relocated it to unofficial sites of welfare. The apparent efficiency and simplicity of the state’s digital welfare apparatus, therefore, is produced not by reducing the ‘messiness’ of welfare, but by rendering it invisible within the digital framework. Using the analysis of the study’s data, this paper recommends three principles of service design that would render the messiness visible to the state. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=welfare" title="welfare">welfare</a>, <a href="https://publications.waset.org/abstracts/search?q=digitalisation" title=" digitalisation"> digitalisation</a>, <a href="https://publications.waset.org/abstracts/search?q=food%20bank" title=" food bank"> food bank</a>, <a href="https://publications.waset.org/abstracts/search?q=Universal%20Credit" title=" Universal Credit"> Universal Credit</a> </p> <a href="https://publications.waset.org/abstracts/127231/digitalised-welfare-systems-for-both-seeing-and-working-with-mess" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/127231.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">7644</span> Reinventing Education Systems: Towards an Approach Based on Universal Values and Digital Technologies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ilyes%20Athimni">Ilyes Athimni</a>, <a href="https://publications.waset.org/abstracts/search?q=Mouna%20Bouzazi"> Mouna Bouzazi</a>, <a href="https://publications.waset.org/abstracts/search?q=Mongi%20Boulehmi"> Mongi Boulehmi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Ferchichi"> Ahmed Ferchichi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The principles of good governance, universal values, and digitization are among the tools to fight corruption and improve the quality of service delivery. In recent years, these tools have become one of the most controversial topics in the field of education and a concern of many international organizations and institutions against the problem of corruption. Corruption in the education sector, particularly in higher education, has negative impacts on the quality of education systems and on the quality of administrative or educational services. Currently, the health crisis due to the spread of the COVID-19 pandemic reveals the difficulties encountered by education systems in most countries of the world. Due to the poor governance of these systems, many educational institutions were unable to continue working remotely. To respond to these problems encountered by most education systems in many countries of the world, our initiative is to propose a methodology to reinvent education systems based on global values and digital technologies. This methodology includes a work strategy for educational institutions, whether in the provision of administrative services or in the teaching method, based on information and communication technologies (ICTs), intelligence artificial, and intelligent agents. In addition, we will propose a supervisory law that will be implemented and monitored by intelligent agents to improve accountability, transparency, and accountability in educational institutions. On the other hand, we will implement and evaluate a field experience by applying the proposed methodology in the operation of an educational institution and comparing it to the traditional methodology through the results of teaching an educational program. With these specifications, we can reinvent quality education systems. We also expect the results of our proposal to play an important role at local, regional, and international levels in motivating governments of countries around the world to change their university governance policies. <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=corruption%20in%20education" title=" corruption in education"> corruption in education</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20learning" title=" distance learning"> distance learning</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20systems" title=" education systems"> education systems</a>, <a href="https://publications.waset.org/abstracts/search?q=ICTs" title=" ICTs"> ICTs</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligent%20agents" title=" intelligent agents"> intelligent agents</a>, <a href="https://publications.waset.org/abstracts/search?q=good%20governance" title=" good governance"> good governance</a> </p> <a href="https://publications.waset.org/abstracts/136767/reinventing-education-systems-towards-an-approach-based-on-universal-values-and-digital-technologies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136767.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">213</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">7643</span> The Benefit of a Universal Screening Program for Lipid Disorders in Two to Ten Years Old Lebanese Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nicolas%20Georges">Nicolas Georges</a>, <a href="https://publications.waset.org/abstracts/search?q=Akiki%20Simon"> Akiki Simon</a>, <a href="https://publications.waset.org/abstracts/search?q=Bassil%20Naim"> Bassil Naim</a>, <a href="https://publications.waset.org/abstracts/search?q=Nawfal%20Georges"> Nawfal Georges</a>, <a href="https://publications.waset.org/abstracts/search?q=Abi%20Fares%20Georges"> Abi Fares Georges</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Dyslipidemia has been recognized as a risk factor for cardiovascular diseases. While the development of atherosclerotic lesions begins in childhood and progresses throughout life, data on the prevalence of dyslipidemic children in Lebanon is lacking. Objectives: This study was conducted to assess the benefit of a protocol for universal screening for lipid disorder in Lebanese children aged between two and ten years old. Materials and Methods: A total of four hundred children aged 2 to 10 years old (51.5% boys) were included in the study. The subjects were recruited from private pediatric clinics after parental consent. Fasting total cholesterol (TC), triglycerides (TG), low-density lipoprotein (LDL), high-density lipoprotein (HDL) levels were measured and non-HDL cholesterol was calculated. The values were categorized according to 2011 Expert on Integrated Guidelines for Cardiovascular Health and Risk Reduction in Children and Adolescents. Results: The overall prevalence of high TC ( ≥ 200 mg/dL), high non-HDL-C ( ≥ 145 mg/dL), high LDL ( ≥ 130 mg/dL), high TG ( ≥ 100 mg/dL) and low HDL ( < 40 mg/dL) was respectively 19.5%, 23%, 19%, 31.8% and 20%. The overall frequency of dyslipidemia was 51.7%. In a bivariate analysis, dyslipidemia in children was associated with a BMI ≥ 95ᵗʰ percentile and parents having TC > 240 mg/dL with a P value respectively of 0.006 and 0.0001. Furthermore, high TG was independently associated with a BMI ≥ 95ᵗʰ percentile (P=0.0001). Children with parents having TC > 240 mg/dL was significantly correlated with high TC, high non-HDL-C and high LDL (P=0.0001 for all variables). Finally, according to the Pediatric dyslipidemia screening guidelines from the 2011 Expert Panel, 62.3% of dyslipidemic children had at least 1 risk factor that qualified them for screening while 37.7% of them didn’t have any risk factor. Conclusions: It is preferable to review the latest pediatric dyslipidemia screening guidelines by performing a universal screening program since a third of our dyslipidemic Lebanese children have been missed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cardiovascular%20risk%20factors" title="cardiovascular risk factors">cardiovascular risk factors</a>, <a href="https://publications.waset.org/abstracts/search?q=dyslipidemia" title=" dyslipidemia"> dyslipidemia</a>, <a href="https://publications.waset.org/abstracts/search?q=Lebanese%20children" title=" Lebanese children"> Lebanese children</a>, <a href="https://publications.waset.org/abstracts/search?q=screening" title=" screening"> screening</a> </p> <a href="https://publications.waset.org/abstracts/91958/the-benefit-of-a-universal-screening-program-for-lipid-disorders-in-two-to-ten-years-old-lebanese-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91958.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">231</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">7642</span> Implementing Universal Design for Learning in Social Work Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kaycee%20Bills">Kaycee Bills</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Action research is a method of inquiry useful in solving social problems in social work. This study seeks to address a significant problem: higher education’s use of traditional instructional methods in social work education. Ineffective techniques, such as lecturing, fail to account for students’ variable learning needs. In contrast to traditional pedagogy, universal design for learning (UDL) is a robust framework that '[improves] and [optimizes] teaching and learning for all people' (CAST, 2018), including students with disabilities. For this project, the research team interviewed the UDL and Accessibility Specialist at their institution for two reasons: (1) to learn how to implement UDL practices in their classrooms, and in turn, (2) to motivate other faculty members at their institution to consider enacting UDL principles. A thematic analysis of the interview’s transcript reveals themes relevant to practicing UDL. Implications for future practice, as well as the researcher’s reflections on the research process, are shared in the discussion section. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disabilities" title="disabilities">disabilities</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=inclusive%20education" title=" inclusive education"> inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=universal%20design%20for%20learning" title=" universal design for learning"> universal design for learning</a> </p> <a href="https://publications.waset.org/abstracts/115021/implementing-universal-design-for-learning-in-social-work-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/115021.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">128</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">7641</span> The Universal Cultural Associations in the Conceptual Metaphors Used in the Headlines of Arab News and Saudi Gazette Newspapers: A Critical Cognitive Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hind%20Hassan%20Arruwaite">Hind Hassan Arruwaite</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Conceptual metaphor is a cognitive semantic tool that provides access to people's conceptual systems. The correlation in the human conceptual system surpasses limited time and specific cultures. The universal associations provide universal schemas that organize people's conceptualization of the world. The study aims to explore how the cultural associations used in conceptual metaphors create commonalities and harmony between people of the world. In the research methodology, the researcher implemented Critical Metaphor Analysis, Metaphor Candidate Identification and Metaphor Identification Procedure models to deliver qualitative and descriptive findings. The semantic tension was the key criterion in identifying metaphorically used words in the headlines. The research materials are the oil trade conceptual metaphors used in the headlines of Arab News and Saudi Gazette Newspapers. The data will be uploaded to the self-constructed corpus to examine electronic lists for identifying conceptual metaphors. The study investigates the types of conceptual metaphors used in the headlines of the newspapers, the cultural associations identified in the conceptual metaphors, and whether the identified cultural associations in conceptual metaphors create universal conceptual schemas. The study aligned with previous seminal works on conceptual metaphor theory in emphasizing the distinctive power of conceptual metaphors in exposing the cultural associations that unify people's perceptions. The correlation of people conceptualization provides universal schemas that involve elements of human sensorimotor experiences. The study contributes to exposing the shared cultural associations that ensure the commonality of all humankind's thinking mechanism. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20discourse%20analysis" title="critical discourse analysis">critical discourse analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20metaphor%20analysis" title=" critical metaphor analysis"> critical metaphor analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=conceptual%20metaphor%20theory" title=" conceptual metaphor theory"> conceptual metaphor theory</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20and%20specific%20metaphors" title=" primary and specific metaphors"> primary and specific metaphors</a>, <a href="https://publications.waset.org/abstracts/search?q=corpus-driven%20approach" title=" corpus-driven approach"> corpus-driven approach</a>, <a href="https://publications.waset.org/abstracts/search?q=universal%20associations" title=" universal associations"> universal associations</a>, <a href="https://publications.waset.org/abstracts/search?q=image%20schema" title=" image schema"> image schema</a>, <a href="https://publications.waset.org/abstracts/search?q=sensorimotor%20experience" title=" sensorimotor experience"> sensorimotor experience</a>, <a href="https://publications.waset.org/abstracts/search?q=oil%20trade" title=" oil trade"> oil trade</a> </p> <a href="https://publications.waset.org/abstracts/143748/the-universal-cultural-associations-in-the-conceptual-metaphors-used-in-the-headlines-of-arab-news-and-saudi-gazette-newspapers-a-critical-cognitive-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143748.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">201</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">7640</span> The Psychological Significance of Cultural and Religious Values Among the Arab Population</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michel%20Mikhail">Michel Mikhail</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Values, which are the guiding principles and beliefs of our lives, have an influence on one’s psychological health. This study aims to investigate how Schwartz’s four higher-order values (conservation, openness to change, self-transcendence, and self-enhancement) and religious values influence psychological health among the Arab population. Methods: A total of 1,023 respondents from nine Arab countries aged 18 to 71 filled out an online survey with measures of the following constructs: Schwartz’s four higher-order values (Portrait Value Questionnaire-21), religious values (Sahin’s Index of Islamic Moral Values), and general psychological health (General Health Questionnaire-28). Results: Two models of multiple regression were conducted to investigate the relationships between values and psychological health. Higher conservation, self-enhancement, and religious values were significantly associated with better psychological health, with conservation losing significance after adding religious values to the model. All of Schwartz’s four values were found to have a significant relationship with religious values. More self-enhancement and conservation values were associated with higher identification of religious values, and the opposite was true for the other two values. Conclusion: The findings challenged existing assumptions that conservation values relate negatively to psychological health. This finding could be explained by the congruence of conservation values and the Arab culture. The most powerful relationships were those of self-enhancement and religious values, both of which were positively associated with psychological health. As such, therapists should be aware to reconsider biases against religious or conservation values and rather pay attention to their potential positive influence over one’s psychological health. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=counseling%20psychology" title="counseling psychology">counseling psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=counseling%20and%20cultural%20values" title=" counseling and cultural values"> counseling and cultural values</a>, <a href="https://publications.waset.org/abstracts/search?q=counseling%20and%20religious%20values" title=" counseling and religious values"> counseling and religious values</a>, <a href="https://publications.waset.org/abstracts/search?q=psychotherapy%20and%20Arab%20values" title=" psychotherapy and Arab values"> psychotherapy and Arab values</a> </p> <a href="https://publications.waset.org/abstracts/187711/the-psychological-significance-of-cultural-and-religious-values-among-the-arab-population" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187711.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">48</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7639</span> Existence Theory for First Order Functional Random Differential Equations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rajkumar%20N.%20Ingle">Rajkumar N. Ingle</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, the existence of a solution of nonlinear functional random differential equations of the first order is proved under caratheodory condition. The study of the functional random differential equation has got importance in the random analysis of the dynamical systems of universal phenomena. Objectives: Nonlinear functional random differential equation is useful to the scientists, engineers, and mathematicians, who are engaged in N.F.R.D.E. analyzing a universal random phenomenon, govern by nonlinear random initial value problems of D.E. Applications of this in the theory of diffusion or heat conduction. Methodology: Using the concepts of probability theory, functional analysis, generally the existence theorems for the nonlinear F.R.D.E. are prove by using some tools such as fixed point theorem. The significance of the study: Our contribution will be the generalization of some well-known results in the theory of Nonlinear F.R.D.E.s. Further, it seems that our study will be useful to scientist, engineers, economists and mathematicians in their endeavors to analyses the nonlinear random problems of the universe in a better way. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Random%20Fixed%20Point%20Theorem" title="Random Fixed Point Theorem">Random Fixed Point Theorem</a>, <a href="https://publications.waset.org/abstracts/search?q=functional%20random%20differential%20equation" title=" functional random differential equation"> functional random differential equation</a>, <a href="https://publications.waset.org/abstracts/search?q=N.F.R.D.E." title=" N.F.R.D.E."> N.F.R.D.E.</a>, <a href="https://publications.waset.org/abstracts/search?q=universal%20random%20phenomenon" title=" universal random phenomenon "> universal random phenomenon </a> </p> <a href="https://publications.waset.org/abstracts/28934/existence-theory-for-first-order-functional-random-differential-equations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28934.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">501</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">7638</span> Towards Establishing a Universal Theory of Project Management</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Divine%20Kwaku%20Ahadzie">Divine Kwaku Ahadzie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Project management (PM) as a concept has evolved from the early 20th Century into a recognized academic and professional discipline, and indications are that it has come to stay in the 21st Century as a world-wide paradigm shift for managing successful construction projects. However, notwithstanding the strong inroads that PM has made in legitimizing its academic and professional status in construction management practice, the underlining philosophies are still based on cases and conventional practices. An important theoretical issue yet to be addressed is the lack of a universal theory that offers philosophical legitimacy for the PM concept as a uniquely specialized management concept. Here, it is hypothesized that the law of entropy, the theory of uncertainties and the theory of risk management offer plausible explanations for addressing the lacuna of what constitute PM theory. The theoretical bases of these plausible underlying theories are argued and attempts made to establish the functional relationships that exist between these theories and the PM concept. The paper then draws on data related to the success and/or failure of a number of construction projects to validate the theory. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=concepts" title="concepts">concepts</a>, <a href="https://publications.waset.org/abstracts/search?q=construction" title=" construction"> construction</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20management" title=" project management"> project management</a>, <a href="https://publications.waset.org/abstracts/search?q=universal%20theory" title=" universal theory"> universal theory</a> </p> <a href="https://publications.waset.org/abstracts/35702/towards-establishing-a-universal-theory-of-project-management" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35702.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">328</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">7637</span> Design and Analysis of Universal Multifunctional Leaf Spring Main Landing Gear for Light Aircraft</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Meiyuan%20Zheng">Meiyuan Zheng</a>, <a href="https://publications.waset.org/abstracts/search?q=Jingwu%20He"> Jingwu He</a>, <a href="https://publications.waset.org/abstracts/search?q=Yuexi%20Xiong"> Yuexi Xiong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A universal multi-function leaf spring main landing gear was designed for light aircraft. The main landing gear combined with the leaf spring, skidding, and wheels enables it to have a good takeoff and landing performance on various grounds such as the hard, snow, grass and sand grounds. Firstly, the characteristics of different landing sites were studied in this paper in order to analyze the load of the main landing gear on different types of grounds. Based on this analysis, the structural design optimization along with the strength and stiffness characteristics of the main landing gear has been done, which enables it to have good takeoff and landing performance on different types of grounds given the relevant regulations and standards. Additionally, the impact of the skidding on the aircraft during the flight was also taken into consideration. Finally, a universal multi-function leaf spring type of the main landing gear suitable for light aircraft has been developed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=landing%20gear" title="landing gear">landing gear</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-function" title=" multi-function"> multi-function</a>, <a href="https://publications.waset.org/abstracts/search?q=leaf%20spring" title=" leaf spring"> leaf spring</a>, <a href="https://publications.waset.org/abstracts/search?q=skidding" title=" skidding"> skidding</a> </p> <a href="https://publications.waset.org/abstracts/73736/design-and-analysis-of-universal-multifunctional-leaf-spring-main-landing-gear-for-light-aircraft" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73736.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">268</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">7636</span> Value Analysis of Islamic Banking and Conventional Banking to Measure Value Co-Creation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amna%20Javed">Amna Javed</a>, <a href="https://publications.waset.org/abstracts/search?q=Hisashi%20Masuda"> Hisashi Masuda</a>, <a href="https://publications.waset.org/abstracts/search?q=Youji%20Kohda"> Youji Kohda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines the value analysis in Islamic and conventional banking services in Pakistan. Many scholars have focused on co-creation of values in services but mainly economic values not non-economic. As Islamic banking is based on Islamic principles that are more concerned with non-economic values (well-being, partnership, fairness, trust worthy, and justice) than economic values as money in terms of interest. This study is important to know the providers point of view about the co-created values, because, it may be more sustainable and appropriate for today’s unpredictable socioeconomic environment. Data were collected from 4 banks (2 Islamic and 2 conventional banks). Text mining technique is applied for data analysis, and values with 100% occurrences in Islamic banking are chosen. The results reflect that Islamic banking is more centric towards non-economic values than economic values and it promotes team work and partnership concept by applying Islamic spirit and trust worthiness concept. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=economic%20values" title="economic values">economic values</a>, <a href="https://publications.waset.org/abstracts/search?q=Islamic%20banking" title=" Islamic banking"> Islamic banking</a>, <a href="https://publications.waset.org/abstracts/search?q=non-economic%20values" title=" non-economic values"> non-economic values</a>, <a href="https://publications.waset.org/abstracts/search?q=value%20system" title=" value system"> value system</a> </p> <a href="https://publications.waset.org/abstracts/2430/value-analysis-of-islamic-banking-and-conventional-banking-to-measure-value-co-creation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2430.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">462</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">7635</span> Impact of Implementation of Right to Education in Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rukhsar%20Ahmed">Rukhsar Ahmed</a>, <a href="https://publications.waset.org/abstracts/search?q=Jawed%20Aziz%20Masudi"> Jawed Aziz Masudi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the present study, an attempt has been made about the right to an education in Pakistan. The research is the focus in respect of International Law Article 26 of the Universal Declaration of Human Rights. The main motivation behind getting great training is, as a rule, decent resident and afterward being effective in close to home and expert life. We are fragmented without decent instruction since training makes us the right mastermind and right chief. In such a focused world, instruction has turned into a need for people after sustenance, dress and haven. It can give answers for all issues; it advances great propensities and mindfulness about defilement, fear-mongering, and other social issues among us. <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=right%20to%20education" title=" right to education"> right to education</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20right" title=" human right"> human right</a>, <a href="https://publications.waset.org/abstracts/search?q=universal%20declaration" title=" universal declaration"> universal declaration</a>, <a href="https://publications.waset.org/abstracts/search?q=law" title=" law"> law</a> </p> <a href="https://publications.waset.org/abstracts/147511/impact-of-implementation-of-right-to-education-in-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147511.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">162</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=universal%20values&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=universal%20values&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=universal%20values&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=universal%20values&page=5">5</a></li> <li class="page-item"><a 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