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hobbies</title> <meta name="description" content="Search results for: hobbies"> <meta name="keywords" content="hobbies"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" 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class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="hobbies"> <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> 20</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: hobbies</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">20</span> Different Friendships' Influences on Chinese High School Students' Mental Well Beings</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Richard%20Chen">Richard Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study is mainly focused on the influence of different kinds of friendships on the well being of Chinese high school students. The main objective is to find out whether friendship style focusing on depth rather than breadth and whether making friends based on similarities in personality and character rather than interests and hobbies improve students’ mental state. Overall, 262 high school participants completed our study by filling out questionnaires online across China. Data showed, unexpectedly, optimal combinations of friendship styles indicate that students who seek depth of connection in friendship benefit more by focusing more on hobbies than on personalities, and those aiming to expand their social connections would be happier and less stressed when they made friends with those who shared their personalities rather than hobbies. The relationship between stress and the frequency of self-talk was also investigated, and a positive correlation between the pressure a student felt, and the frequency of self-talk behavior was confirmed. The results shed light on relationship management and wellbeing among Chinese high school students and may be applied by counselors and teachers to improve the overall level of satisfaction for Chinese high school students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hobbies" title="hobbies">hobbies</a>, <a href="https://publications.waset.org/abstracts/search?q=personalities" title=" personalities"> personalities</a>, <a href="https://publications.waset.org/abstracts/search?q=happiness" title=" happiness"> happiness</a>, <a href="https://publications.waset.org/abstracts/search?q=pressure" title=" pressure"> pressure</a>, <a href="https://publications.waset.org/abstracts/search?q=self-talk" title=" self-talk"> self-talk</a> </p> <a href="https://publications.waset.org/abstracts/131265/different-friendships-influences-on-chinese-high-school-students-mental-well-beings" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131265.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">145</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19</span> Analysis of the Social Problems of the Early Adolescents in Northeast China</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhidong%20Zhang">Zhidong Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhi-Chao%20Zhang"> Zhi-Chao Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Georgianna%20Duarte"> Georgianna Duarte</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The social problems of early adolescents in Northeast China were examined with the instrument of Achenbach System of Empirically Based Assessment (ASEBA). In this study, the data consisted of 2532 early adolescents. The relevant variables such as sports activities, hobbies, chores and the number of close friends, as independent variables have been included in this study. The stratified sampling method was used to collect data from 2532 participants. The analysis results indicated that sports activities, hobbies, chores and the number of close friends, as predictors can be used in a predictive model, which significantly predict the social problem T-score. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20problems" title="social problems">social problems</a>, <a href="https://publications.waset.org/abstracts/search?q=ASEBA" title=" ASEBA"> ASEBA</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20adolescents" title=" early adolescents"> early adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=predictive%20Model" title=" predictive Model"> predictive Model</a> </p> <a href="https://publications.waset.org/abstracts/65141/analysis-of-the-social-problems-of-the-early-adolescents-in-northeast-china" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65141.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">349</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">18</span> Competences for Learning beyond the Academic Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cristina%20Galv%C3%A1n-Fern%C3%A1ndez">Cristina Galván-Fernández </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Students differentiate the different contexts of their lives as well as employment, hobbies or studies. In higher education is needed to transfer the experiential knowledge to theory and viceversa. However, is difficult to achieve than students use their personal experiences and social readings for get the learning evidences. In an experience with 178 education students from Chile and Spain we have used an e-portfolio system and a methodology for 4 years with the aims of help them to: 1) self-regulate their learning process and 2) use social networks and professional experiences for make the learning evidences. These two objectives have been controlled by interviews to the same students in different moments and two questionnaires. The results of this study show that students recognize the ownership of their learning and progress in planning and reflection of their own learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competences" title="competences">competences</a>, <a href="https://publications.waset.org/abstracts/search?q=e-portfolio" title=" e-portfolio"> e-portfolio</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=self-regulation" title=" self-regulation"> self-regulation</a> </p> <a href="https://publications.waset.org/abstracts/59108/competences-for-learning-beyond-the-academic-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59108.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">17</span> Attention Problems among Adolescents: Examining Educational Environments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhidong%20Zhang">Zhidong Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhi-Chao%20Zhang"> Zhi-Chao Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Georgianna%20Duarte"> Georgianna Duarte</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the attention problems with the instrument of Achenbach System of Empirically Based Assessment (ASEBA). Two thousand eight hundred and ninety-four adolescents were surveyed by using a stratified sampling method. We examined the relationships between relevant background variables and attention problems. Multiple regression models were applied to analyze the data. Relevant variables such as sports activities, hobbies, age, grade and the number of close friends were included in this study as predictive variables. The analysis results indicated that educational environments and extracurricular activities are important factors which influence students’ attention problems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescents" title="adolescents">adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=ASEBA" title=" ASEBA"> ASEBA</a>, <a href="https://publications.waset.org/abstracts/search?q=attention%20problems" title=" attention problems"> attention problems</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20environments" title=" educational environments"> educational environments</a>, <a href="https://publications.waset.org/abstracts/search?q=stratified%20sampling" title=" stratified sampling "> stratified sampling </a> </p> <a href="https://publications.waset.org/abstracts/82841/attention-problems-among-adolescents-examining-educational-environments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82841.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">284</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">16</span> Externalizing Behavior Problems Influencing Social Behavior in Early Adolescence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhidong%20Zhang">Zhidong Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhi-Chao%20Zhang"> Zhi-Chao Zhang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study focuses on early adolescent externalizing behavioral problems which specifically concentrate on rule breaking behavior and aggressive behavior using the instrument of Achenbach System of Empirically Based Assessment (ASEBA). The purpose was to analyze the relationships between the externalizing behavioral problems and relevant background variables such as sports activities, hobbies, chores and the number of close friends. The stratified sampling method was used to collect data from 1975 participants. The results indicated that several background variables as predictors could significantly predict rule breaking behavior and aggressive behavior. Further, a hierarchical modeling method was used to explore the causal relations among background variables, breaking behavior variables and aggressive behavior variables. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aggressive%20behavior" title="aggressive behavior">aggressive behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=breaking%20behavior" title=" breaking behavior"> breaking behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20adolescence" title=" early adolescence"> early adolescence</a>, <a href="https://publications.waset.org/abstracts/search?q=externalizing%20problem" title=" externalizing problem"> externalizing problem</a> </p> <a href="https://publications.waset.org/abstracts/40188/externalizing-behavior-problems-influencing-social-behavior-in-early-adolescence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40188.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">508</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">15</span> The Causal Relationships between Educational Environments and Rule-Breaking Behavior Issues in Early Adolescence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhidong%20Zhang">Zhidong Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhi-Chao%20Zhang"> Zhi-Chao Zhang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study focused on early adolescent rule-breaking behavioral problems using the instrument of Achenbach System of Empirically Based Assessment (ASEBA). The purpose was to analyze the relationships between the rule-breaking behavioral problems and relevant background variables such as sports activities, hobbies, chores and the number of close friends. The stratified sampling method was used to collect data from 2532 participants. The results indicated that several background variables as predictors could significantly predict rule breaking behavior and aggressive behavior. Further, a path analysis method was used to explore the correlational and causal relationships among background variables and breaking behavior variables. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ASEBA" title="ASEBA">ASEBA</a>, <a href="https://publications.waset.org/abstracts/search?q=rule-breaking" title=" rule-breaking"> rule-breaking</a>, <a href="https://publications.waset.org/abstracts/search?q=path%20analysis" title=" path analysis"> path analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20adolescent" title=" early adolescent"> early adolescent</a> </p> <a href="https://publications.waset.org/abstracts/64648/the-causal-relationships-between-educational-environments-and-rule-breaking-behavior-issues-in-early-adolescence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64648.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">14</span> An Analysis of Anxious/Depressed Behaviors of Chinese Adolescents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhidong%20Zhang">Zhidong Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhi-Chao%20Zhang"> Zhi-Chao Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Georgiana%20Duarte"> Georgiana Duarte</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explored early adolescents’ anxious and depressed syndromes in Northeast China. Specifically, the study examined anxious and depressed behaviors and the relationship to education environments. The purpose is to examine how the elements of educational environments and the early adolescents’ behaviors as independent variables influence and possibly predict the early adolescents’ anxious/depressed problems. Achenbach System of Empirically Based Assessment (ASEBA), was the instrument, used in collection of data. A stratified sampling method was utilized to collect data from 2532 participants in seven schools. The results indicated that several background variables influenced anxious/depressed problem. Specifically, age, grade, sports activities and hobbies had a relationship with the anxious/depressed variable. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anxious%2Fdepressed%20problems" title="anxious/depressed problems">anxious/depressed problems</a>, <a href="https://publications.waset.org/abstracts/search?q=CBCL" title=" CBCL"> CBCL</a>, <a href="https://publications.waset.org/abstracts/search?q=empirically-based%20assessment" title=" empirically-based assessment"> empirically-based assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=internalizing%20problems" title=" internalizing problems"> internalizing problems</a> </p> <a href="https://publications.waset.org/abstracts/58360/an-analysis-of-anxiousdepressed-behaviors-of-chinese-adolescents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58360.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">324</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">13</span> The Examination of Withdrawn Behavior in Chinese Adolescents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhidong%20Zhang">Zhidong Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhi-Chao%20Zhang"> Zhi-Chao Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Georgiana%20Duarte"> Georgiana Duarte</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined withdrawn syndromes of Chinese school children in northeast China in Northeast China. Specifically, the study examined withdrawn behaviors and the relationship to anxious syndromes and education environments. The purpose is to examine how the elements of educational environments and the early adolescents’ behaviors as independent variables influence and possibly predict the school children’s withdrawn problems. Achenbach System of Empirically Based Assessment (ASEBA), was the instrument, used in collection of data. A stratified sampling method was utilized to collect data from 2532 participants in seven schools. The results indicated that several background variables influenced withdrawn problem. Specifically, age, grade, sports activities and hobbies had a relationship with the anxious/depressed variable. Further withdrawn syndromes and anxious problem indicate a significant correlation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anxious%2Fdepressed%20problem" title="anxious/depressed problem">anxious/depressed problem</a>, <a href="https://publications.waset.org/abstracts/search?q=ASEBA" title=" ASEBA"> ASEBA</a>, <a href="https://publications.waset.org/abstracts/search?q=CBCL" title=" CBCL"> CBCL</a>, <a href="https://publications.waset.org/abstracts/search?q=withdrawn%20syndromes" title=" withdrawn syndromes"> withdrawn syndromes</a> </p> <a href="https://publications.waset.org/abstracts/58371/the-examination-of-withdrawn-behavior-in-chinese-adolescents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58371.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">297</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12</span> Explaining the Changes in Contentious Politics of China: A Comparative Study of Falun Gong and 'Diaosi'</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Larry%20Lai">Larry Lai</a>, <a href="https://publications.waset.org/abstracts/search?q=Evans%20Leung"> Evans Leung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Falun gong is a self-proclaimed religious group that has been under crackdown by Beijing for more than two decades. Diaosi, on the other hand, is an emerging community with members loosely connected on the internet through different online social platforms, centering around the sharing of different hobbies and interests. Diaosi community has been transformed from a potential threat to the Chinese authority for different causes to a pro-government force. This paper seeks to explain the different strategies adopted by the People's Republic of China (PRC) regime in handling these two potential threatening communities. Both communities share some obvious similarities: (1) both have massive nation-wide participation; (2) both have attempted to challenge the PRC's authority through contentious means; (3) both have high level of mobility, online or offline; and (4) both have at first been unnoticed until the threat against the PRC have taken form. But the strategies the PRC endorsed against the communities were, in many ways, different. The question is: if the strategy against Falun Gong has been an effective one, why used other strategies against Diaosi? The authors argue that the main reason for using different strategies lies in the differences between the two communities in terms of (i) the nature of the groups, and (ii) the group dynamics. Lastly, based on this analysis, the authors attempt to explore the possible strategies that the PRC would adopt against the Hong Kong cyber-world political community in light of the latest national security law in Hong Kong. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=contentious%20politics" title="contentious politics">contentious politics</a>, <a href="https://publications.waset.org/abstracts/search?q=Diaosi" title=" Diaosi"> Diaosi</a>, <a href="https://publications.waset.org/abstracts/search?q=Falun%20Gong" title=" Falun Gong"> Falun Gong</a>, <a href="https://publications.waset.org/abstracts/search?q=Hong%20Kong" title=" Hong Kong"> Hong Kong</a>, <a href="https://publications.waset.org/abstracts/search?q=People%27s%20Republic%20of%20China" title=" People's Republic of China"> People's Republic of China</a> </p> <a href="https://publications.waset.org/abstracts/127836/explaining-the-changes-in-contentious-politics-of-china-a-comparative-study-of-falun-gong-and-diaosi" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/127836.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">145</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11</span> Ice Breakers: A Tool for Esl Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nazia%20Shehzad">Nazia Shehzad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An icebreaker is a facilitation exercise intended to help a group to begin the process of forming themselves into a team. Icebreakers are commonly presented as a game to ‘warm up’ the group by helping the members to get to know each other. They often focus on sharing personal information such as names, hobbies, etc. Challenging icebreakers also have the ability to allow a group to be better prepared to complete its assigned tasks. For example, if the team's objective is to redesign a business process such as Accounts Payable, the icebreaker activity might take the team through a process analysis. The analysis could include the identification of failure points, challenging assumptions, and development of new solutions — all in a simpler and ‘safer’ setting where the team can practice the group dynamics which they will use to solve the assigned problem. Icebreakers help establish a positive environment and provide an opportunity for students to get to know one another and the instructor. Both are critical to the retention and success of students. There are a number of benefits of using ice-breakers activities in the classroom. It reduces both student and instructor anxiety prior to introducing the course, fosters in a powerful way both student-student and faculty-student interactions. It creates an environment where the learner is expected to participate and the instructor is willing to listen, actively engage students from the onset. It conveys the message that the instructor cares about getting to know the students and makes it easier for students to form relationships early in the semester so they can work together both in and out of class. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=actively%20engages%20students" title="actively engages students">actively engages students</a>, <a href="https://publications.waset.org/abstracts/search?q=facilitation%20exercise" title=" facilitation exercise"> facilitation exercise</a>, <a href="https://publications.waset.org/abstracts/search?q=faculty-%20student%20interactions" title=" faculty- student interactions"> faculty- student interactions</a>, <a href="https://publications.waset.org/abstracts/search?q=group%20dynamics" title="group dynamics">group dynamics</a>, <a href="https://publications.waset.org/abstracts/search?q=warm%20up" title=" warm up "> warm up </a> </p> <a href="https://publications.waset.org/abstracts/32104/ice-breakers-a-tool-for-esl-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32104.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">351</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">10</span> Age and Gender Differences in Positive Solitude Preferences </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sharon%20Ost%20Mor">Sharon Ost Mor</a>, <a href="https://publications.waset.org/abstracts/search?q=Yuval%20Palgi"> Yuval Palgi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ddikla%20Segel-Karpas"> Ddikla Segel-Karpas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Solitude and positive solitude (PS) are used in literature interchangeably, yet they have different attributes and effects. While solitude might have devastating outcomes such as depression or health deterioration, PS has beneficial outcomes. Yet, both solitude and PS have no clear unanimous definition. Most researches focus on solitude, while the phenomenon of PS is somewhat neglected. Most research deals with young people and adults, while the current research is interested in PS concepts especially in old age. A qualitative study, with 124 participants was performed in order to understand the essence of PS in different age groups. The findings revealed seven categories related to PS, including: Quietness, religious and spiritual experience, escapism, experience in nature or abroad, controlling stress or thoughts, facilitation achievements and recreation-hobbies-routines. Moreover, three meta-themes emerged: PS is a matter of choice, it is meaningful and enjoyable. One stand alone category was found: PS preconditions. Differences between younger and older adults were found in several categories and in PS preconditions, while the meta-themes were equally mentioned by all participants. Based on the participant's reflections and descriptions a new PS paradigm was built and will be presented as well as a new definition of PS. PS was renamed as 'Soulitude' in order to emphasize its' positive nature. Conclusions: PS serves well most people, yet it has different attributes in different ages. By giving PS a unanimous definition and by understanding its' contribution for the elderly, PS might be addressed as a legitimate, stand alone phenomenon. The paradigm might serve theory as well as clinicians for further PS research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=old-old" title="old-old">old-old</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20solitude" title=" positive solitude"> positive solitude</a>, <a href="https://publications.waset.org/abstracts/search?q=solitude" title=" solitude"> solitude</a>, <a href="https://publications.waset.org/abstracts/search?q=soulitude" title=" soulitude"> soulitude</a> </p> <a href="https://publications.waset.org/abstracts/108699/age-and-gender-differences-in-positive-solitude-preferences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108699.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">133</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">9</span> Smart Safari: Safari Guidance Mobile Application</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=D.%20P.%20Lawrence">D. P. Lawrence</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20M.%20M.%20D.%20Ariyarathna"> T. M. M. D. Ariyarathna</a>, <a href="https://publications.waset.org/abstracts/search?q=W.%20N.%20K.%20De%20Silva"> W. N. K. De Silva</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20D.%20S.%20C.%20De%20Silva"> M. D. S. C. De Silva</a>, <a href="https://publications.waset.org/abstracts/search?q=Lasantha%20Abeysiri"> Lasantha Abeysiri</a>, <a href="https://publications.waset.org/abstracts/search?q=Pradeep%20Abeygunawardhna"> Pradeep Abeygunawardhna</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Safari traveling is one of the most famous hobbies all over the world. In Sri Lanka, 'Yala' is the second-largest national park, which is a better place to go for a safari. Many number of local and foreign travelers are coming to go for a safari in 'Yala'. But 'Yala' does not have a mobile application that is made to facilitate the traveler with some important features that the traveler wants to achieve in the safari experience. To overcome these difficulties, the proposed mobile application by adding those identified features to make travelers, guiders, and administration's works easier. The proposed safari traveling guidance mobile application is called 'SMART SAFARI' for the 'Yala' National Park in Sri Lanka. There are four facilities in this mobile application that provide for travelers as well as the guiders. As the first facility, the guider and traveler can view the created map of the park, and the guider can add temporary locations of animals and special locations on the map. This is a Geographic Information System (GIS) to capture, analyze, and display geographical data. And as the second facility is to generate optimal paths according to the travelers' requirements through the park by using machine learning techniques. In the third part, the traveler can get information about animals using an animal identification system by capturing the animal. As in the other facility, the traveler will be facilitated to add reviews and a rate and view those comments under categorized sections and pre-defined score range. With those facilities, this user-friendly mobile application provides the user to get a better experience in safari traveling, and it will probably help to develop tourism culture in Sri Lanka. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=animal%20identification%20system" title="animal identification system">animal identification system</a>, <a href="https://publications.waset.org/abstracts/search?q=geographic%20information%20system" title=" geographic information system"> geographic information system</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning%20techniques" title=" machine learning techniques"> machine learning techniques</a>, <a href="https://publications.waset.org/abstracts/search?q=pre%20defined%20score%20range" title=" pre defined score range"> pre defined score range</a> </p> <a href="https://publications.waset.org/abstracts/132289/smart-safari-safari-guidance-mobile-application" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132289.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">133</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">8</span> The Meaning and Roles of Leisure among Elderly People</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jureerat%20Kilsomporn">Jureerat Kilsomporn</a>, <a href="https://publications.waset.org/abstracts/search?q=Chularat%20Howharn"> Chularat Howharn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this qualitative study was to describe the meaning of leisure and the role of leisure among elderly people aged more than 80. Participants were purposive selected. Inclusion criteria were age more than 80 year, has no disease, and independent for daily life activities. Data were collected by in-depth interview. Each participant was interviewed two times and 45-60 minutes in each time of interview. Content analyses were conducted to describe the findings. The findings were as followed. Ten active aging participated in this study. All of them are Buddhist with age between 83-89 years old. Most of them completed the primary school. All of them were active members of community club such as elderly club, women club, and funeral association. Active aging described leisure as activities that connected them with their communities. Leisure could be categorized into three groups which were religious activities, entertainment activities, and hobbies. Examples of religious activities were ordination, house-blessing ceremony, and wedding ceremony. Examples of entertainment activities were Thai dance, beat a drum, and sang local songs. Participants described more that they joined and did in leisure for a sake of pleasure. These leisure played significant roles; significantly affect were their minds and their spiritual. Religious activities play a significant role in spiritual well-being while entertainment activities play a significant role in maintaining good status of mental health. Effect of hobby activities which most of these were payable activities were increased their self-valued. Although it was not high incomes but they can use their own money as they designed. Moreover, participants describe that they have a feeling of use their time wisely since they can earn the money, they can have an exercise, and they can share the time with their neighborhood with these activities. Suggestions from this study were that authorized personnel should promote leisure for aging regularly and continuously. Any facilities that meet with their need and their desired should be promoted since these can facilitate aging to maintain their good health status. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20aging" title="active aging">active aging</a>, <a href="https://publications.waset.org/abstracts/search?q=activities" title=" activities"> activities</a>, <a href="https://publications.waset.org/abstracts/search?q=elderly" title=" elderly"> elderly</a>, <a href="https://publications.waset.org/abstracts/search?q=leisure" title=" leisure"> leisure</a> </p> <a href="https://publications.waset.org/abstracts/51606/the-meaning-and-roles-of-leisure-among-elderly-people" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51606.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">254</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">7</span> Sustaining the Organizational Performance as Well as Maintaining Employee Satisfaction by Governing Work Life Balance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=I.%20Gupta">I. Gupta</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Kathpal"> C. Kathpal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Time is really the only capital that any human being has, and the only thing he cannot afford to lose. Work life balance is a contested term on which researchers have begun to study in 1960s. Work-life balance refers to how people allocate time between their jobs and other pursuits, such as family, hobbies, and community involvement and includes the mental health fitness of the employees so that the future goal of organization to sustain the employees and earning profits can be achieved. Every organization primarily involves making a parity between the employees' work and their personal life by contributing the maximum. Aims and Objectives: The aim of the present study is to examine the impact of work-life balance as well as employee satisfaction on the organizational performance by evaluating the inter-related factors in order to maintain the healthy growth of concerns. Materials and Methods: To realize the aim of the study, an unstructured questionnaire, as well as face to face interview, was conducted from 100 persons which consisted majority of male members of top as well as middle level positions in the various organizations. The prime source of data collection was primary; however, the study has also used the theoretical contribution done in this respective field by various researchers. Results: Majority of the respondents were males(80%) from age group of 25-45. The collected data was analyzed through hypothesis testing statistical techniques such as correlation analysis, single regression analysis and ANOVA which has rejected the null hypothesis that there is no relation between work-life interface and organizational performance. The major finding of this study is that work-life balance is directly related to the organizations performance. The results show that the organization which works on the employee satisfaction earns more. Along with, there is a reduction of turnout rates, absenteeism, moreover, enhancement of productivity as well as revenue of corporations. Conclusion: The present study reflects that the disparity in the work-life balance gives invitation to many disorders either mental or physical which leads the dearth in performance. As a result, not only employees, however, organizations also suffers which is clearly shown in the interviews conducted face to face with employees. The study is not targeting the particular class of audience; however, it brings out benefits to the masses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=work-life%20balance" title="work-life balance">work-life balance</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a>, <a href="https://publications.waset.org/abstracts/search?q=culture" title=" culture"> culture</a>, <a href="https://publications.waset.org/abstracts/search?q=organization" title=" organization"> organization</a>, <a href="https://publications.waset.org/abstracts/search?q=satisfaction" title=" satisfaction"> satisfaction</a> </p> <a href="https://publications.waset.org/abstracts/100994/sustaining-the-organizational-performance-as-well-as-maintaining-employee-satisfaction-by-governing-work-life-balance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100994.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">118</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">6</span> An Elaboration Likelihood Model to Evaluate Consumer Behavior on Facebook Marketplace: Trust on Seller as a Moderator</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sharmistha%20Chowdhury">Sharmistha Chowdhury</a>, <a href="https://publications.waset.org/abstracts/search?q=Shuva%20Chowdhury"> Shuva Chowdhury</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Buying-selling new as well as second-hand goods like tools, furniture, household, electronics, clothing, baby stuff, vehicles, and hobbies through the Facebook marketplace has become a new paradigm for c2c sellers. This phenomenon encourages and empowers decentralised home-oriented sellers. This study adopts Elaboration Likelihood Model (ELM) to explain consumer behaviour on Facebook Marketplace (FM). ELM suggests that consumers process information through the central and peripheral routes, which eventually shape their attitudes towards posts. The central route focuses on information quality, and the peripheral route focuses on cues. Sellers’ FM posts usually include product features, prices, conditions, pictures, and pick-up location. This study uses information relevance and accuracy as central route factors. The post’s attractiveness represents cues and creates positive or negative associations with the product. A post with remarkable pictures increases the attractiveness of the post. So, post aesthetics is used as a peripheral route factor. People influenced via the central or peripheral route forms an attitude that includes multiple processes – response and purchase intention. People respond to FM posts through save, share and chat. Purchase intention reflects a positive image of the product and higher purchase intention. This study proposes trust on sellers as a moderator to test the strength of its influence on consumer attitudes and behaviour. Trust on sellers is assessed whether sellers have badges or not. A sample questionnaire will be developed and distributed among a group of random FM sellers who are selling vehicles on this platform to conduct the study. The chosen product of this study is the vehicle, a high-value purchase item. High-value purchase requires consumers to consider forming their attitude without any sign of impulsiveness seriously. Hence, vehicles are the perfect choice to test the strength of consumers attitudes and behaviour. The findings of the study add to the elaboration likelihood model and online second-hand marketplace literature. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=consumer%20behaviour" title="consumer behaviour">consumer behaviour</a>, <a href="https://publications.waset.org/abstracts/search?q=elaboration%20likelihood%20model" title=" elaboration likelihood model"> elaboration likelihood model</a>, <a href="https://publications.waset.org/abstracts/search?q=facebook%20marketplace" title=" facebook marketplace"> facebook marketplace</a>, <a href="https://publications.waset.org/abstracts/search?q=c2c%20marketing" title=" c2c marketing"> c2c marketing</a> </p> <a href="https://publications.waset.org/abstracts/147186/an-elaboration-likelihood-model-to-evaluate-consumer-behavior-on-facebook-marketplace-trust-on-seller-as-a-moderator" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147186.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">5</span> Spanish Language Violence Corpus: An Analysis of Offensive Language in Twitter</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Beatriz%20Botella-Gil">Beatriz Botella-Gil</a>, <a href="https://publications.waset.org/abstracts/search?q=Patricio%20Mart%C3%ADnez-Barco"> Patricio Martínez-Barco</a>, <a href="https://publications.waset.org/abstracts/search?q=Lea%20Canales"> Lea Canales</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Internet and ICT are an integral element of and omnipresent in our daily lives. Technologies have changed the way we see the world and relate to it. The number of companies in the ICT sector is increasing every year, and there has also been an increase in the work that occurs online, from sending e-mails to the way companies promote themselves. In social life, ICT’s have gained momentum. Social networks are useful for keeping in contact with family or friends that live far away. This change in how we manage our relationships using electronic devices and social media has been experienced differently depending on the age of the person. According to currently available data, people are increasingly connected to social media and other forms of online communication. Therefore, it is no surprise that violent content has also made its way to digital media. One of the important reasons for this is the anonymity provided by social media, which causes a sense of impunity in the victim. Moreover, it is not uncommon to find derogatory comments, attacking a person’s physical appearance, hobbies, or beliefs. This is why it is necessary to develop artificial intelligence tools that allow us to keep track of violent comments that relate to violent events so that this type of violent online behavior can be deterred. The objective of our research is to create a guide for detecting and recording violent messages. Our annotation guide begins with a study on the problem of violent messages. First, we consider the characteristics that a message should contain for it to be categorized as violent. Second, the possibility of establishing different levels of aggressiveness. To download the corpus, we chose the social network Twitter for its ease of obtaining free messages. We chose two recent, highly visible violent cases that occurred in Spain. Both of them experienced a high degree of social media coverage and user comments. Our corpus has a total of 633 messages, manually tagged, according to the characteristics we considered important, such as, for example, the verbs used, the presence of exclamations or insults, and the presence of negations. We consider it necessary to create wordlists that are present in violent messages as indicators of violence, such as lists of negative verbs, insults, negative phrases. As a final step, we will use automatic learning systems to check the data obtained and the effectiveness of our guide. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=human%20language%20technologies" title="human language technologies">human language technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20modelling" title=" language modelling"> language modelling</a>, <a href="https://publications.waset.org/abstracts/search?q=offensive%20language%20detection" title=" offensive language detection"> offensive language detection</a>, <a href="https://publications.waset.org/abstracts/search?q=violent%20online%20content" title=" violent online content"> violent online content</a> </p> <a href="https://publications.waset.org/abstracts/114711/spanish-language-violence-corpus-an-analysis-of-offensive-language-in-twitter" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114711.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">131</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4</span> Psychosocial Strategies Used by Individuals with Schizophrenia: An Analysis of Internet Forum Posts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Charisse%20H.%20Tay">Charisse H. Tay</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Schizophrenia is a severe chronic mental disorder that can result in hallucinations, delusions, reduced social engagement, and lack of motivation. While antipsychotic medications often provide the basis for treatment, psychosocial strategies complement the benefit of medications and can result in meaningful improvements in symptoms and functioning. The aim of the study was to investigate psychosocial strategies used by internet self-help forum participants to effectively manage symptoms caused by schizophrenia. Internet self-help forums are a resource for medical and psychological problems and are commonly used to share information about experiences with symptom management. Method: Three international self-help internet forums on schizophrenia were identified using a search engine. 1,181 threads regarding non-pharmacological, psychosocial self-management of schizophrenia symptoms underwent screening, resulting in the final identification and coding of 91 threads and 191 posts from 134 unique forum users that contained details on psychosocial strategies endorsed personally by users that allowed them to effectively manage symptoms of schizophrenia, including positive symptoms (e.g., auditory/visual/tactile hallucinations, delusions, paranoia), negative symptoms (e.g.., avolition, apathy, anhedonia), symptoms of distress, and cognitive symptoms (e.g., memory loss). Results: Effective symptom management strategies personally endorsed by online forum users were psychological skills (e.g., re-focusing, mindfulness/meditation, reality checking; n = 94), engaging in activities (e.g., exercise, working/volunteering, hobbies; n = 84), social/familial support (n = 48), psychotherapy (n = 33), diet (n = 18), and religion/spirituality (n = 14). 44.4% of users reported using more than one strategy to manage their symptoms. The most common symptoms targeted and effectively managed, as specified by users, were positive symptoms (n = 113), negative symptoms (n = 17), distress (n = 8), and memory loss (n = 6). 10.5% of users reported more than one symptom effectively targeted. 70.2% of users with positive symptoms reported that psychological skills were effective for symptom relief. 88% of users with negative symptoms and 75% with distress symptoms reported that engaging in activities was effective. Discussion: Individuals with schizophrenia rely on a variety of different psychosocial methods to manage their symptoms. Different symptomology appears to be more effectively targeted by different types of psychosocial strategies. This may help to inform treatment strategy and tailored for individuals with schizophrenia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=psychosocial%20treatment" title="psychosocial treatment">psychosocial treatment</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative%20methods" title=" qualitative methods"> qualitative methods</a>, <a href="https://publications.waset.org/abstracts/search?q=schizophrenia" title=" schizophrenia"> schizophrenia</a>, <a href="https://publications.waset.org/abstracts/search?q=symptom%20management" title=" symptom management"> symptom management</a> </p> <a href="https://publications.waset.org/abstracts/117433/psychosocial-strategies-used-by-individuals-with-schizophrenia-an-analysis-of-internet-forum-posts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/117433.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">124</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3</span> A Network Economic Analysis of Friendship, Cultural Activity, and Homophily</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Siming%20Xie">Siming Xie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In social networks, the term homophily refers to the tendency of agents with similar characteristics to link with one another and is so robustly observed across many contexts and dimensions. The starting point of my research is the observation that the “type” of agents is not a single exogenous variable. Agents, despite their differences in race, religion, and other hard to alter characteristics, may share interests and engage in activities that cut across those predetermined lines. This research aims to capture the interactions of homophily effects in a model where agents have two-dimension characteristics (i.e., race and personal hobbies such as basketball, which one either likes or dislikes) and with biases in meeting opportunities and in favor of same-type friendships. A novel feature of my model is providing a matching process with biased meeting probability on different dimensions, which could help to understand the structuring process in multidimensional networks without missing layer interdependencies. The main contribution of this study is providing a welfare based matching process for agents with multi-dimensional characteristics. In particular, this research shows that the biases in meeting opportunities on one dimension would lead to the emergence of homophily on the other dimension. The objective of this research is to determine the pattern of homophily in network formations, which will shed light on our understanding of segregation and its remedies. By constructing a two-dimension matching process, this study explores a method to describe agents’ homophilous behavior in a social network with multidimension and construct a game in which the minorities and majorities play different strategies in a society. It also shows that the optimal strategy is determined by the relative group size, where society would suffer more from social segregation if the two racial groups have a similar size. The research also has political implications—cultivating the same characteristics among agents helps diminishing social segregation, but only if the minority group is small enough. This research includes both theoretical models and empirical analysis. Providing the friendship formation model, the author first uses MATLAB to perform iteration calculations, then derives corresponding mathematical proof on previous results, and last shows that the model is consistent with empirical evidence from high school friendships. The anonymous data comes from The National Longitudinal Study of Adolescent Health (Add Health). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=homophily" title="homophily">homophily</a>, <a href="https://publications.waset.org/abstracts/search?q=multidimension" title=" multidimension"> multidimension</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20networks" title=" social networks"> social networks</a>, <a href="https://publications.waset.org/abstracts/search?q=friendships" title=" friendships"> friendships</a> </p> <a href="https://publications.waset.org/abstracts/136674/a-network-economic-analysis-of-friendship-cultural-activity-and-homophily" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136674.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">2</span> Origins of the Tattoo: Decoding the Ancient Meanings of Terrestrial Body Art to Establish a Connection between the Natural World and Humans Today</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sangeet%20Anand">Sangeet Anand</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Body art and tattooing have long been practiced as a form of self-expression for centuries, and this study studies and analyzes the pertinence of tattoo culture in our everyday lives and ancient past. Individuals of different cultures represent ideas, practices, and elements of their cultures through symbolic representation. These symbols come in all shapes and sizes and can be as simple as the makeup you put on every day to something more permanent such as a tattoo. In the long run, these individuals who choose to display art on their bodies are seeking to express their individuality. In addition, these visuals are ultimately a reflection of our own appropriate cultures deem as beautiful, important, and powerful to the human eye. They make us known to the world and give us a plausible identity in an ever-changing world. We have lived through and seen a rise in hippie culture today. This type of bodily decoration displayed by this fad has made it seem as though body art is a visual language that is relatively new. But quite to the contrary, it is not. Through cultural symbolic exploration, we can answer key questions to ideas that have been raised for centuries. Through careful, in-depth interviews, this study takes a broad subject matter-art, and symbolism-and culminates it into a deeper philosophical connection between the world and its past. The basic methodologies used in this sociocultural study include interview questionnaires and textual analysis, which encompass a subject and interviewer as well as source material. The major findings of this study contain a distinct connection between cultural heritage and the day-to-day likings of an individual. The participant that was studied during this project demonstrated a clear passion for hobbies that were practiced even by her ancestors. We can conclude, through these findings, that there is a deeper cultural connection between modern day humans, the first humans, and the surrounding environments. Our symbols today are a direct reflection of the elements of nature that our human ancestors were exposed to, and, through cultural acceptance, we can adorn ourselves with these representations to help others identify our pasts. Body art embraces the different aspects of different cultures and holds significance, tells stories, and persists, even as the human population rapidly integrates. With this pattern, our human descendents will continue to represent their cultures and identities in the future. Body art is an integral element in understanding how and why people identify with certain aspects of life over others and broaden the scope for conducting more analysis cross-culturally. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=natural" title="natural">natural</a>, <a href="https://publications.waset.org/abstracts/search?q=symbolism" title=" symbolism"> symbolism</a>, <a href="https://publications.waset.org/abstracts/search?q=tattoo" title=" tattoo"> tattoo</a>, <a href="https://publications.waset.org/abstracts/search?q=terrestrial" title=" terrestrial "> terrestrial </a> </p> <a href="https://publications.waset.org/abstracts/128839/origins-of-the-tattoo-decoding-the-ancient-meanings-of-terrestrial-body-art-to-establish-a-connection-between-the-natural-world-and-humans-today" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128839.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">107</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</span> Elements of Creativity and Innovation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fadwa%20Al%20Bawardi">Fadwa Al Bawardi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In March 2021, the Saudi Arabian Council of Ministers issued a decision to form a committee called the "Higher Committee for Research, Development and Innovation," a committee linked to the Council of Economic and Development Affairs, chaired by the Chairman of the Council of Economic and Development Affairs, and concerned with the development of the research, development and innovation sector in the Kingdom. In order to talk about the dimensions of this wonderful step, let us first try to answer the following questions. Is there a difference between creativity and innovation..? What are the factors of creativity in the individual. Are they mental genetic factors or are they factors that an individual acquires through learning..? The methodology included surveys that have been conducted on more than 500 individuals, males and females, between the ages of 18 till 60. And the answer is. "Creativity" is the creation of a new idea, while "Innovation" is the development of an already existing idea in a new, successful way. They are two sides of the same coin, as the "creative idea" needs to be developed and transformed into an "innovation" in order to achieve either strategic achievements at the level of countries and institutions to enhance organizational intelligence, or achievements at the level of individuals. For example, the beginning of smart phones was just a creative idea from IBM in 1994, but the actual successful innovation for the manufacture, development and marketing of these phones was through Apple later. Nor does creativity have to be hereditary. There are three basic factors for creativity: The first factor is "the presence of a challenge or an obstacle" that the individual faces and seeks thinking to find solutions to overcome, even if thinking requires a long time. The second factor is the "environment surrounding" of the individual, which includes science, training, experience gained, the ability to use techniques, as well as the ability to assess whether the idea is feasible or otherwise. To achieve this factor, the individual must be aware of own skills, strengths, hobbies, and aspects in which one can be creative, and the individual must also be self-confident and courageous enough to suggest those new ideas. The third factor is "Experience and the Ability to Accept Risk and Lack of Initial Success," and then learn from mistakes and try again tirelessly. There are some tools and techniques that help the individual to reach creative and innovative ideas, such as: Mind Maps tool, through which the available information is drawn by writing a short word for each piece of information and arranging all other relevant information through clear lines, which helps in logical thinking and correct vision. There is also a tool called "Flow Charts", which are graphics that show the sequence of data and expected results according to an ordered scenario of events and workflow steps, giving clarity to the ideas, their sequence, and what is expected of them. There are also other great tools such as the Six Hats tool, a useful tool to be applied by a group of people for effective planning and detailed logical thinking, and the Snowball tool. And all of them are tools that greatly help in organizing and arranging mental thoughts, and making the right decisions. It is also easy to learn, apply and use all those tools and techniques to reach creative and innovative solutions. The detailed figures and results of the conducted surveys are available upon request, with charts showing the %s based on gender, age groups, and job categories. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=innovation" title="innovation">innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=creativity" title=" creativity"> creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=factors" title=" factors"> factors</a>, <a href="https://publications.waset.org/abstracts/search?q=tools" title=" tools"> tools</a> </p> <a href="https://publications.waset.org/abstracts/147073/elements-of-creativity-and-innovation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147073.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">55</span> </span> </div> </div> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>