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self-efficacy</title> <meta name="description" content="Search results for: general self-efficacy"> <meta name="keywords" content="general self-efficacy"> <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 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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="general self-efficacy"> <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> 5061</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: general self-efficacy</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5061</span> Human Resource Development Climate (HRDC) in Nigerian Banks: General and Gender Perceptions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Akinyemi%20Benjamin">Akinyemi Benjamin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the prevailing HRDC Nigerian commercial banks as perceived by employees in general. The perceptional differences on the state of HRDC by gender category are also examined. Using Abraham and Rao’s HRDC 38-item questionnaire, data from 310 respondents, with 303 valid responses, were entered into excel sheet and analysed to determine frequencies, mean scores, standard deviation and percentages for four variables: HRDC, general climate, HRD mechanism, and OCTAPAC culture. Results of analysis indicate that generally, employees perceive the overall HRDC and its three dimensions of general climate, HRD mechanism and OCTAPAC culture to be at an average or moderate level. The perceptions of both male and female subjects also indicate an average HRDC level although participants report slightly higher scores than their male subjects but these scores are still at an average level on all the dimensions of HRDC measured. The implications of this result for organizations in general and the banking industry in particular are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=HRDC" title="HRDC">HRDC</a>, <a href="https://publications.waset.org/abstracts/search?q=HRD%20mechanism" title=" HRD mechanism"> HRD mechanism</a>, <a href="https://publications.waset.org/abstracts/search?q=general%20climate" title=" general climate"> general climate</a>, <a href="https://publications.waset.org/abstracts/search?q=OCTAPAC%20culture" title=" OCTAPAC culture"> OCTAPAC culture</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a> </p> <a href="https://publications.waset.org/abstracts/10374/human-resource-development-climate-hrdc-in-nigerian-banks-general-and-gender-perceptions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10374.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">417</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">5060</span> Exposure to Bullying and General Psychopathology: A Prospective, Longitudinal Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jolien%20Rijlaarsdam">Jolien Rijlaarsdam</a>, <a href="https://publications.waset.org/abstracts/search?q=Charlotte%20A.%20M.%20Cecil"> Charlotte A. M. Cecil</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Marieke%20Buil"> J. Marieke Buil</a>, <a href="https://publications.waset.org/abstracts/search?q=Pol%20A.%20C.%20Van%20Lier"> Pol A. C. Van Lier</a>, <a href="https://publications.waset.org/abstracts/search?q=Edward%20D.%20%20Barker"> Edward D. Barker</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although there is mounting evidence that the experience of being bullied associates with both internalizing and externalizing symptoms, it is not known yet whether the identified associations are specific to these symptoms or shared between them. The primary focus of this study is to assess the prospective associations of bullying exposure with both general and specific (i.e., internalizing, externalizing) factors of psychopathology. This study included data from 6,210 children participating in the Avon Longitudinal Study of Parents and Children (ALSPAC). Child bullying was measured by self-report at ages 8 and 10 years. Child psychopathology symptoms were assessed by parent-interview, using the Development and Well-being Assessment (DAWBA) at ages 7 and 13 years. Bullying exposure is significantly associated with the general psychopathology factor in early adolescence. In particular, chronically victimized youth exposed to multiple forms of bullying (i.e., both overt and relational) showed the highest levels of general psychopathology. Bullying exposure is also associated with both internalizing and externalizing factors from the correlated-factors model. However, the effect estimates for these factors decreased considerably in size and dropped to insignificant for the internalizing factor after extracting the shared variance that belongs to the general factor of psychopathology. In an integrative longitudinal model, higher levels of general psychopathology at age seven are associated with bullying exposure at age eight, which, in turn, is associated with general psychopathology at age 13 through its two-year continuity. Findings suggest that exposure to bullying is a risk factor for a more general vulnerability to psychopathology through mutually influencing relationships. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bullying%20exposure" title="bullying exposure">bullying exposure</a>, <a href="https://publications.waset.org/abstracts/search?q=externalizing" title=" externalizing"> externalizing</a>, <a href="https://publications.waset.org/abstracts/search?q=general%20psychopathology" title=" general psychopathology"> general psychopathology</a>, <a href="https://publications.waset.org/abstracts/search?q=internalizing" title=" internalizing"> internalizing</a>, <a href="https://publications.waset.org/abstracts/search?q=longitudinal" title=" longitudinal"> longitudinal</a> </p> <a href="https://publications.waset.org/abstracts/132837/exposure-to-bullying-and-general-psychopathology-a-prospective-longitudinal-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132837.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">139</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">5059</span> The Relation between Subtitling and General Translation from a Didactic Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sonia%20Gonzalez%20Cruz">Sonia Gonzalez Cruz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Subtitling activities allow for acquiring and developing certain translation skills, and they also have a great impact on the students' motivation. Active subtitling is a relatively recent activity that has generated a lot of interest particularly in the field of second-language acquisition, but it is also present within both the didactics of general translation and language teaching for translators. It is interesting to analyze the level of inclusion of these new resources into the existent curricula and observe to what extent these different teaching methods are being used in the translation classroom. Although subtitling has already become an independent discipline of study and it is considered to be a type of translation on its own, it is necessary to do further research on the different didactic varieties that this type of audiovisual translation offers. Therefore, this project is framed within the field of the didactics of translation, and it focuses on the relationship between the didactics of general translation and active subtitling as a didactic tool. Its main objective is to analyze the inclusion of interlinguistic active subtitling in general translation curricula at different universities. As it has been observed so far, the analyzed curricula do not make any type of reference to the use of this didactic tool in general translation classrooms. However, they do register the inclusion of other audiovisual activities such as dubbing, script translation or video watching, among others. By means of online questionnaires and interviews, the main goal is to confirm the results obtained after the observation of the curricula and find out to what extent subtitling has actually been included into general translation classrooms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=subtitling" title="subtitling">subtitling</a>, <a href="https://publications.waset.org/abstracts/search?q=general%20translation" title=" general translation"> general translation</a>, <a href="https://publications.waset.org/abstracts/search?q=didactics" title=" didactics"> didactics</a>, <a href="https://publications.waset.org/abstracts/search?q=translation%20competence" title=" translation competence"> translation competence</a> </p> <a href="https://publications.waset.org/abstracts/83484/the-relation-between-subtitling-and-general-translation-from-a-didactic-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83484.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">176</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">5058</span> A Heuristic Approach for the General Flowshop Scheduling Problem to Minimize the Makespan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohsen%20Ziaee">Mohsen Ziaee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Almost all existing researches on the flowshop scheduling problems focus on the permutation schedules and there is insufficient study dedicated to the general flowshop scheduling problems in the literature, since the modeling and solving of the general flowshop scheduling problems are more difficult than the permutation ones, especially for the large-size problem instances. This paper considers the general flowshop scheduling problem with the objective function of the makespan (F//Cmax). We first find the optimal solution of the problem by solving a mixed integer linear programming model. An efficient heuristic method is then presented to solve the problem. An ant colony optimization algorithm is also proposed for the problem. In order to evaluate the performance of the methods, computational experiments are designed and performed. Numerical results show that the heuristic algorithm can result in reasonable solutions with low computational effort and even achieve optimal solutions in some cases. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=scheduling" title="scheduling">scheduling</a>, <a href="https://publications.waset.org/abstracts/search?q=general%20flow%20shop%20scheduling%20problem" title=" general flow shop scheduling problem"> general flow shop scheduling problem</a>, <a href="https://publications.waset.org/abstracts/search?q=makespan" title=" makespan"> makespan</a>, <a href="https://publications.waset.org/abstracts/search?q=heuristic" title=" heuristic"> heuristic</a> </p> <a href="https://publications.waset.org/abstracts/92277/a-heuristic-approach-for-the-general-flowshop-scheduling-problem-to-minimize-the-makespan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92277.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">207</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">5057</span> Comparing the Contribution of General Vocabulary Knowledge and Academic Vocabulary Knowledge to Learners' Academic Achievement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Reem%20Alsager">Reem Alsager</a>, <a href="https://publications.waset.org/abstracts/search?q=James%20Milton"> James Milton</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Coxhead’s (2000) Academic Word List (AWL) believed to be essential for students pursuing higher education and helps differentiate English for Academic Purposes (EAP) from General English as a course of study, and it is thought to be important for comprehending English academic texts. It has been described that AWL is an infrequent, discrete set of vocabulary items unreachable from general language. On the other hand, it has been known for a period of time that general vocabulary knowledge is a good predictor of academic achievement. This study, however, is an attempt to measure and compare the contribution of academic knowledge and general vocabulary knowledge to learners’ GPA and examine what knowledge is a better predictor of academic achievement and investigate whether AWL as a specialised list of infrequent words relates to the frequency effect. The participants were comprised of 44 international postgraduate students in Swansea University, all from the School of Management, following the taught MSc (Master of Science). The study employed the Academic Vocabulary Size Test (AVST) and the XK_Lex vocabulary size test. The findings indicate that AWL is a list based on word frequency rather than a discrete and unique word list and that the AWL performs the same function as general vocabulary, with tests of each found to measure largely the same quality of knowledge. The findings also suggest that the contribution that AWL knowledge provides for academic success is not sufficient and that general vocabulary knowledge is better in predicting academic achievement. Furthermore, the contribution that academic knowledge added above the contribution of general vocabulary knowledge when combined is really small and noteworthy. This study’s results are in line with the argument and suggest that it is the development of general vocabulary size is an essential quality for academic success and acquiring the words of the AWL will form part of this process. The AWL by itself does not provide sufficient coverage, and is probably not specialised enough, for knowledge of this list to influence this general process. It can be concluded that AWL as an academic word list epitomizes only a fraction of words that are actually needed for academic success in English and that knowledge of academic vocabulary combined with general vocabulary knowledge above the most frequent 3000 words is what matters most to ultimate academic success. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title="academic achievement">academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20vocabulary" title=" academic vocabulary"> academic vocabulary</a>, <a href="https://publications.waset.org/abstracts/search?q=general%20vocabulary" title=" general vocabulary"> general vocabulary</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20size" title=" vocabulary size"> vocabulary size</a> </p> <a href="https://publications.waset.org/abstracts/82743/comparing-the-contribution-of-general-vocabulary-knowledge-and-academic-vocabulary-knowledge-to-learners-academic-achievement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82743.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">219</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">5056</span> The Success and Failure of the Solicitor General When the U.S. Government Appears as a Direct Party before the U.S. Supreme Court</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joseph%20Ignagni">Joseph Ignagni</a>, <a href="https://publications.waset.org/abstracts/search?q=Rebecca%20Deen"> Rebecca Deen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper analyzes the extent to which the U.S. Supreme Court votes to support the position of the United States in cases where the government is a party to the litigation. This study considers the relationship between the Solicitor General’s Office and the U.S. Supreme Court. The Solicitor General has the unique position of being the representative of the Executive Branch and the U.S. government before the Supreme Court. While a great deal of research has looked at the Solicitor General’s success as a “friend of the court,” far less has considered this relationship when the U.S. is a direct party in the litigation. This paper investigates the success rate of the Solicitor General’s Office in these cases. We find that there is considerable variation in the U.S. government’s success rate before the Court depending on the issue, Supreme Court leadership, the ideological direction of the Court and whether the U.S. approached the Court as a petitioner or respondent. We conduct our analysis on the Court’s decisions from 1953-2009. This study adds to our understanding of checks and balances, separation of powers, and inter-institutional relationships between the branches of the federal government of the United States. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=U.S.%20president" title="U.S. president">U.S. president</a>, <a href="https://publications.waset.org/abstracts/search?q=solicitor%20general" title=" solicitor general"> solicitor general</a>, <a href="https://publications.waset.org/abstracts/search?q=U.S.%20Supreme%20Court" title=" U.S. Supreme Court"> U.S. Supreme Court</a>, <a href="https://publications.waset.org/abstracts/search?q=separation%20of%20power" title=" separation of power"> separation of power</a>, <a href="https://publications.waset.org/abstracts/search?q=checks%20and%20balances" title=" checks and balances"> checks and balances</a> </p> <a href="https://publications.waset.org/abstracts/3984/the-success-and-failure-of-the-solicitor-general-when-the-us-government-appears-as-a-direct-party-before-the-us-supreme-court" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3984.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">360</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">5055</span> The Role of the General Budget in the Agricultural and Rural Development as an Alternative Economic outside the Hydrocarbons Sector </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kherbache%20Radhwane">Kherbache Radhwane</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is concerned with the nature of the strategy of agricultural and rural development, through the fiscal policy adopted by the government throughout programs included in the general budget of the state represented in the national program of agricultural and rural development. This study concluded that the general balance play an important role in the design of the strategy of agricultural and rural development despite the numerous problems clear in the result of the precedent plans of agricultural and rural development. Based on that we suggest that more importance should be accorded to the agricultural and rural field and that it should be one among economic alternatives to the collection of petroleum, as the countryside is the future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=general%20balance" title="general balance">general balance</a>, <a href="https://publications.waset.org/abstracts/search?q=political%20economy" title=" political economy"> political economy</a>, <a href="https://publications.waset.org/abstracts/search?q=strategy%20of%20agricultural%20and%20rural%20development" title=" strategy of agricultural and rural development"> strategy of agricultural and rural development</a>, <a href="https://publications.waset.org/abstracts/search?q=economic%20alternatives" title=" economic alternatives"> economic alternatives</a>, <a href="https://publications.waset.org/abstracts/search?q=collection%20of%20petroleum" title=" collection of petroleum"> collection of petroleum</a> </p> <a href="https://publications.waset.org/abstracts/11312/the-role-of-the-general-budget-in-the-agricultural-and-rural-development-as-an-alternative-economic-outside-the-hydrocarbons-sector" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11312.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">346</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">5054</span> Diagonal Vector Autoregressive Models and Their Properties</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Usoro%20Anthony%20E.">Usoro Anthony E.</a>, <a href="https://publications.waset.org/abstracts/search?q=Udoh%20Emediong"> Udoh Emediong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Diagonal Vector Autoregressive Models are special classes of the general vector autoregressive models identified under certain conditions, where parameters are restricted to the diagonal elements in the coefficient matrices. Variance, autocovariance, and autocorrelation properties of the upper and lower diagonal VAR models are derived. The new set of VAR models is verified with empirical data and is found to perform favourably with the general VAR models. The advantage of the diagonal models over the existing models is that the new models are parsimonious, given the reduction in the interactive coefficients of the general VAR models. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=VAR%20models" title="VAR models">VAR models</a>, <a href="https://publications.waset.org/abstracts/search?q=diagonal%20VAR%20models" title=" diagonal VAR models"> diagonal VAR models</a>, <a href="https://publications.waset.org/abstracts/search?q=variance" title=" variance"> variance</a>, <a href="https://publications.waset.org/abstracts/search?q=autocovariance" title=" autocovariance"> autocovariance</a>, <a href="https://publications.waset.org/abstracts/search?q=autocorrelations" title=" autocorrelations"> autocorrelations</a> </p> <a href="https://publications.waset.org/abstracts/157980/diagonal-vector-autoregressive-models-and-their-properties" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157980.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">116</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">5053</span> Mindfulness among Educators in General and Special Education at Independent Schools in Qatar and Its Effects on Their Academic Performance and Self-Efficacy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20S.%20Osman">Mohamed S. Osman</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20R.%20Nosair"> Mohamed R. Nosair</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study aims to determine the effects of mindfulness on self-efficacy and professional success among educators of general and special education at Qatar Independent. The study sample will consist of 100 educators from the males and females divided to (50) educators of general education and (50) educators of Special Education in primary, and high schools. They will response to mindfulness scale and the scale of self-efficacy. In addition, use reports of the assessment by the Department of Education for their performance and assessments of their supervisors. The study will examine the effect of some variables such as differences between educators from general and special education, as well as the differences between males and females and years of experience. The study will use a statistic descriptive approach and Correlative analysis such as; means and the Pearson correlation coefficient. The study may predicts differences between educators in all variables study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mindfulness" title="mindfulness">mindfulness</a>, <a href="https://publications.waset.org/abstracts/search?q=educators" title=" educators"> educators</a>, <a href="https://publications.waset.org/abstracts/search?q=general%20education" title=" general education"> general education</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20education" title=" special education"> special education</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title=" academic performance"> academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a> </p> <a href="https://publications.waset.org/abstracts/63262/mindfulness-among-educators-in-general-and-special-education-at-independent-schools-in-qatar-and-its-effects-on-their-academic-performance-and-self-efficacy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63262.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">354</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">5052</span> Factors Affecting General Practitioners’ Transfer of Specialized Self-Care Knowledge to Patients</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Weidong%20Xia">Weidong Xia</a>, <a href="https://publications.waset.org/abstracts/search?q=Malgorzata%20Kolotylo"> Malgorzata Kolotylo</a>, <a href="https://publications.waset.org/abstracts/search?q=Xuan%20Tan"> Xuan Tan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines the key factors that influence general practitioners’ learning and transfer of specialized arthritis knowledge and self-care techniques to patients during normal patient visits. Drawing on the theory of planed behavior and using matched survey data collected from general practitioners before and after training sessions provided by specialized orthopedic physicians, the study suggests that the general practitioner’s intention to use and transfer learned knowledge was influenced mainly by intrinsic motivation, organizational learning culture and absorptive capacity, but was not influenced by extrinsic motivation. The results provide both theoretical and practical implications. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=empirical%20study" title="empirical study">empirical study</a>, <a href="https://publications.waset.org/abstracts/search?q=healthcare%20knowledge%20management" title=" healthcare knowledge management"> healthcare knowledge management</a>, <a href="https://publications.waset.org/abstracts/search?q=patient%20self-care" title=" patient self-care"> patient self-care</a>, <a href="https://publications.waset.org/abstracts/search?q=physician%20knowledge%20transfer" title=" physician knowledge transfer"> physician knowledge transfer</a> </p> <a href="https://publications.waset.org/abstracts/50458/factors-affecting-general-practitioners-transfer-of-specialized-self-care-knowledge-to-patients" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50458.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">299</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">5051</span> The Relationship between General Self-Efficacy, Perfectionism and Trait Anxiety: A Study among Gifted Students </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marialena%20Kostouli">Marialena Kostouli</a>, <a href="https://publications.waset.org/abstracts/search?q=Georgia%20Tsoulfa"> Georgia Tsoulfa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study is to investigate the relationship between general self-efficacy, perfectionism, and gifted students’ trait anxiety. One hundred fifty three students, who were all selected and enrolled at the Center for Talented Youth (CTY) - Greece summer program, participated in the study. The sample consisted of 78 males (51%) and 75 females (49%), with a mean age of 14.96 years (SD = 1.16 years). Three self-report questionnaires were used for the purposes of the current study, the Frost Multidimensional Perfectionism scale, the State-Trait anxiety inventory and the General Self-Efficacy scale. The results revealed a significant correlation between trait anxiety, general self-efficacy and the four sub-scales of perfectionism (concern over mistakes and doubts about actions, excessive concern with parents’ expectations and evaluation, excessively high personal standards and concern with precision, order, and organization). It was also found that the female CTY students experience greater levels of trait anxiety compared to the male CTYers. Moreover, a multiple regression analysis was conducted in order to determine the possible predictors of gifted students’ trait anxiety. The analysis showed that general self-efficacy and the concern over mistakes and doubts about actions significantly predicted the trait anxiety of the gifted children that we examined. Avenues of further research and implications for the development of interventions to help gifted students promote their general self-efficacy, reduce their concern over their actions and develop strategies in order to cope with their anxiety are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=general%20self-efficacy" title="general self-efficacy">general self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=gifted%20students" title=" gifted students"> gifted students</a>, <a href="https://publications.waset.org/abstracts/search?q=perfectionism" title=" perfectionism"> perfectionism</a>, <a href="https://publications.waset.org/abstracts/search?q=trait%20anxiety" title=" trait anxiety "> trait anxiety </a> </p> <a href="https://publications.waset.org/abstracts/86991/the-relationship-between-general-self-efficacy-perfectionism-and-trait-anxiety-a-study-among-gifted-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86991.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">341</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">5050</span> The Effect of General Corrosion on the Guided Wave Inspection of the Pipeline</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shiuh-Kuang%20Yang">Shiuh-Kuang Yang</a>, <a href="https://publications.waset.org/abstracts/search?q=Sheam-Chyun%20Lin"> Sheam-Chyun Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Jyin-Wen%20Cheng"> Jyin-Wen Cheng</a>, <a href="https://publications.waset.org/abstracts/search?q=Deng-Guei%20Hsu">Deng-Guei Hsu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The torsional mode of guided wave, T(0,1), has been applied to detect characteristics and defects in pipelines, especially in the cases of coated, elevated and buried pipes. The signals of minor corrosions would be covered by the noise, unfortunately, because the coated material and buried medium always induce a strong attenuation of the guided wave. Furthermore, the guided wave would be attenuated more seriously and make the signals hard to be identified when setting the array ring of the transducers on a general corrosion area of the pipe. The objective of this study is then to discuss the effects of the above-mentioned general corrosion on guided wave tests by experiments and signal processing techniques, based on the use of the finite element method, the two-dimensional Fourier transform and the continuous wavelet transform. Results show that the excitation energy would be reduced when the array ring set on the pipe surface having general corrosion. The non-uniformed contact surface also produces the unwanted asymmetric modes of the propagating guided wave. Some of them are even mixing together with T(0,1) mode and increase the difficulty of measurements, especially when a defect or local corrosion merged in the general corrosion area. It is also showed that the guided waves attenuation are increasing with the increasing corrosion depth or the rising inspection frequency. However, the coherent signals caused by the general corrosion would be decayed with increasing frequency. The results obtained from this research should be able to provide detectors to understand the impact when the array ring set on the area of general corrosion and the way to distinguish the localized corrosion which is inside the area of general corrosion. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=guided%20wave" title="guided wave">guided wave</a>, <a href="https://publications.waset.org/abstracts/search?q=finite%20element%20method" title=" finite element method"> finite element method</a>, <a href="https://publications.waset.org/abstracts/search?q=two-dimensional%20fourier%20transform" title=" two-dimensional fourier transform"> two-dimensional fourier transform</a>, <a href="https://publications.waset.org/abstracts/search?q=wavelet%20transform" title=" wavelet transform"> wavelet transform</a>, <a href="https://publications.waset.org/abstracts/search?q=general%20corrosion" title=" general corrosion"> general corrosion</a>, <a href="https://publications.waset.org/abstracts/search?q=localized%20corrosion" title=" localized corrosion"> localized corrosion</a> </p> <a href="https://publications.waset.org/abstracts/24573/the-effect-of-general-corrosion-on-the-guided-wave-inspection-of-the-pipeline" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24573.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">404</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">5049</span> The Grand Unified Theory of Everything as a Generalization to the Standard Model Called as the General Standard Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amir%20Deljoo">Amir Deljoo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The endeavor to comprehend the existence have been the center of thought for human in form of different disciplines and now basically in physics as the theory of everything. Here, after a brief review of the basic frameworks of thought, and a history of thought since ancient up to present, a logical methodology is presented based on a core axiom after which a function, a proto-field and then a coordinates are explained. Afterwards a generalization to Standard Model is proposed as General Standard Model which is believed to be the base of the Unified Theory of Everything. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=general%20relativity" title="general relativity">general relativity</a>, <a href="https://publications.waset.org/abstracts/search?q=grand%20unified%20theory" title=" grand unified theory"> grand unified theory</a>, <a href="https://publications.waset.org/abstracts/search?q=quantum%20mechanics" title=" quantum mechanics"> quantum mechanics</a>, <a href="https://publications.waset.org/abstracts/search?q=standard%20model" title=" standard model"> standard model</a>, <a href="https://publications.waset.org/abstracts/search?q=theory%20of%20everything" title=" theory of everything"> theory of everything</a> </p> <a href="https://publications.waset.org/abstracts/156078/the-grand-unified-theory-of-everything-as-a-generalization-to-the-standard-model-called-as-the-general-standard-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156078.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">100</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">5048</span> Emotional Intelligence and General Self-Efficacy as Predictors of Career Commitment of Secondary School Teachers in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Moyosola%20Jude%20Akomolafe">Moyosola Jude Akomolafe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Career commitment among employees is crucial to the success of any organization. However, career commitment has been reported to be very low among teachers in the public secondary schools in Nigeria. This study, therefore, examined the contributions of emotional intelligence and general self-efficacy to career commitment of among secondary school teachers in Nigeria. Descriptive research design of correlational type was adopted for the study. It made use of stratified random sampling technique was used in selecting two hundred and fifty (250) secondary schools teachers for the study. Three standardized instruments namely: The Big Five Inventory (BFI), Emotional Intelligence Scale (EIS), General Self-Efficacy Scale (GSES) and Career Commitment Scale (CCS) were adopted for the study. Three hypotheses were tested at 0.05 level of significance. Data collected were analyzed through Multiple Regression Analysis to investigate the predicting capacity of emotional intelligence and general self-efficacy on career commitment of secondary school teachers. The results showed that the variables when taken as a whole significantly predicted career commitment among secondary school teachers. The relative contribution of each variable revealed that emotional intelligence and general self-efficacy significantly predicted career commitment among secondary school teachers in Nigeria. The researcher recommended that secondary school teachers should be exposed to emotional intelligence and self-efficacy training to enhance their career commitment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=career%20commitment" title="career commitment">career commitment</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title=" emotional intelligence"> emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=general%20self-efficacy" title=" general self-efficacy"> general self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20school%20teachers" title=" secondary school teachers "> secondary school teachers </a> </p> <a href="https://publications.waset.org/abstracts/47310/emotional-intelligence-and-general-self-efficacy-as-predictors-of-career-commitment-of-secondary-school-teachers-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47310.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">5047</span> The Application of Active Learning to Develop Creativity in General Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chalermwut%20Wijit">Chalermwut Wijit</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research is conducted in order to 1) study the result of applying “Active Learning” in general education subject to develop creativity 2) explore problems and obstacles in applying Active Learning in general education subject to improve the creativity in 1780 undergraduate students who registered this subject in the first semester 2013. The research is implemented by allocating the students into several groups of 10 -15 students and assigning them to design the activities for society under the four main conditions including 1) require no financial resources 2) practical 3) can be attended by every student 4) must be accomplished within 2 weeks. The researcher evaluated the creativity prior and after the study. Ultimately, the problems and obstacles from creating activity are evaluated from the open-ended questions in the questionnaires. The study result states that overall average scores on students’ ability increased significantly in terms of creativity, analytical ability and the synthesis, the complexity of working plan and team working. It can be inferred from the outcome that active learning is one of the most efficient methods in developing creativity in general education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creative%20thinking" title="creative thinking">creative thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title=" active learning"> active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=general%20education" title=" general education"> general education</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20sustainability" title=" social sustainability"> social sustainability</a> </p> <a href="https://publications.waset.org/abstracts/3741/the-application-of-active-learning-to-develop-creativity-in-general-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3741.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">184</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5046</span> A Survey on General Health Status of Paddy Field Workers in Mazandaran Province Using the GHQ-28 Questionnaire</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sharifirad%20M.">Sharifirad M.</a>, <a href="https://publications.waset.org/abstracts/search?q=Poursaeed%20A."> Poursaeed A.</a>, <a href="https://publications.waset.org/abstracts/search?q=Lashgarara%20F."> Lashgarara F.</a>, <a href="https://publications.waset.org/abstracts/search?q=Mirdamadi%20S.%20M."> Mirdamadi S. M.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Paddy farming has been reported as one of the most important causes of non-fatal injuries and occupational accidents among farmers. The ignorance of the health of farmers can cause harm to farmers and lead to disability. As a result, these health consequences can result in less exploitation and economic growth in households. Therefore, this study aimed to determine the general health status of paddy field workers in Mazandaran province, Iran. Materials & Methods: This cross-sectional descriptive study evaluated 384 paddy farmers in Mazandaran province, Iran, who were selected using stratified random sampling. The required data were collected using the standard questionnaire of GHQ-28 with four domains of somaticsymptoms, anxiety and insomnia, social dysfunction, and symptoms of depression. The obtained data were then analyzed using SPSS software (version 25) through Spearman, Kendall, Mann-Whitney, and Kruskal-Wallis tests. Findings: The highest number of participants in this study was in the age group of 50-59 years, with a mean age of 46.9 years. According to the results, the total general health score was obtained at 64.3% for the subjects. Moreover, the scores of four areas of general health were determined at 91.1% (depression symptoms), 73.4% (social dysfunction), 48.7% (anxiety symptoms and insomnia), and 47.1% (somatic symptoms) in descending order. Discussions& Conclusions: The general health of the studied population was not in a good range. In addition, the most observed disorder in the general health of paddy farmers was related to the symptoms of depression, followed by somatic symptoms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=general-health" title="general-health">general-health</a>, <a href="https://publications.waset.org/abstracts/search?q=mazandaran" title=" mazandaran"> mazandaran</a>, <a href="https://publications.waset.org/abstracts/search?q=paddyfield" title=" paddyfield"> paddyfield</a> </p> <a href="https://publications.waset.org/abstracts/141874/a-survey-on-general-health-status-of-paddy-field-workers-in-mazandaran-province-using-the-ghq-28-questionnaire" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141874.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">5045</span> Households’ Willingness to Pay for Environmental and General Health Safety during the Advent of Ebola Virus Diseases in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shittu%20Bisi%20Agnes">Shittu Bisi Agnes </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Studies on households’ willingness to pay for environmental and general health safety in the advent of Ebola virus Diseases in Nigeria was carried out. This is aimed at revealing the means by which the virus was eventually eradicated in Nigeria as widely claimed in the media. This study therefore attempted to determine the environmental and general health condition in the State Of Osun, how socio-economic characteristics of the people affected willingness to pay. And also provide platform for the reduction of environmental and general health problems. Data were collected with the aid of well-structured questionnaire and administer 150 randomly selected people of study area, and oral interview was also utilized. Data collected were analyzed using both descriptive tools and inferential statistics vis-a-viz regression analysis. Findings showed 92.5% of respondents was aware of ebola virus diseases outbreak in Nigeria, 8.5% was unaware of any disease outbreak. And 65.7% of respondents was strongly willing to pay for environmental and general health safety 27.1% was fairly willing, 5.7% was indifferent and 1.7% was unwilling to pay. 5% rated the level of environmental and general health condition in the area has been good, 53.6% rated theirs has been fair, 33.6% as been poor. The average willingness to pay per household per month were #500.00, #250.00, #150.00 and #100.00 respectively for the four categories. It was recommended that policy instruments to increase peoples' income will accelerate eradication of environmental and general health problems, environmental health education in form of talk shop, workshop, lectures and seminars could be organized at the political ward levels, churches, mosque, and at schools. Environmental and general health safety related information could be disseminated through mass media, market women, and functional unions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ebola%20virus%20diseases%20%28EVD%29" title="ebola virus diseases (EVD)">ebola virus diseases (EVD)</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-economic" title=" socio-economic"> socio-economic</a>, <a href="https://publications.waset.org/abstracts/search?q=safety" title=" safety"> safety</a>, <a href="https://publications.waset.org/abstracts/search?q=pay" title=" pay"> pay</a>, <a href="https://publications.waset.org/abstracts/search?q=Osun" title=" Osun"> Osun</a> </p> <a href="https://publications.waset.org/abstracts/18583/households-willingness-to-pay-for-environmental-and-general-health-safety-during-the-advent-of-ebola-virus-diseases-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18583.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">412</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">5044</span> Qualitative Data Summary of Piloted Observation Instrument for Designing Adaptations in Inclusive Settings</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rebecca%20Lynn">Rebecca Lynn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The successful inclusion of students with disabilities depends upon many factors, including the collaboration between general and special education teachers for meeting student learning goals as outlined in the Individualized Education Plan (IEP). However, Individualized Education Plans do not provide sufficient information on accommodations and modifications for the variety of general education contexts and content areas in which a student may participate. In addition, general and special education teachers lack observation skills and tools for gathering essential information about the strengths and needs of students with disabilities in relation to general education instruction and classrooms. More research and tools are needed for planning adaptations that increase access to content in general education classrooms. This paper will discuss the outcomes of a qualitative field-based study of a structured observation instrument used for gathering information on student strengths and needs in relation to social, academic and regulatory expectations during instruction in general education classrooms. The study explores the following questions: To what extent does the observation structure and instrument increase collaborative planning of adaptations in general education classrooms for students with disabilities? To what extent does the observation structure and instrument change pedagogical practices and collaboration in general education classrooms for fostering successful inclusion? A hypothesis of this study was that use of the instrument in the context of lessons and in collaborative debriefing would increase awareness and use of meaningful adaptations, and lead to universal design in the planning of instruction. A finding of the study is a shift from viewing students with disabilities as passive participants to a more pedagogical inclusion as teachers developed skills in observation and created content/context-specific adaptations for students with disabilities in the general education classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adaptations" title="adaptations">adaptations</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration" title=" collaboration"> collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=observations" title=" observations"> observations</a> </p> <a href="https://publications.waset.org/abstracts/87109/qualitative-data-summary-of-piloted-observation-instrument-for-designing-adaptations-in-inclusive-settings" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87109.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">127</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5043</span> Exploring Counting Methods for the Vertices of Certain Polyhedra with Uncertainties</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sammani%20Danwawu%20Abdullahi">Sammani Danwawu Abdullahi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Vertex Enumeration Algorithms explore the methods and procedures of generating the vertices of general polyhedra formed by system of equations or inequalities. These problems of enumerating the extreme points (vertices) of general polyhedra are shown to be NP-Hard. This lead to exploring how to count the vertices of general polyhedra without listing them. This is also shown to be #P-Complete. Some fully polynomial randomized approximation schemes (fpras) of counting the vertices of some special classes of polyhedra associated with Down-Sets, Independent Sets, 2-Knapsack problems and 2 x n transportation problems are presented together with some discovered open problems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=counting%20with%20uncertainties" title="counting with uncertainties">counting with uncertainties</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20programming" title=" mathematical programming"> mathematical programming</a>, <a href="https://publications.waset.org/abstracts/search?q=optimization" title=" optimization"> optimization</a>, <a href="https://publications.waset.org/abstracts/search?q=vertex%20enumeration" title=" vertex enumeration"> vertex enumeration</a> </p> <a href="https://publications.waset.org/abstracts/38580/exploring-counting-methods-for-the-vertices-of-certain-polyhedra-with-uncertainties" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38580.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">357</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">5042</span> Meaningful General Education Reform: Integrating Core Curricula and Institutional Values </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michael%20W.%20Markowitz">Michael W. Markowitz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A central element of higher education today is the “core” or “general education” curriculum: that configuration of courses that often encompasses the essence of liberal arts education. Ensuring that such offerings reflect the mission and values of the institution is a challenge faced by most college and universities, often more than once. This paper presents an action model of program planning designed to structure the processes of developing, implementing and revising core curricula in a manner consistent with key institutional goals and objectives. Through presentation of a case study from a university in the United States, the elements of needs assessment, stakeholder investment and collaborative compromise are shown as key components of a planning strategy that can produce a general education program that is comprehensive, academically rigorous, assessable and mission consistent. The paper concludes with recommendations for both the implementation and evaluation of such programs in practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20assessment" title="academic assessment">academic assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20program%20planning" title=" academic program planning"> academic program planning</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20development" title=" curriculum development"> curriculum development</a>, <a href="https://publications.waset.org/abstracts/search?q=general%20education%20reform" title=" general education reform"> general education reform</a> </p> <a href="https://publications.waset.org/abstracts/20694/meaningful-general-education-reform-integrating-core-curricula-and-institutional-values" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20694.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">320</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">5041</span> An Analytical Method for Solving General Riccati Equation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Y.%20Pala">Y. Pala</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20O.%20Ertas"> M. O. Ertas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, the general Riccati equation is analytically solved by a new transformation. By the method developed, looking at the transformed equation, whether or not an explicit solution can be obtained is readily determined. Since the present method does not require a proper solution for the general solution, it is especially suitable for equations whose proper solutions cannot be seen at first glance. Since the transformed second order linear equation obtained by the present transformation has the simplest form that it can have, it is immediately seen whether or not the original equation can be solved analytically. The present method is exemplified by several examples. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Riccati%20equation" title="Riccati equation">Riccati equation</a>, <a href="https://publications.waset.org/abstracts/search?q=analytical%20solution" title=" analytical solution"> analytical solution</a>, <a href="https://publications.waset.org/abstracts/search?q=proper%20solution" title=" proper solution"> proper solution</a>, <a href="https://publications.waset.org/abstracts/search?q=nonlinear" title=" nonlinear"> nonlinear</a> </p> <a href="https://publications.waset.org/abstracts/64988/an-analytical-method-for-solving-general-riccati-equation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64988.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">354</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">5040</span> General Framework for Price Regulation of Container Terminals</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Murat%20Yildiz">Murat Yildiz</a>, <a href="https://publications.waset.org/abstracts/search?q=Burcu%20Yildiz"> Burcu Yildiz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Price Cap Regulation is a form of economic regulation designed in the 1980s in the United Kingdom. Price cap regulation sets a cap on the price that the utility provider can charge. The cap is set according to several economic factors, such as the price cap index, expected efficiency savings and inflation. It has been used by several countries as a regulatory regime in several sectors. Container port privatization is still in early stages in some countries. Lack of a general framework can be an impediment to privatization. This paper aims a general framework to comprising decisions to be made for variables which are able to accommodate the variety of container terminals. Several approaches that may be needed as well as a passage between approaches. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Price%20Cap%20Regulation" title="Price Cap Regulation">Price Cap Regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=ports%20privatization" title=" ports privatization"> ports privatization</a>, <a href="https://publications.waset.org/abstracts/search?q=container%20terminal%20price%20regime" title=" container terminal price regime"> container terminal price regime</a>, <a href="https://publications.waset.org/abstracts/search?q=earning%20sharing" title=" earning sharing"> earning sharing</a> </p> <a href="https://publications.waset.org/abstracts/46297/general-framework-for-price-regulation-of-container-terminals" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46297.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">360</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">5039</span> Origins of Strict Liability for Abnormally Dangerous Activities in the United States, Rylands v. Fletcher and a General Clause of Strict Liability in the UK</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Lubomira%20Kubica">Maria Lubomira Kubica</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper reveals the birth and evolution of the British precedent <em>Rylands v. Fletcher</em> that, once adopted on the other side of the Ocean (in United States), gave rise to a general clause of liability for abnormally dangerous activities recognized by the §20 of the American Restatements of the Law Third, Liability for Physical and Emotional Harm. The main goal of the paper was to analyze the development of the legal doctrine and of the case law posterior to the precedent together with the intent of the British judicature to leapfrog from the traditional rule contained in <em>Rylands v. Fletcher</em> to a general clause similar to that introduced in the United States and recently also on the European level. As it is well known, within the scope of tort law two different initiatives compete with the aim of harmonizing the European laws: European Group on Tort Law with its Principles of European Tort Law (hereinafter PETL) in which article 5:101 sets forth a general clause for strict liability for abnormally dangerous activities and Study Group on European Civil Code with its Common Frame of Reference (CFR) which promotes rather ad hoc model of listing out determined cases of strict liability. Very narrow application scope of the art. 5:101 PETL, restricted only to abnormally dangerous activities, stays in opposition to very broad spectrum of strict liability cases governed by the CFR. The former is a perfect example of a general clause that offers a minimum and basic standard, possibly acceptable also in those countries in which, like in the United Kingdom, this regime of liability is completely marginalized. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rylands%20v.%20Fletcher" title="Rylands v. Fletcher">Rylands v. Fletcher</a>, <a href="https://publications.waset.org/abstracts/search?q=strict%20liability" title=" strict liability"> strict liability</a>, <a href="https://publications.waset.org/abstracts/search?q=dangerous%20activities" title=" dangerous activities"> dangerous activities</a>, <a href="https://publications.waset.org/abstracts/search?q=general%20clause" title=" general clause"> general clause</a> </p> <a href="https://publications.waset.org/abstracts/43242/origins-of-strict-liability-for-abnormally-dangerous-activities-in-the-united-states-rylands-v-fletcher-and-a-general-clause-of-strict-liability-in-the-uk" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43242.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">321</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">5038</span> Legal Doctrine on Rylands v. Fletcher: One more time on Feasibility of a General Clause of Strict Liability in the UK </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Lubomira%20Kubica">Maria Lubomira Kubica</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper reveals the birth and evolution of the British precedent <em>Rylands v. Fletcher</em> that, once adopted on the other side of the Ocean (in United States), gave rise to a general clause of liability for abnormally dangerous activities recognized by the §20 of the American Restatements of the Law Third, Liability for Physical and Emotional Harm. The main goal of the paper was to analyze the development of the legal doctrine and of the case law posterior to the precedent together with the intent of the British judicature to leapfrog from the traditional rule contained in <em>Rylands v. Fletcher</em> to a general clause similar to that introduced in the United States and recently also on the European level. As it is well known, within the scope of tort law two different initiatives compete with the aim of harmonizing the European laws: European Group on Tort Law with its Principles of European Tort Law (hereinafter PETL) in which article 5:101 sets forth a general clause for strict liability for abnormally dangerous activities and Study Group on European Civil Code with its Common Frame of Reference (CFR) which promotes rather ad hoc model of listing out determined cases of strict liability. Very narrow application scope of the art. 5:101 PETL, restricted only to abnormally dangerous activities, stays in opposition to very broad spectrum of strict liability cases governed by the CFR. The former is a perfect example of a general clause that offers a minimum and basic standard, possibly acceptable also in those countries in which, like in the United Kingdom, this regime of liability is completely marginalized. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=abnormally%20dangerous%20activities" title="abnormally dangerous activities">abnormally dangerous activities</a>, <a href="https://publications.waset.org/abstracts/search?q=general%20clause" title=" general clause"> general clause</a>, <a href="https://publications.waset.org/abstracts/search?q=Rylands%20v.%20Fletcher" title=" Rylands v. Fletcher"> Rylands v. Fletcher</a>, <a href="https://publications.waset.org/abstracts/search?q=strict%20liability" title=" strict liability"> strict liability</a> </p> <a href="https://publications.waset.org/abstracts/51893/legal-doctrine-on-rylands-v-fletcher-one-more-time-on-feasibility-of-a-general-clause-of-strict-liability-in-the-uk" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51893.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">5037</span> Research on Comfort Degree Design and Practical Design of Wearing Type Headphones</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kuan-Wu%20Lin">Kuan-Wu Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Tsu-Wu%20Hu"> Tsu-Wu Hu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, product design has already begun to comfort and humanize, and for different user needs to design products, In particular, closer relationship with the people of the products, Such as headphones and other consumer electronics products. In this study, will for general comfort design principles and field survey results through the use of a headset, including adolescents, young and middle-aged groups such as three users, Further identify the general design principles belong to the headset comfortable design. The study results will include the significance of headphones design and differences between product design principles, Provide the basis for future product design. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=wearing%20type%20headphones" title="wearing type headphones ">wearing type headphones </a>, <a href="https://publications.waset.org/abstracts/search?q=comfort%20degree%20design" title=" comfort degree design"> comfort degree design</a>, <a href="https://publications.waset.org/abstracts/search?q=general%20design%20principles" title=" general design principles"> general design principles</a>, <a href="https://publications.waset.org/abstracts/search?q=product%20design" title=" product design"> product design</a> </p> <a href="https://publications.waset.org/abstracts/50161/research-on-comfort-degree-design-and-practical-design-of-wearing-type-headphones" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50161.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">5036</span> Motion Planning and Posture Control of the General 3-Trailer System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20Raghuwaiya">K. Raghuwaiya</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20Sharma"> B. Sharma</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Vanualailai"> J. Vanualailai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents a set of artificial potential field functions that improves upon; in general, the motion planning and posture control, with theoretically guaranteed point and posture stabilities, convergence and collision avoidance properties of the general 3-trailer system in a priori known environment. We basically design and inject two new concepts; ghost walls and the distance optimization technique (DOT) to strengthen point and posture stabilities, in the sense of Lyapunov, of our dynamical model. This new combination of techniques emerges as a convenient mechanism for obtaining feasible orientations at the target positions with an overall reduction in the complexity of the navigation laws. Simulations are provided to demonstrate the effectiveness of the controls laws. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20potential%20fields" title="artificial potential fields">artificial potential fields</a>, <a href="https://publications.waset.org/abstracts/search?q=3-trailer%20systems" title=" 3-trailer systems"> 3-trailer systems</a>, <a href="https://publications.waset.org/abstracts/search?q=motion%20planning" title=" motion planning"> motion planning</a>, <a href="https://publications.waset.org/abstracts/search?q=posture" title=" posture"> posture</a> </p> <a href="https://publications.waset.org/abstracts/7449/motion-planning-and-posture-control-of-the-general-3-trailer-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7449.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">426</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">5035</span> Enhance Construction Visual As-Built Schedule Management Using BIM Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shu-Hui%20Jan">Shu-Hui Jan</a>, <a href="https://publications.waset.org/abstracts/search?q=Hui-Ping%20Tserng"> Hui-Ping Tserng</a>, <a href="https://publications.waset.org/abstracts/search?q=Shih-Ping%20Ho"> Shih-Ping Ho </a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p class="Abstract" style="text-indent:10.2pt">Construction project control attempts to obtain real-time as-built schedule information and to eliminate project delays by effectively enhancing dynamic schedule control and management. Suitable platforms for enhancing an as-built schedule visually during the construction phase are necessary and important for general contractors. As the application of building information modeling (BIM) becomes more common, schedule management integrated with the BIM approach becomes essential to enhance visual construction management implementation for the general contractor during the construction phase. To enhance visualization of the updated as-built schedule for the general contractor, this study presents a novel system called the Construction BIM-assisted Schedule Management (ConBIM-SM) system for general contractors in <st1:country-region w:st="on">Taiwan</st1:country-region>. The primary purpose of this study is to develop a web ConBIM-SM system for the general contractor to enhance visual as-built schedule information sharing and efficiency in tracking construction as-built schedule. Finally, the ConBIM-SM system is applied to a case study of a commerce building project in <st1:country-region w:st="on">Taiwan</st1:country-region> to verify its efficacy and demonstrate its effectiveness during the construction phase. The advantages of the ConBIM-SM system lie in improved project control and management efficiency for general contractors, and in providing BIM-assisted as-built schedule tracking and management, to access the most current as-built schedule information through a web browser. The case study results show that the ConBIM-SM system is an effective visual as-built schedule management platform integrated with the BIM approach for general contractors in a construction project.<o:p></o:p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=building%20information%20modeling%20%28BIM%29" title="building information modeling (BIM)">building information modeling (BIM)</a>, <a href="https://publications.waset.org/abstracts/search?q=construction%20schedule%20management" title=" construction schedule management"> construction schedule management</a>, <a href="https://publications.waset.org/abstracts/search?q=as-built%20schedule%20management" title=" as-built schedule management"> as-built schedule management</a>, <a href="https://publications.waset.org/abstracts/search?q=BIM%20schedule%20updating%20mechanism" title=" BIM schedule updating mechanism"> BIM schedule updating mechanism</a> </p> <a href="https://publications.waset.org/abstracts/1606/enhance-construction-visual-as-built-schedule-management-using-bim-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/1606.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">375</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5034</span> Teaching: Using Co-teaching as an Instructional Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Beverley%20Gallimore">Beverley Gallimore</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Individuals with Disabilities Education Act of 2004 (IDEA) has helped to improve outcomes for students with special education needs. Through IDEA, students with Special Education Needs (SEN) have opportunities for more equitable education within the General Education classroom. However, students with disabilities lack access to instructions that can help them to maximize their fullest learning potential. Recently, educational stakeholders have emphasized Integrated Co-teaching as a tool to increase engagement and learning outcomes for students with disabilities in general education classrooms. As a result of this new approach, general and special education teachers are working collaboratively to teach students with disabilities. However, co-teaching models are not properly designed and structured to effectively benefit students with disabilities. Teachers must be oriented correctly in the co-teaching models if it is to be beneficial for students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CO-teaching" title="CO-teaching">CO-teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=differentiation" title=" differentiation"> differentiation</a>, <a href="https://publications.waset.org/abstracts/search?q=equitable" title=" equitable"> equitable</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative" title=" collaborative"> collaborative</a> </p> <a href="https://publications.waset.org/abstracts/164919/teaching-using-co-teaching-as-an-instructional-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164919.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">81</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">5033</span> Experimental Options for the Role of Dynamic Torsion in General Relativity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ivan%20Ravlich">Ivan Ravlich</a>, <a href="https://publications.waset.org/abstracts/search?q=Ivan%20Linscott"> Ivan Linscott</a>, <a href="https://publications.waset.org/abstracts/search?q=Sigrid%20Close"> Sigrid Close</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The experimental search for spin coupling in General Relativity via torsion has been inconclusive. In this work, further experimental avenues to test dynamic torsion are proposed and evaluated. In the extended theory, by relaxing the torsion free condition on the metric connection, general relativity is reformulated to relate the spin density of particles to a new quantity, the torsion tensor. In torsion theories, the spin tensor and torsion tensor are related in much the same way as the stress-energy tensor is related to the metric connection. Similarly, as the metric is the field associated with the metric connection, fields can be associated with the torsion tensor resulting in a field that is either propagating or static. Experimental searches for static torsion have thus far been inconclusive, and currently, there have been no experimental tests for propagating torsion. Experimental tests of propagating theories of torsion are proposed utilizing various spin densities of matter, such as interfaces in superconducting materials and plasmas. The experimental feasibility and observable bounds are estimated, and the most viable candidates are selected to pursue in detail in a future work. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=general%20relativity" title="general relativity">general relativity</a>, <a href="https://publications.waset.org/abstracts/search?q=gravitation" title=" gravitation"> gravitation</a>, <a href="https://publications.waset.org/abstracts/search?q=propagating%20torsion" title=" propagating torsion"> propagating torsion</a>, <a href="https://publications.waset.org/abstracts/search?q=spin%20density" title=" spin density"> spin density</a> </p> <a href="https://publications.waset.org/abstracts/77296/experimental-options-for-the-role-of-dynamic-torsion-in-general-relativity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77296.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">229</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5032</span> Toward Particular Series with (k,h)-Jacobsthal Sequence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seyyd%20Hossein%20Jafari-Petroudi">Seyyd Hossein Jafari-Petroudi</a>, <a href="https://publications.waset.org/abstracts/search?q=Maryam%20Pirouz"> Maryam Pirouz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This note is devoted to (k; h)-Jacobsthal sequence as a general term of particular series. More formulas for nth term and sum of the first n terms of series that their general terms are (k; h)-Jacobsthal sequence and (k; h)-Jacobsthal-Petroudi sequence are derived. Finally other properties of these sequences are represented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=%28k" title="(k">(k</a>, <a href="https://publications.waset.org/abstracts/search?q=h%29-Jacobsthal%20sequence" title="h)-Jacobsthal sequence">h)-Jacobsthal sequence</a>, <a href="https://publications.waset.org/abstracts/search?q=%28k" title="(k">(k</a>, <a href="https://publications.waset.org/abstracts/search?q=h%29-Jacobsthal%20Petroudisequence" title="h)-Jacobsthal Petroudisequence">h)-Jacobsthal Petroudisequence</a>, <a href="https://publications.waset.org/abstracts/search?q=recursive%20relation" title=" recursive relation"> recursive relation</a>, <a href="https://publications.waset.org/abstracts/search?q=sum" title=" sum"> sum</a> </p> <a href="https://publications.waset.org/abstracts/40044/toward-particular-series-with-kh-jacobsthal-sequence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40044.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">392</span> </span> </div> </div> <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=general%20self-efficacy&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=general%20self-efficacy&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=general%20self-efficacy&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=general%20self-efficacy&page=5">5</a></li> <li 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