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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="parent training program"> <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> 7566</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: parent training program</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7566</span> The Effects of the Parent Training Program for Obesity Reduction on Health Behaviors of School-Age Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muntanavadee%20Maytapattana">Muntanavadee Maytapattana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of the study were to evaluate the effectiveness of the Parent Training Program for Obesity Reduction (PTPOR) on health behaviors of school-age children. An Ecological Systems Theory (EST) was approached the study and a randomized control trial was used in this study. Participants were school-age overweight or obese children and their parents. One hundred and one parent-child dyads were recruited and random assigned into the PTPOR (N=30), Educational Intervention or EI (N=32), and control group (N=39). The parents in the PTPOR group participated in five sessions including an educational session, a cooking session, aerobic exercise training, 2-time group discussion sessions, and 4-time telephoned counseling sessions. Repeated Measure ANCOVA was used to analyze data. The results presented that the outcomes of the PTPOR group were better than the EI and the control groups at 1st, 8th, and 32nd weeks after finishing the program such as child exercise behavior (F(2,97) = 3.98, p = .02) and child dietary behavior (F(2,97) = 9.42, p = .00). The results suggest that nurses and health care providers should utilize the PTPOR for child weight reduction and for the health promotion of a lifestyle among overweight and obese children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=parent%20training%20program" title="parent training program">parent training program</a>, <a href="https://publications.waset.org/abstracts/search?q=obesity%20reduction" title=" obesity reduction"> obesity reduction</a>, <a href="https://publications.waset.org/abstracts/search?q=child%20health%20behaviors" title=" child health behaviors"> child health behaviors</a>, <a href="https://publications.waset.org/abstracts/search?q=school-age%20children" title=" school-age children"> school-age children</a> </p> <a href="https://publications.waset.org/abstracts/7310/the-effects-of-the-parent-training-program-for-obesity-reduction-on-health-behaviors-of-school-age-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7310.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">443</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">7565</span> A Case Study on Improving Language Skills of Preschoolers by Parent-Child Reading</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hoi%20Yan%20Lau">Hoi Yan Lau</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Hong Kong, most families have working parents, and the primary caregivers of young children are helpers. This leads to a lack of interaction and language expression in children’s home environment, which affects their language development. This study aims to explore the effectiveness of parent-child reading in improving young children’s language skills. A 4-year-old girl and her mother are recruited to a 3 months’ parent-child reading program. There is a total of 26 reading sessions which target to enhance the parent’s skill of parent-child reading and to assess the child’s language ability. At the same time, the child’s use of language in normal classroom settings is analyzed by anecdotal records. It is shown that the parent is able to use more and better guiding questions during parent-child reading after this program, which in turn leads to more and longer response of the child during the reading sessions. The child also has an increase in Mean Length of Utterance and has a higher frequency of using complete sentences when interacting with other classmates in the classroom. It is worthwhile to further investigate the inclusion of promoting parent-child reading to enhance children’s language development in preschool curriculum planning. <p class="card-text"><strong>Keywords:</strong> <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=language%20skills" title=" language skills"> language skills</a>, <a href="https://publications.waset.org/abstracts/search?q=parent-child%20reading" title=" parent-child reading"> parent-child reading</a>, <a href="https://publications.waset.org/abstracts/search?q=preschoolers" title=" preschoolers"> preschoolers</a> </p> <a href="https://publications.waset.org/abstracts/114660/a-case-study-on-improving-language-skills-of-preschoolers-by-parent-child-reading" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114660.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">158</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">7564</span> The Effects of the Parent Training Program for Obesity Reduction on Child Waist Circumference and Health Behaviors of Pre-School Children at the Samut-Songkhram Kindergarten School, Samut-Songkhram Province, Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muntanavadee%20Maytapattana">Muntanavadee Maytapattana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims to study the effects of the Parent Training Program for Obesity Reduction (PTPOR) on child waist circumference and health behaviors of pre-school children at the Samut-Songkhram kindergarten school, Samut-Songkhram province, Thailand. The objective of this research is to evaluate the effectiveness of the PTPOR on child waist circumference and health behaviors of the pre-school children. The conceptual framework of this study is developed on the basis of the Ecological Systems Theory (EST), not only do the individual factors such as child characteristics and child risk factors contribute to the child’s weight status, but also other factors such as parenting style and family characteristics, as well as community and demographic factors. This research is a quasi-experimental study. Participants were pre-school overweight and obese children and their parents. Forty-one parent-child dyads were recruited into the program. Parents participated in two sessions including an educational session and a group discussion session. Research methodology uses Paired-Samples t-test to determine the difference between groups in the mean scores of the outcome variables of the children and parents. The research results show that there was significant difference between child waist circumferences mean score at the baseline and finishing the program at the 0.01 level (p = 0.001), mean score of the child waist circumference was decrease after finishing the program. And there was no significant difference between child exercise health behaviors mean score at the baseline and finishing the program at the 0.05 level; however, mean score of the child exercise behavior was increase after finishing the program. Meanwhile, there was significant difference between child dietary health behavior mean score at the baseline and finishing the program at the 0.01 level (p = 0.001), mean score of the child dietary was increase after finishing the program. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=PTPOR" title="PTPOR">PTPOR</a>, <a href="https://publications.waset.org/abstracts/search?q=child%20waist%20circumference" title=" child waist circumference"> child waist circumference</a>, <a href="https://publications.waset.org/abstracts/search?q=child%20health%20behaviors" title=" child health behaviors"> child health behaviors</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-school%20children" title=" pre-school children"> pre-school children</a> </p> <a href="https://publications.waset.org/abstracts/15675/the-effects-of-the-parent-training-program-for-obesity-reduction-on-child-waist-circumference-and-health-behaviors-of-pre-school-children-at-the-samut-songkhram-kindergarten-school-samut-songkhram-province-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15675.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">570</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">7563</span> Mediation Effect of Mindful Parenting on Parental Self Efficacy and Parent-Child Attachment in Hong Kong</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Man%20Chung%20Chu">Man Chung Chu </a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the dynamic family interaction, parental self-efficacy is connected with parent-child attachment. Parental self-efficacy and its corresponding behavior played an influential role in the lifespan development of the child. Recently, Mindful parenting is popularly addressed as it lightens parents’ awareness to their own thoughts feelings and behaviors by adapting a nonjudgmental attitude in the present moment being with the child. The effectiveness of mindful parent is considerably significant in enhancing parent-child relationship as well as family functioning. Parenting in early developmental stage is always challenging and essential for later growth, however, literature is rarely exploring the mediation of mindful parenting on the effect of parent self-efficacy on parent-child attachment in preschoolers’ families. The mediation effect of the research shed light on how mindful parenting should head, where parental self-efficacy training should be incorporated together with mindful family program in attempt to yield the best outcome in the family of young-aged children. Two hundred and eight (208) parents, of two to six years old children, were participated in the study and results supported the significance in the mediator effect of mindful parenting in both facets, i.e. Parent-focused - ‘Mindful Discipline’ and Child-focused – ‘Being in the moment with the child’ where parental self-efficacy is a significant predictor of mindful parenting. The implication of the result suggests that mindful parenting would be a therapeutic framework in promoting family functioning and child’s well-being, it would also be a ‘significant helping hand’ in maintaining continuous secure attachment relationship and growing their mindful children in a family. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mediation%20effect" title="mediation effect">mediation effect</a>, <a href="https://publications.waset.org/abstracts/search?q=mindful%20parenting" title=" mindful parenting"> mindful parenting</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20self%20efficacy" title=" parental self efficacy"> parental self efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=parent-child%20attachment" title=" parent-child attachment"> parent-child attachment</a>, <a href="https://publications.waset.org/abstracts/search?q=preschoolers" title=" preschoolers"> preschoolers</a> </p> <a href="https://publications.waset.org/abstracts/97136/mediation-effect-of-mindful-parenting-on-parental-self-efficacy-and-parent-child-attachment-in-hong-kong" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97136.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">198</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">7562</span> Strategic Management of a Geoscience Education and Training Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lee%20Ock-Sun">Lee Ock-Sun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The effective development of a geoscience education and training program takes account of the rapidly changing environment in the geoscience market, includes information about resource-rich countries which have international education demands. In this paper, we introduce the geoscience program run bythe International School for Geoscience Resources at the Korea Institute of Geoscience and Mineral Resources (IS-Geo of KIGAM),and show its remarkable performance. To further effective geoscience program planning and operation, we present recommendations for strategic management for customer-oriented operation with a more favorable program format and advanced training aids. Above all, the IS-Geo of KIGAM should continue improve through‘plan-do-see-feedback’activities based on the recommendations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=demand%20survey" title="demand survey">demand survey</a>, <a href="https://publications.waset.org/abstracts/search?q=geoscience%20program" title=" geoscience program"> geoscience program</a>, <a href="https://publications.waset.org/abstracts/search?q=program%20performance" title=" program performance"> program performance</a>, <a href="https://publications.waset.org/abstracts/search?q=strategic%20management" title=" strategic management"> strategic management</a> </p> <a href="https://publications.waset.org/abstracts/16571/strategic-management-of-a-geoscience-education-and-training-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16571.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">444</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7561</span> Development and Evaluation of Preceptor Training Program for Nurse Preceptors in King Chulalongkorn Memorial Hospital </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pataraporn%20Kheawwan">Pataraporn Kheawwan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Preceptorship represents an important aspect in new nurse orientation. However, there was no formal preceptor training program developed for nurse preceptor in Thailand. The purposes of this study were to develop and evaluate formal preceptor training program for nurse preceptors in King Chulalongkorn Memorial Hospital, Thailand. A research and development study design was utilized in this study. Participants were 37 nurse preceptors. The program contents were delivered by e-learning material, class lecture, group discussion followed by simulation training. Knowledge of the participants was assessed pre and post program. Skill and critical thinking were assessed using Preceptor Skill and Decision Making Evaluation form at the end of program. Statistical significant difference in knowledge regarding preceptor role and coaching strategies between pre and post program were found. All participants had satisfied skill and decision making score after completed the program. Most of participants perceived benefits of preceptor training course. In conclusion, The results of this study reveal that the newly developed preceptorship course is an effective formal training course for nurse preceptors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=preceptor" title="preceptor">preceptor</a>, <a href="https://publications.waset.org/abstracts/search?q=preceptorship" title=" preceptorship"> preceptorship</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20nurse" title=" new nurse"> new nurse</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical%20education" title=" clinical education"> clinical education</a> </p> <a href="https://publications.waset.org/abstracts/67287/development-and-evaluation-of-preceptor-training-program-for-nurse-preceptors-in-king-chulalongkorn-memorial-hospital" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67287.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">261</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7560</span> Effects of Training on Self-Efficacy, Competence, and Target Complaints of Dementia Family Support Program Facilitators</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Myonghwa%20Park">Myonghwa Park</a>, <a href="https://publications.waset.org/abstracts/search?q=Eun%20Jeong%20Choi"> Eun Jeong Choi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Persons with dementia living at home have complex caregiving demands, which can be significant sources of stress for the family caregivers. Thus, the dementia family support program facilitators struggle to provide various health and social services, facing diverse challenges. The purpose of this study was to research the effects of training program for the dementia family support program facilitators on self-efficacy, competence, and target complaints concerning operating their program. We created a training program with systematic contents, which was composed of 10 sessions and we provided the program for the facilitators. The participants were 32 people at 28 community dementia support centers who manage dementia family support programs and they completed quantitative and qualitative self-report questionnaire before and after participating in the training program. For analyzing the data, descriptive statistics were used and with a paired t-test, pretest and posttest scores of self-efficacy, competence, and target complaints were analyzed. We used Statistical Package for the Social Sciences (SPSS) statistics (Version 21) to analyze the data. The average age of the participants was 39.6 years old and the 84.4% of participants were nurses. There were statistically meaningful increases in facilitators’ self-efficacy scores (t = -4.45, p < .001) and competence scores (t = -2.133, p = 0.041) after participating in training program and operating their own dementia family support program. Also, the facilitators’ difficulties in conducting their dementia family support program were decreased which was assessed with target complaints. Especially, the facilitators’ lack of dementia expertise and experience was decreased statistically significantly (t = 3.520, p = 0.002). Findings provided evidence of the benefits of the training program for facilitators to enhance managing dementia family support program by improving the facilitators’ self-efficacy and competence and decreasing their difficulties regarding operating their program. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competence" title="competence">competence</a>, <a href="https://publications.waset.org/abstracts/search?q=dementia" title=" dementia"> dementia</a>, <a href="https://publications.waset.org/abstracts/search?q=facilitator" title=" facilitator"> facilitator</a>, <a href="https://publications.waset.org/abstracts/search?q=family" title=" family"> family</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a> </p> <a href="https://publications.waset.org/abstracts/93906/effects-of-training-on-self-efficacy-competence-and-target-complaints-of-dementia-family-support-program-facilitators" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93906.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">212</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">7559</span> The Effects of Parent Psycho-Education Program on Problem-Solving Skills of Parents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tuba%20Bagatarhan">Tuba Bagatarhan</a>, <a href="https://publications.waset.org/abstracts/search?q=Digdem%20Muge%20Siyez"> Digdem Muge Siyez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this research is to examine the effects of the psycho-education program on problem-solving skills of parents of high school students in the risk group for Internet addiction. A quasi-experimental design based on the pre-test, post-test and follow up test including experimental and control groups was used in the research. The independent variable of the study was the parent psycho-education program on problem-solving skills; the dependent variable was the problem-solving skills of parents. The research was conducted with the parents of 52 tenth-grade students in the risk group for Internet addiction from two high schools and volunteer to participate research on evaluation of the effectiveness of internet addiction prevention psycho-education program within the scope of another study. In this study, as 26 students were in the experimental groups in the first-high school, the parents of these 26 students were asked if they would like to participate in the parent psycho-education program on parental problem-solving skills. The parents were volunteer to participate in parent psycho-education program assigned experimental group (n=13), the other parents assigned control group 1 (n=13) in the first high school. The parents of the 26 students were randomly assigned to the control group 2 (n=13) and control group 3 (n=13) in the second high school. The data of the research was obtained via the problem behavior scale - coping - parents form and demographic questionnaire. Four-session parent psycho-education program to cope with Internet addiction and other problem behaviors in their children was applied to the experimental group. No program was applied to the control group 1, control group 2 and control group 3. In addition, an internet addiction prevention psycho-education program was applied to the children of the parents in experimental group and control group 1 within the scope of another study. In the analysis of the obtained data, two-factor variance analysis for repeated measures on one factor was used. Bonferroni post-hoc test was used to find the source of intergroup difference. According to the findings, the psycho-education program significantly increases parents’ problem-solving abilities, and the increase has continued throughout the follow-up test. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=internet%20addiction" title="internet addiction">internet addiction</a>, <a href="https://publications.waset.org/abstracts/search?q=parents" title=" parents"> parents</a>, <a href="https://publications.waset.org/abstracts/search?q=prevention" title=" prevention"> prevention</a>, <a href="https://publications.waset.org/abstracts/search?q=psyho-education" title=" psyho-education"> psyho-education</a> </p> <a href="https://publications.waset.org/abstracts/105951/the-effects-of-parent-psycho-education-program-on-problem-solving-skills-of-parents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/105951.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">182</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">7558</span> Evaluating the Effectiveness of the Use of Scharmer’s Theory-U Model in Action-Learning-Based Leadership Development Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Donald%20C.%20Lantu">Donald C. Lantu</a>, <a href="https://publications.waset.org/abstracts/search?q=Henndy%20Ginting"> Henndy Ginting</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Yorga%20Permana"> M. Yorga Permana</a>, <a href="https://publications.waset.org/abstracts/search?q=Dany%20M.%20A.%20Ramdlany"> Dany M. A. Ramdlany</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We constructed a training program for top-talents of a Bank with Scharmer Theory-U as the model. In this training program, we implemented the action learning perspective, as it is claimed to be the most effective one currently available. In the process, participants were encouraged to be more involved, especially compared to traditional lecturing. The goal of this study is to assess the effectiveness of this particular training. The program consists of six days non-residential workshop within two months. Between each workshop, the participants were involved in the works of action learning group. They were challenged by dealing with the real problem related to their tasks at work. The participants of the program were 30 best talents who were chosen according to their yearly performance. Using paired difference statistical test in the behavioral assessment, we found that the training was not effective to increase participants’ leadership competencies. For the future development program, we suggested to modify the goals of the program toward the next stage of development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=action%20learning" title="action learning">action learning</a>, <a href="https://publications.waset.org/abstracts/search?q=behavior" title=" behavior"> behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership%20development" title=" leadership development"> leadership development</a>, <a href="https://publications.waset.org/abstracts/search?q=Theory-U" title=" Theory-U"> Theory-U</a> </p> <a href="https://publications.waset.org/abstracts/90693/evaluating-the-effectiveness-of-the-use-of-scharmers-theory-u-model-in-action-learning-based-leadership-development-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90693.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">195</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">7557</span> TeleMe Speech Booster: Web-Based Speech Therapy and Training Program for Children with Articulation Disorders</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=C.%20Treerattanaphan">C. Treerattanaphan</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Boonpramuk"> P. Boonpramuk</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Singla"> P. Singla</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Frequent, continuous speech training has proven to be a necessary part of a successful speech therapy process, but constraints of traveling time and employment dispensation become key obstacles especially for individuals living in remote areas or for dependent children who have working parents. In order to ameliorate speech difficulties with ample guidance from speech therapists, a website has been developed that supports speech therapy and training for people with articulation disorders in the standard Thai language. This web-based program has the ability to record speech training exercises for each speech trainee. The records will be stored in a database for the speech therapist to investigate, evaluate, compare and keep track of all trainees’ progress in detail. Speech trainees can request live discussions via video conference call when needed. Communication through this web-based program facilitates and reduces training time in comparison to walk-in training or appointments. This type of training also allows people with articulation disorders to practice speech lessons whenever or wherever is convenient for them, which can lead to a more regular training processes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=web-based%20remote%20training%20program" title="web-based remote training program">web-based remote training program</a>, <a href="https://publications.waset.org/abstracts/search?q=Thai%20speech%20therapy" title=" Thai speech therapy"> Thai speech therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=articulation%20disorders" title=" articulation disorders"> articulation disorders</a>, <a href="https://publications.waset.org/abstracts/search?q=speech%20booster" title=" speech booster"> speech booster</a> </p> <a href="https://publications.waset.org/abstracts/13916/teleme-speech-booster-web-based-speech-therapy-and-training-program-for-children-with-articulation-disorders" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13916.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">7556</span> Impact of Pan Pacific's Training Program to Hotel and Restaurant Management (HRM) Practicum Trainees</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bandojo%20Paula%20Maria%20Noella">Bandojo Paula Maria Noella</a>, <a href="https://publications.waset.org/abstracts/search?q=Bernardo%20Bea%20Samantha%20B."> Bernardo Bea Samantha B.</a>, <a href="https://publications.waset.org/abstracts/search?q=Del%20Rosario%20Hanassa%20Mae%20S."> Del Rosario Hanassa Mae S.</a>, <a href="https://publications.waset.org/abstracts/search?q=Gomez%20Marian%20Louise%20D."> Gomez Marian Louise D.</a>, <a href="https://publications.waset.org/abstracts/search?q=Gomez%20Rome%20Voltaire%20M."> Gomez Rome Voltaire M.</a>, <a href="https://publications.waset.org/abstracts/search?q=Reyes%20Alessa%20Anne%20Therese%20A."> Reyes Alessa Anne Therese A.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to determine if there is a significant difference between the training program of Pan Pacific Hotel to other Five Star Hotels in terms of the technical, professional and personal competencies before and after their training. The theoretical framework of this study is the practicum manual of the University of Santo Tomas College of Tourism and Hospitality Management, Hotel and Restaurant Management Program Practicum Manual. This study was conducted using survey questionnaires that were distributed to 50 respondents. The results showed that there is a significant difference with the level of competencies of the practicum trainee before and after the training regardless if the training is structured or unstructured. Results also showed that the structured training program of Pan Pacific Hotel significantly improved the Technical Competencies in the different departments of the hotel industry. On the other hand, the findings also showed that there is no difference between the structured and unstructured training program in terms of Professional Competencies and Personal Competencies. The proponents concluded the study by providing recommendations to the partner hotels of the University of Santo Tomas College of Tourism and Hospitality Management that there should be a structured training program for the practicum trainees. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=structured%20and%20structured%20training%20program" title="structured and structured training program">structured and structured training program</a>, <a href="https://publications.waset.org/abstracts/search?q=practicum%20trainees" title=" practicum trainees"> practicum trainees</a>, <a href="https://publications.waset.org/abstracts/search?q=competencies" title=" competencies"> competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=tourism" title=" tourism "> tourism </a> </p> <a href="https://publications.waset.org/abstracts/29545/impact-of-pan-pacifics-training-program-to-hotel-and-restaurant-management-hrm-practicum-trainees" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29545.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">362</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">7555</span> The Reflection on Pre-Service Teacher Training Program in Science Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sumalee%20Tientongdee">Sumalee Tientongdee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The pre-service teacher training program at Suan Sunandha Rajabhat University, Bankgok Thailand has been provided for undergraduate students for more than 80 years. It was established as the first teacher college in the country. The pre-service teacher program in science education is considered as one of the new training programs to prepare pre-service teacher to teach science in secondary school level. The need of program assessment is strongly important. Therefore, this study was conducted to gain the opinions and recommendations from the principals, in-service teachers, and mentoring teachers from the partnership schools of Bangkok. The invited 120 participants for the annual meeting was hold in May 2017. The focus group discussion and questionnaires were used to collect the data during the reflection session. The content analysis was used to analyze the qualitative data. The results showed that the pre-service teacher training program in science education should improve students’ creative thinking skill, service mind, personality, and attitudes toward teaching science career. Also, the future science teachers must be able to teach in English to have more opportunities to teach science in Southeast Asian countries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teacher%20training%20program" title="pre-service teacher training program">pre-service teacher training program</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection" title=" reflection"> reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20education" title=" science education"> science education</a>, <a href="https://publications.waset.org/abstracts/search?q=Suan%20Sunandha%20Rajabhat%20university" title=" Suan Sunandha Rajabhat university"> Suan Sunandha Rajabhat university</a> </p> <a href="https://publications.waset.org/abstracts/83060/the-reflection-on-pre-service-teacher-training-program-in-science-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83060.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">216</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">7554</span> Four-Week Plyometric and Resistance Training on Muscle Strength and Sprint Performance in Wheelchair Racing Athletes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20Thawichai">K. Thawichai</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Pornthep"> R. Pornthep</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to compare the effects of a four week training period of combined plyometric and resistance training or resistance training alone on muscle strength and sprint performance in wheelchair racing athletes. The participants were sixteen healthy male wheelchair racing athletes of the Thai national team. All participants were randomly assignments into two groups in the plyometric and resistance training group (n = 8) performed plyometric exercises followed by resistance training, whereas the resistance training group (n = 8) performed static stretching and the same resistance training program. At baseline and after training all participants were tested on 1-RM bench press for muscle strength and 100-m cycling sprint performance. The results of this study show that the plyometric and resistance training group made significantly greater improvements in overall muscle strength and sprint performance than the resistance training group following training. In conclusion, these findings suggest that the addition of a four week plyometric and resistance training program more beneficial than resistance training alone on muscle strength and sprint performance in wheelchair racing athletes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=plyometric" title="plyometric">plyometric</a>, <a href="https://publications.waset.org/abstracts/search?q=resistance%20training" title=" resistance training"> resistance training</a>, <a href="https://publications.waset.org/abstracts/search?q=strength" title=" strength"> strength</a>, <a href="https://publications.waset.org/abstracts/search?q=sprint" title=" sprint"> sprint</a>, <a href="https://publications.waset.org/abstracts/search?q=wheelchair%20athletes" title=" wheelchair athletes"> wheelchair athletes</a> </p> <a href="https://publications.waset.org/abstracts/36004/four-week-plyometric-and-resistance-training-on-muscle-strength-and-sprint-performance-in-wheelchair-racing-athletes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36004.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">538</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">7553</span> Implications on the Training Program for Clinical Psychologists in South Korea</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chorom%20Baek">Chorom Baek</a>, <a href="https://publications.waset.org/abstracts/search?q=Sungwon%20Choi"> Sungwon Choi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to analyze the supervision system, and the training and continuing education of mental health professionals in USA, UK, Australia (New Zealand), Japan, and so on, and to deduce the implications of Korean mental health service system. In order to accomplish the purpose of this study, following methodologies were adopted: review on the related literatures, statistical data, the related manuals, online materials, and previous studies concerning issues in those countries for the past five years. The training program in Korea was compared with the others’ through this literature analysis. The induced matters were divided with some parts such as training program, continuing education, educational procedure, and curriculum. Based on the analysis, discussion and implications, the conclusion and further suggestion of this study are as follows: First, Korean Clinical Psychology of Association (KCPA) should become more powerful health main training agency for quality control. Second, actual authority of health main training agency should be a grant to training centers. Third, quality control of mental health professionals should be through standardization and systemization of promotion and qualification management. Fourth, education and training about work of supervisors and unification of criteria for supervision should be held. Fifth, the training program for mental health license should be offered by graduate schools. Sixth, legitimated system to protect the right of mental health trainees is needed. Seventh, regularly continuing education after licensed should be compulsory to keep the certification. Eighth, the training program in training centers should meet KCPA requirement. If not, KCPA can cancel the certification of the centers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=clinical%20psychology" title="clinical psychology">clinical psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=Korea" title=" Korea"> Korea</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health%20system" title=" mental health system"> mental health system</a>, <a href="https://publications.waset.org/abstracts/search?q=training%20program" title=" training program"> training program</a> </p> <a href="https://publications.waset.org/abstracts/70937/implications-on-the-training-program-for-clinical-psychologists-in-south-korea" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70937.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">227</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">7552</span> Investigation of the Opinions and Recommendations of Participants Related to Operating Room Nursing Certified Course Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zehra%20Gencel%20Efe">Zehra Gencel Efe</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatma%20Susam%20Ozsay%C4%B1n"> Fatma Susam Ozsayın</a>, <a href="https://publications.waset.org/abstracts/search?q=Sat%C4%B1%20Tas"> Satı Tas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background and Aim: It is not possible to teach all the knowledge related to operating room nursing in the nursing education process. Certified courses are organized by the Ministry of Health to compensate the lack of postgraduate training and the theoretical and practical training needs of working nurses. In this study; It is aimed to investigate the participants’ opinions and recommendations attending the certified course of operating room nursing that organized in İKCU AtaturkTraining and Research Hospital. Method: Two operating room nursing courses were organized in 2016. The 1st Operating Room Nursing Certified Course Program was organized between March 07, 2016 and April 6, 2016and the 2nd Operating Room Nursing Certified Course Program was organized between 07 November 2016 - 06 December 2016 at the İKCU Ataturk Training and Research Hospital. The first program was accepted for 29 participants, the second program was accepted for 30 participants. In the collection of the data, the 'Operating Room Nursing Certified Training Program Evaluation Form', 'Operating Room Nursing Certified Training Program Theoretical Training Evaluation Form' were used. Three point Likert-type scale is used for responses in the 'Operating Room Nursing Certified Training Program Evaluation Form’ (1=verygood, 2=good, 3=poor). Data is collected in five areas related to training program, operation room practice, communication, responsibility, experiences of learning. Four point Likert-type scale is used for responses in the 'Operating Room Nursing Certified Training Program Theoretical Training Evaluation Form' (1=verysatisfied, 2=quitesatisfied, 3=satisfied, 4=dissatisfied). Data is collected in two areas include presentation and content. Data were analyzed with SPSS 16 program. Findings and Conclusion: It was found that 93,22% of participants were female in addition, 62,7% had bachelor degree. It was seen that 33,87% of the work group had 1-5 years of experience in their field. It was found that; 88% of trainees participating in the first group to the operating room nursing-certified course program stated the training program was very good, 12% of them stated the training program was good. Nobody was signed the ‘poor’ choice. 81% of the trainees who participated in the 2nd group to the operating room nursing-certified course program stated the training program was very good, 19% of them stated the training program was good. Nobody was signed the ‘poor’ choice. It was found that there was no meaningful difference between the achievement ratios of the trainees and the learning status of the trainees when compared with the t test in the groups with success level of the operating room nursing certified course program according to the learning status of the participants (p ˃ 0,05). The trainees noted that the course was satisfied with theoretical and practical steps but the support services (lunch, coffee breaks etc.) were in adequate. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=certified%20courses" title="certified courses">certified courses</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20certified%20courses" title=" nursing certified courses"> nursing certified courses</a>, <a href="https://publications.waset.org/abstracts/search?q=operating%20room%20nursing" title=" operating room nursing"> operating room nursing</a>, <a href="https://publications.waset.org/abstracts/search?q=training%20program" title=" training program"> training program</a> </p> <a href="https://publications.waset.org/abstracts/71643/investigation-of-the-opinions-and-recommendations-of-participants-related-to-operating-room-nursing-certified-course-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71643.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">215</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">7551</span> Influence of Strength Training on the Self-Efficacy of Sports Performance: National Collegiate Athletic Association Student-Athletes Experience of a Strength Training Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alfred%20M.%20Caronia">Alfred M. Caronia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this pilot study was to explore an NCAA Division 1 female volleyball players’ experience of a strength and conditioning program and the result this has on self-efficacy of sport skill performance. This phenomenological study comprised of 10 college aged participants that have strength training program experience. Data was collected using semi-structured interviews and a reflective journal; the transcribed interviews were analyzed using qualitative content analysis. From the analysis, four themes emerged: performance enhancement, injury prevention, motivational experience, and learning experience. From the players’ perspective, care needs to be taken to explain the purpose of an exercise and the benefit it will have for a play performance. Other factors that play an important role in a strength training program are team motivation, individual goal setting, bonding, and communication with the strength coach, as all these items appear to be fundamentals of coaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title="self-efficacy">self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=skill%20performance" title=" skill performance"> skill performance</a>, <a href="https://publications.waset.org/abstracts/search?q=sports%20performance" title=" sports performance"> sports performance</a>, <a href="https://publications.waset.org/abstracts/search?q=strength%20training" title=" strength training"> strength training</a> </p> <a href="https://publications.waset.org/abstracts/158157/influence-of-strength-training-on-the-self-efficacy-of-sports-performance-national-collegiate-athletic-association-student-athletes-experience-of-a-strength-training-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158157.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">91</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">7550</span> The Influence of Guided and Independent Training Toward Teachers’ Competence to Plan Early Childhood Education Learning Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sofia%20Hartati">Sofia Hartati</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research is aimed at describing training in early childhood education program empirically, describing teachers ability to plan lessons empirically, and acquiring empirical data as well as analyzing the influence of guided and independent training toward teachers competence in planning early childhood learning program. The method used is an experiment. It collected data with a population of 76 early childhood educators in Tunjung Teja Sub District area through random sampling technique and grouped into two namely 38 people in an experiment class and 38 people in a controlled class. The technique used for data collections is a test. The result of the research shows that there is a significant influence between training for guided educators toward Teachers Ability toward Planning Early Childhood Learning Program. Guided training has been proven to improve the ability to comprehend planning a learning program. The ability to comprehend planning a learning program owned by teachers of early childhood program comprises of 1) determining the characteristics and competence of students prior to learning; 2) formulating the objective of the learning; 3) selecting materials and its sequences; 4) selecting teaching methods; 5) determining the means or learning media; 6) selecting evaluation strategy as a part of teachers pedagogic competence. The result of this research describes a difference in the competence level of teachers who have joined guided training which is relatively higher than the teachers who joined the independent training. Guided training is one of an effective way to improve the knowledge and competence of early childhood educators. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competence" title="competence">competence</a>, <a href="https://publications.waset.org/abstracts/search?q=planning" title=" planning"> planning</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a> </p> <a href="https://publications.waset.org/abstracts/44975/the-influence-of-guided-and-independent-training-toward-teachers-competence-to-plan-early-childhood-education-learning-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44975.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">264</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7549</span> Curriculum System Optimization under Outstanding Engineers Training Mode of Mechanical and Electronic Engineering</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=El%20Miloudi%20Djelloul">El Miloudi Djelloul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching program of `A plan for educating and training outstanding engineers' is divided into intramural teaching program and enterprise practice teaching program. Based on analyzing the basic principles of teaching plans which teaching plan follows for undergraduate mechanical and electrical engineering, major contents of specialty teaching project are studied amply. The study contents include the system optimization and reform of common curriculum, specialty curriculum and practice curriculum. The practice indicated that under outstanding engineers training mode, the optimized curriculum system have practicability, and achieve the training objectives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20system" title="curriculum system">curriculum system</a>, <a href="https://publications.waset.org/abstracts/search?q=mechanical%20and%20electronic%20engineering" title=" mechanical and electronic engineering"> mechanical and electronic engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=outstanding%20engineers" title=" outstanding engineers"> outstanding engineers</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20program" title=" teaching program "> teaching program </a> </p> <a href="https://publications.waset.org/abstracts/20476/curriculum-system-optimization-under-outstanding-engineers-training-mode-of-mechanical-and-electronic-engineering" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20476.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">526</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">7548</span> The Effectiveness of the Sensory-Motor and Spatial Perception Rehabilitation Program Based on Parent-Child Interaction and Its Effectiveness on Kinesio phobia in Children with Visually Impairment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saheb%20Yousefi">Saheb Yousefi</a>, <a href="https://publications.waset.org/abstracts/search?q=Kim%20T.%20Zebehazy"> Kim T. Zebehazy</a>, <a href="https://publications.waset.org/abstracts/search?q=Parviz%20Sharifi%20Daramadi"> Parviz Sharifi Daramadi</a>, <a href="https://publications.waset.org/abstracts/search?q=Tahereh%20Najafi%20Fard"> Tahereh Najafi Fard</a>, <a href="https://publications.waset.org/abstracts/search?q=Kevin%20Murfitt"> Kevin Murfitt</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Context: Children with visual impairments often face challenges in their cognitive, motor, and social development. Sensory-motor and spatial perception therapies can be beneficial for these children, but many existing programs only focus on a limited set of therapies. This study aims to investigate the effectiveness of a rehabilitation program for sensory- motor and spatial perception in reducing the fear of mobility in visually impaired children. Research Aim: The aim of this study is to determine if a rehabilitation program based on parent-child interaction can reduce the fear of mobility in visually impaired children. Methodology: This study uses a semi-experimental approach with an uneven control group design. Visually impaired children aged 10 to 14 and their parents from the Board of the Blind and Visually Impaired in Tehran Province were included in the study. The sample was divided into experimental and control groups, with a total of 30 participants. The experimental group participated in a rehabilitation program for sensory-motor and spatial perception based on parent-child interaction, while the control group did not receive this intervention. Data was collected using questionnaires on transportation issues and analyzed using multivariate and univariate mixed analysis of variance tests. Findings: The analysis of the data showed that the fear of movement was significantly improved in the experimental group compared to the control group after the intervention. Theoretical Importance: This study highlights the effectiveness of a rehabilitation program for sensory- motor and spatial perception based on parent-child interaction in reducing the fear of mobility in visually impaired children. It contributes to the existing knowledge by demonstrating the positive impact of this type of intervention on the cognitive, motor, and social development of these children. Data Collection and Analysis Procedures: Data was collected through the use of questionnaires administered to the children before and after the intervention. The data was analyzed using multivariate and univariate mixed analysis of variance tests to examine the effects of the rehabilitation program. Questions Addressed: This study addresses the question of whether a rehabilitation program based on parent-child interaction can reduce the fear of mobility in visually impaired children. Conclusion: The findings of this study support the effectiveness of the sensory-motor and spatial perception rehabilitation program based on parent-child interaction in reducing the fear of movement in visually impaired children. This intervention can be considered as a suitable method to enhance the fear of mobility in these children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vision%20impairment" title="vision impairment">vision impairment</a>, <a href="https://publications.waset.org/abstracts/search?q=sensory-motor%20rehabilitation" title=" sensory-motor rehabilitation"> sensory-motor rehabilitation</a>, <a href="https://publications.waset.org/abstracts/search?q=space%20perception" title=" space perception"> space perception</a>, <a href="https://publications.waset.org/abstracts/search?q=parent-child%20interaction" title=" parent-child interaction"> parent-child interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=fear%20of%20movement." title=" fear of movement."> fear of movement.</a> </p> <a href="https://publications.waset.org/abstracts/181138/the-effectiveness-of-the-sensory-motor-and-spatial-perception-rehabilitation-program-based-on-parent-child-interaction-and-its-effectiveness-on-kinesio-phobia-in-children-with-visually-impairment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/181138.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">62</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">7547</span> Thai Student Ability on Speexx Language Training Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Toby%20Gibbs">Toby Gibbs</a>, <a href="https://publications.waset.org/abstracts/search?q=Glen%20Craigie"> Glen Craigie</a>, <a href="https://publications.waset.org/abstracts/search?q=Suwaree%20Yordchim"> Suwaree Yordchim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Using the Speexx Online Language Training Program with Thai students has allowed us to evaluate their learning comprehension and track their progression through the English language program. Speexx sets the standard for excellence and innovation in web-based language training and online coaching services. The program is designed to improve the business communication skills of language learners for Thai students. Speexx consists of English lessons, exercises, tests, web boards, and supplementary lessons to help students practice English. The sample groups are 191 Thai sophomores studying Business English with the department of Humanities and Social Science. The data was received by standard deviation (S.D.) value from questionnaires and samples provided from the Speexx training program. The results found that most Thai sophomores fail the Speexx training program due to their learning comprehension of the English language is below average. With persisted efforts on new training methods, the success of the Speexx Language Training Program can break through the cultural barriers and help future students adopt English as a second language. The Speexx results revealed four main factors affecting the success as follows: 1) Future English training should be pursued in applied Speexx development. 2) Thai students didn’t see the benefit of having an Online Language Training Program. 3) There is a great need to educate the next generation of learners on the benefits of Speexx within the community. 4) A great majority of Thai Sophomores didn't know what Speexx was. A guideline for self-reliance planning consisted of four aspects: 1) Development planning: by arranging groups to further improve English abilities with the Speexx Language Training program and encourage using Speexx every day. Local communities need to develop awareness of the usefulness of Speexx and share the value of using the program among family and friends. 2) Humanities and Social Science staff should develop skills using this Online Language Training Program to expand on the benefits of Speexx within their departments. 3) Further research should be pursued on the Thai Students progression with Speexx and how it helps them improve their language skills with Business English. 4) University’s and Language centers should focus on using Speexx to encourage learning for any language, not just English. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ability" title="ability">ability</a>, <a href="https://publications.waset.org/abstracts/search?q=comprehension" title=" comprehension"> comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=sophomore" title=" sophomore"> sophomore</a>, <a href="https://publications.waset.org/abstracts/search?q=speexx" title=" speexx "> speexx </a> </p> <a href="https://publications.waset.org/abstracts/21217/thai-student-ability-on-speexx-language-training-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21217.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">369</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">7546</span> Effectiveness of Breathing Training Program on Quality of Life and Depression Among Hemodialysis Patients: Quasi‐Experimental Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hayfa%20Almutary">Hayfa Almutary</a>, <a href="https://publications.waset.org/abstracts/search?q=Noof%20Eid%20Al%20Shammari"> Noof Eid Al Shammari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Aim: The management of depression in patients undergoing hemodialysis remains challenging. The aim of this study was to evaluate the effectiveness of a breathing training program on quality of life and depression among patients on hemodialysis. Design: A one-group pretest-posttest quasi-experimental design was used. Methods: Data were collected from hemodialysis units at three dialysis centers. Initial baseline data were collected, and a breathing training program was implemented. The breathing training program included three types of breathing exercises. The impact of the intervention on outcomes was measured using both the Kidney Disease Quality of Life Short Version and the Beck Depression Inventory-Second Edition from the same participants. The participants were asked to perform the breathing training program three times a day for 30 days. Results: The mean age of the patients was 52.1 (SD:15.0), with nearly two-thirds of them being male (63.4%). Participants who were undergoing hemodialysis for 1–4 years constituted the largest number of the sample (46.3%), and 17.1% of participants had visited a psychiatric clinic 1-3 times. The results show that the breathing training program improved overall quality of life and reduced symptoms and problems. In addition, a significant decrease in the overall depression score was observed after implementing the intervention. Conclusions: The breathing training program is a non-pharmacological intervention that has proven visible effectiveness in hemodialysis. This study demonstrated that using breathing exercises reduced depression levels and improved quality of life. The integration of this intervention in dialysis units to manage psychological issues will offer a simple, safe, easy, and inexpensive intervention. Future research should compare the effectiveness of various breathing exercises in hemodialysis patients using longitudinal studies. Impact: As a safety precaution, nurses should initially use non-pharmacological interventions, such as a breathing training program, to treat depression in those undergoing hemodialysis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=breathing%20training%20program" title="breathing training program">breathing training program</a>, <a href="https://publications.waset.org/abstracts/search?q=depression" title=" depression"> depression</a>, <a href="https://publications.waset.org/abstracts/search?q=exercise" title=" exercise"> exercise</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20life" title=" quality of life"> quality of life</a>, <a href="https://publications.waset.org/abstracts/search?q=hemodialysis" title=" hemodialysis"> hemodialysis</a> </p> <a href="https://publications.waset.org/abstracts/163327/effectiveness-of-breathing-training-program-on-quality-of-life-and-depression-among-hemodialysis-patients-quasiexperimental-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163327.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">85</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">7545</span> Effect of Resistance Training on Muscle Strength, IGF₁, and Physical Performance of Volleyball Players</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Menan%20M.%20Elsayed">Menan M. Elsayed</a>, <a href="https://publications.waset.org/abstracts/search?q=Hussein%20A.%20Heshmat"> Hussein A. Heshmat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the study is to assess the effect of resistance training on muscle strength and physical performance of volleyball players of Physical Education College, Helwan University. The researcher used the experimental method of pre-post measurements of one group of 10 volleyball players. The execution of the program was through the period of 12/8/2018 to 12/10/2018; included 24 training units, 3 training units weekly for 8 weeks. The training program revealed an improvement in post measurement of muscle strength, IGF₁ (insulin-like growth factor 1), and physical performance of players. It may be concluded that the resistance training may include changes in hormones and muscle fibers leading to hypertrophy of the muscle and physical performance. It is recommended to use the results of the study in rationing the loads and training programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=IGF%E2%82%81" title="IGF₁">IGF₁</a>, <a href="https://publications.waset.org/abstracts/search?q=muscle%20strength" title=" muscle strength"> muscle strength</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20performance" title=" physical performance"> physical performance</a>, <a href="https://publications.waset.org/abstracts/search?q=resistance%20training" title=" resistance training"> resistance training</a>, <a href="https://publications.waset.org/abstracts/search?q=volleyball%20players" title=" volleyball players"> volleyball players</a> </p> <a href="https://publications.waset.org/abstracts/91648/effect-of-resistance-training-on-muscle-strength-igf1-and-physical-performance-of-volleyball-players" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91648.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">193</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">7544</span> Parent and Child Body Dissatisfaction: The Roles of Implicit Behavior and Child Gender in Middle Childhood</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vivienne%20Langhorne">Vivienne Langhorne</a>, <a href="https://publications.waset.org/abstracts/search?q=Helen%20Sharpe"> Helen Sharpe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Body dissatisfaction begins developing in middle childhood, with wide-ranging implications for mental health and well-being. Previous research on parent behavior has focused on the role of explicit parent behaviors in adolescent and young adult body dissatisfaction, leaving a gap in understanding how implicit parent behaviors relate to body dissatisfaction in childhood. The current study investigated how implicit parent behavior (such as modeling own body dissatisfaction and dieting) relates to parent and child body dissatisfaction. It was hypothesized that implicit behavior would be directly related to parent and child body dissatisfaction and mediate the relationship between the two. Furthermore, this study aimed to examine child gender as a potential moderator in this mediation, as research shows that boys and girls experience body dissatisfaction differently. This study analyzed survey responses on parent body dissatisfaction, implicit behavior, and child body dissatisfaction measures from a sample of 166 parent-child dyads with children between the ages of 6 to 9 years old. Regression analyses revealed that parent body dissatisfaction is related to both parent-implicit behavior and child body dissatisfaction. However, implicit behavior did not mediate the relationship between the two body dissatisfaction variables. Additionally, the results of moderated mediation indicated there were no child gender differences in the strength of the association between parental implicit behaviors and child body dissatisfaction. These findings highlight the need for further research into the mechanisms behind parent and child body dissatisfaction to better understand the process through which intergenerational transmission occurs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=body%20dissatisfaction" title="body dissatisfaction">body dissatisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=implicit%20behaviour" title=" implicit behaviour"> implicit behaviour</a>, <a href="https://publications.waset.org/abstracts/search?q=middle%20childhood" title=" middle childhood"> middle childhood</a>, <a href="https://publications.waset.org/abstracts/search?q=parenting" title=" parenting"> parenting</a> </p> <a href="https://publications.waset.org/abstracts/183394/parent-and-child-body-dissatisfaction-the-roles-of-implicit-behavior-and-child-gender-in-middle-childhood" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183394.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">62</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">7543</span> An Integrated Approach of Isolated and Combined Aerobic and Anaerobic Interval Training for Improvement of Stride Length and Stride Frequency of Soccer Players</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20A.%20Ramesh">K. A. Ramesh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: The study is to find out the effect of isolated and combined aerobic and anaerobic interval training on stride length and stride frequency of Soccer players. Method(s): To achieve this purpose, 45 women Soccer players who participated in the Anna University, Tamilnadu, India. Intercollegiate Tournament was selected as subjects and were randomly divided into three equal groups of fifteen each, such as an anaerobic interval training group (group-I), anaerobic interval training group (group-II) and combined aerobic-anaerobic interval training group (group-III). The training program was conducted three days per weeks for a period of six weeks. Stride length and Stride frequency was selected as dependent variables. All the subjects of the three groups were tested on selected criterion variables at prior to and immediately after the training program. The concepts of dependent test were employed to find out the significant improvement due to the influence of training programs on all the selected criterion variables. The analysis of covariance (ANCOVA) was also used to analyze the significant difference, if, any among the experimental groups. Result(s): The result of the study revealed that combined group was higher than aerobic interval training and anaerobic interval training groups. Conclusion(s): It was concluded that when experimental groups were compared with each other, the combined aerobic – anaerobic interval training program was found to be greater than the aerobic and the anaerobic interval training programs on the development of stride length and stride frequency. High intensity, combined aerobic – anaerobic interval training program can be carried out in a more soccer specific way than plain running. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=stride%20length" title="stride length">stride length</a>, <a href="https://publications.waset.org/abstracts/search?q=stride%20frequency" title=" stride frequency"> stride frequency</a>, <a href="https://publications.waset.org/abstracts/search?q=interval%20training" title=" interval training"> interval training</a>, <a href="https://publications.waset.org/abstracts/search?q=soccer" title=" soccer"> soccer</a> </p> <a href="https://publications.waset.org/abstracts/40302/an-integrated-approach-of-isolated-and-combined-aerobic-and-anaerobic-interval-training-for-improvement-of-stride-length-and-stride-frequency-of-soccer-players" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40302.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">373</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">7542</span> Study of Performance Based Parameters on Sprint Interval Training and Steady State Run: Trained Young Female</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdul%20Latif%20Shaikh">Abdul Latif Shaikh</a>, <a href="https://publications.waset.org/abstracts/search?q=Osama%20Kattos"> Osama Kattos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: The study compared the effects of intra and inter group short duration intensity training and long duration steady state-run training on the cardiovascular performance on female athletes. Method: Twenty trained young female athletes age between 17 to 20 years were randomly selected to participate in the test. The sprint interval training (n-10) program consisted of 5 min sprints and steady state run (n-10) conducted for 30 min. Both groups completed eight sessions of training within four weeks. Result: In intragroup distribution of mean % change in all the variables from week 4 to week 1 did not differ significantly (p-value > 0.05). The inter-group means value of post resting heart rate, max oxygen consumption (VO2max), and calorie expenditure in sprint interval training was higher with compared with steady state run. Conclusion: The comparative mean value of the intergroups program concludes that the SIT program is superior to SSR in performance-based variables in trained young females. The SIT program can be applied as a time-efficient program for improving performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=calorie%20expenditure" title="calorie expenditure">calorie expenditure</a>, <a href="https://publications.waset.org/abstracts/search?q=maximum%20rate%20of%20oxygen%20consumption" title=" maximum rate of oxygen consumption"> maximum rate of oxygen consumption</a>, <a href="https://publications.waset.org/abstracts/search?q=post%20recovery%20HR%20%281-4-7%20min%29" title=" post recovery HR (1-4-7 min)"> post recovery HR (1-4-7 min)</a>, <a href="https://publications.waset.org/abstracts/search?q=time%20domain" title=" time domain"> time domain</a> </p> <a href="https://publications.waset.org/abstracts/120814/study-of-performance-based-parameters-on-sprint-interval-training-and-steady-state-run-trained-young-female" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120814.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">172</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">7541</span> Resiliency in Fostering: A Qualitative Study of Highly Experienced Foster Parents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ande%20Nesmith">Ande Nesmith</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is an ongoing shortage of foster parents worldwide to take on a growing population of children in need of out-of-home care. Currently, resources are primarily aimed at recruitment rather than retention. Retention rates are extraordinarily low, especially in the first two years of fostering. Qualitative interviews with 19 foster parents averaging 20 years of service provided insight into the challenges they faced and how they overcame them. Thematic analysis of interview transcripts identified sources of stress and resiliency. Key stressors included lack of support and responsiveness from the children’s social workers, false maltreatment allegations, and secondary trauma from children’s destructive behaviors and emotional dysregulation. Resilient parents connected with other foster parents for support, engaged in creative problem-solving, recognized that positive feedback from children usually arrives years later, and through training, understood the neurobiological impact of trauma on child behavior. Recommendations include coordinating communication between the foster parent licensing agency social workers and the children’s social workers, creating foster parent support networks and mentoring, and continuous training on trauma including effective parenting strategies. Research is needed to determine whether these resilience indicators in fact lead to long-term retention. Policies should include a mechanism to develop a cohesive line of communication and connection between foster parents and the children’s social workers as well as their respective agencies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=foster%20care%20stability" title="foster care stability">foster care stability</a>, <a href="https://publications.waset.org/abstracts/search?q=foster%20parent%20burnout" title=" foster parent burnout"> foster parent burnout</a>, <a href="https://publications.waset.org/abstracts/search?q=foster%20parent%20resiliency" title=" foster parent resiliency"> foster parent resiliency</a>, <a href="https://publications.waset.org/abstracts/search?q=foster%20parent%20retention" title=" foster parent retention"> foster parent retention</a>, <a href="https://publications.waset.org/abstracts/search?q=trauma-informed%20fostering" title=" trauma-informed fostering"> trauma-informed fostering</a> </p> <a href="https://publications.waset.org/abstracts/84331/resiliency-in-fostering-a-qualitative-study-of-highly-experienced-foster-parents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84331.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">350</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">7540</span> The Effect of Aerobic Training Program on Some Pro-Inflammatory Cytokine in Smokers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Laleh%20Behboudi%20Tabrizi">Laleh Behboudi Tabrizi</a>, <a href="https://publications.waset.org/abstracts/search?q=Melika%20Naserzare"> Melika Naserzare</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Accumulating experimental and epidemiologic data smoker individuals are more prone to systemic inflammation than non-smokers. In this study we aimed to determine serum TNF-α and C-reactive protein (CRP) as pro-inflammatory cytokines in response to 3 months aerobic training in smoker men. A total 30 middle-aged healthy smokers selected for participate in this study and were divided into either control or exercise groups. The subjects in exercise group were completed a 3 months aerobic training program for 3 sessions per week at 60 – 80 % of maximal heart rate. Those in control group did nit participated in exercise training. Pre and post-training of CRP and TNF-α were measured in two groups. Student’s t-tests for paired samples were performed to determine whether there were signigcant within-group changes in the outcomes. P value of <0.05 was accepted as significant. No significant differences were found in anthropometrical and biochemical markers between two groups at baseline. Aerobic training program resulted in a significant decrease in anthropometrical markers and serum TNF-α but not in serum CRP in exercise group. All variables remained without changes in control groups. Based on these finding, it is concluded that aerobic training can be improve inflammatory cytokine with emphasis on TNF-α in smokers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cigarette" title="cigarette">cigarette</a>, <a href="https://publications.waset.org/abstracts/search?q=cytokine" title=" cytokine"> cytokine</a>, <a href="https://publications.waset.org/abstracts/search?q=chronic%20training" title=" chronic training"> chronic training</a>, <a href="https://publications.waset.org/abstracts/search?q=inflammation" title=" inflammation"> inflammation</a> </p> <a href="https://publications.waset.org/abstracts/38136/the-effect-of-aerobic-training-program-on-some-pro-inflammatory-cytokine-in-smokers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38136.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">313</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">7539</span> The Impact of Training Method on Programming Learning Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chechen%20Liao">Chechen Liao</a>, <a href="https://publications.waset.org/abstracts/search?q=Chin%20Yi%20Yang"> Chin Yi Yang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although several factors that affect learning to program have been identified over the years, there continues to be no indication of any consensus in understanding why some students learn to program easily and quickly while others have difficulty. Seldom have researchers considered the problem of how to help the students enhance the programming learning outcome. The research had been conducted at a high school in Taiwan. Students participating in the study consist of 330 tenth grade students enrolled in the Basic Computer Concepts course with the same instructor. Two types of training methods-instruction-oriented and exploration-oriented were conducted. The result of this research shows that the instruction-oriented training method has better learning performance than exploration-oriented training method. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20performance" title="learning performance">learning performance</a>, <a href="https://publications.waset.org/abstracts/search?q=programming%20learning" title=" programming learning"> programming learning</a>, <a href="https://publications.waset.org/abstracts/search?q=TDD" title=" TDD"> TDD</a>, <a href="https://publications.waset.org/abstracts/search?q=training%20method" title=" training method"> training method</a> </p> <a href="https://publications.waset.org/abstracts/10123/the-impact-of-training-method-on-programming-learning-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10123.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">427</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">7538</span> Effects of Vertimax Training on Agility, Quickness and Acceleration</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dede%20Basturk">Dede Basturk</a>, <a href="https://publications.waset.org/abstracts/search?q=Metin%20Kaya"> Metin Kaya</a>, <a href="https://publications.waset.org/abstracts/search?q=Halil%20Taskin"> Halil Taskin</a>, <a href="https://publications.waset.org/abstracts/search?q=Nurtekin%20Erkmen"> Nurtekin Erkmen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In total, 29 students studying in Selçuk University Physical Training and Sports School who are recreationally active participated voluntarilyin this study which was carried out in order to examine effects of Vertimax trainings on agility, quickness and acceleration. 3 groups took their parts in this study as Vertimax training group (N=10), Ordinary training group (N=10) and Control group (N=9). Measurements were carried out in performance laboratory of Selçuk University Physical Training and Sports School. A training program for quickness and agility was followed up for subjects 3 days a week (Monday, Wednesday, Friday) for 8 weeks. Subjects taking their parts in vertimax training group and ordinary training group participated in the training program for quickness and agility. Measurements were applied as pre-test and post-test. Subjects of vertimax training group followed the training program with vertimax device and subjects of ordinary training group followed the training program without vertimax device. As to control group who are recreationally active, they did not participate in any program. 4 gate photocells were used for measuring and measurement of distances was carried out in m. Furthermore, single gate photocell and honi were used for agility test. Measurements started with 15 minutes of warm-up. Acceleration, quickness and agility tests were applied on subjects. 3 measurements were made for each subject at 3 minutes resting intervals. The best rating of three measurements was recorded. 5 m quickness pre-test value of vertimax training groups has been determined as 1,11±0,06 s and post-test value has been determined as 1,06 ± 0,08 s (P<0,05). 5 m quickness pre-test value of ordinary training group has been determined as 1,11±0,06 s and post-test value has been determined as 1,07±0,07 s (P<0,05).5 m quickness pre-test value of control group has been determined as 1,13±0,08 s and post-test value has been determined as 1,10 ± 0,07 s (P>0,05). Upon examination of 10 m acceleration value before and after the training, 10 m acceleration pre-test value of vertimax training group has been determined as 1,82 ± 0,07 s and post-test value has been determined as 1,76±0,83 s (P>0,05). 10 m acceleration pre-test value of ordinary training group has been determined as 1,83±0,05 s and post-test value has been determined as 1,78 ± 0,08 s (P>0,05).10 m acceleration pre-test value of control group has been determined as 1,87±0,11 s and post-test value has been determined as 1,83 ± 0,09 s (P>0,05). Upon examination of 15 m acceleration value before and after the training, 15 m acceleration pre-test value of vertimax training group has been determined as 2,52±0,10 s and post-test value has been determined as 2,46 ± 0,11 s (P>0,05).15 m acceleration pre-test value of ordinary training group has been determined as 2,52±0,05 s and post-test value has been determined as 2,48 ± 0,06 s (P>0,05). 15 m acceleration pre-test value of control group has been determined as 2,55 ± 0,11 s and post-test value has been determined as 2,54 ± 0,08 s (P>0,05).Upon examination of agility performance before and after the training, agility pre-test value of vertimax training group has been determined as 9,50±0,47 s and post-test value has been determined as 9,66 ± 0,47 s (P>0,05). Agility pre-test value of ordinary training group has been determined as 9,99 ± 0,05 s and post-test value has been determined as 9,86 ± 0,40 s (P>0,05). Agility pre-test value of control group has been determined as 9,74 ± 0,45 s and post-test value has been determined as 9,92 ± 0,49 s (P>0,05). Consequently, it has been observed that quickness and acceleration features were developed significantly following 8 weeks of vertimax training program and agility features were not developed significantly. It is suggested that training practices used for the study may be used for situations which may require sudden moves and in order to attain the maximum speed in a short time. Nevertheless, it is also suggested that this training practice does not make contribution in development of moves which may require sudden direction changes. It is suggested that productiveness and innovation may come off in terms of training by using various practices of vertimax trainings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vertimax" title="vertimax">vertimax</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a>, <a href="https://publications.waset.org/abstracts/search?q=quickness" title=" quickness"> quickness</a>, <a href="https://publications.waset.org/abstracts/search?q=agility" title=" agility"> agility</a>, <a href="https://publications.waset.org/abstracts/search?q=acceleration" title=" acceleration"> acceleration</a> </p> <a href="https://publications.waset.org/abstracts/17944/effects-of-vertimax-training-on-agility-quickness-and-acceleration" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17944.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">494</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">7537</span> The Evaluation of Sexual Literacy Teacher Training Program in Thai Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chitraporn%20Boonthanom">Chitraporn Boonthanom</a>, <a href="https://publications.waset.org/abstracts/search?q=Pailin%20Sisookho"> Pailin Sisookho </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Sexual Literacy Training Teachers Program (SLTTP) based on sexual health problems in Thai students includes sexual development, sexual hygiene, high-risk behaviors, Sexual Transmitter Infections and HIV/AIDS, unwanted pregnancy, unsafe abortion, and sexual abuse that increase among Thai students. The training aimed at providing teachers with the sexuality knowledge, sexuality information access skills, communication skill to effectively teach in their class. 28 teachers were participated from schools in Bangkok metropolitan and Nakorn Patom province. The result show the mean score of the pre-test was 8.46 (SD=1.77) and the post-test was 10.13 (SD=2.34). The post-training results were found to be higher than pre–training results but not significant. As teachers are increasing the sexual literacy is very important for Thai students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sexual%20literacy" title="sexual literacy">sexual literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a>, <a href="https://publications.waset.org/abstracts/search?q=sexuality%20education" title=" sexuality education"> sexuality education</a> </p> <a href="https://publications.waset.org/abstracts/33458/the-evaluation-of-sexual-literacy-teacher-training-program-in-thai-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33458.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 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