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emotions</title> <meta name="description" content="Search results for: specific emotions"> <meta name="keywords" content="specific emotions"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="specific emotions"> <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> 8232</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: specific emotions</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7992</span> Teacher's Professional Burnout and Its Relationship with the Power of Self-Efficacy and Perceived Stress</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vilma%20Zydziunaite">Vilma Zydziunaite</a>, <a href="https://publications.waset.org/abstracts/search?q=Ausra%20Rutkiene"> Ausra Rutkiene</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In modern society, problems related to the teacher's personality, mental and physical health, teacher's emotions and competencies are becoming more and more relevant. In Lithuania, compared to other European countries, teachers experience specific difficulties at work: they have to work in conditions of constant reforms and changes and face growing competition due to the decrease in students and schools. Professional burnout, teacher’s self-efficacy and perceived stress are interrelated personally and/or organisationally. So, the relationship between teachers' professional burnout, self-efficacy, and perceived stress in the school environment seems to be a relatively underresearched area in Lithuania. The research aim was to reveal and characterize teacher burnout, self-efficacy, and perceived stress in the Lithuanian school context. The quantitative research design with a questioning survey was chosen for the study. The sample size consisted of 427 Lithuanian teachers. Research results revealed the highest scores for exhaustion and the lowest for cynicism; at a time when the teacher experiences professional burnout, cynicism is observed as the weakest characteristic; no significant differences were found according to educational level work experience; significant differences were identified according to age for exhaustion and overall burnout level among teachers; the most of teachers in Lithuanian sample perceive the moderate stress level in school environment; overall burnout has a significant correlation with self-efficacy and stress among Lithuanian teachers. This study has empirical and practical implications: it is relevant to study the problems of teacher's professional burnout, stress, and self-efficacy in connection with contextual qualitative variables and specify the interrelationships between variables in order to be able to identify specific problems and provide empirical evidence to practically solve them. From a practical point of view, the results show that the socio-emotional state of teachers should not be dismissed as an insignificant aspect. Therefore, the school administration must make efforts to develop a positive school climate that supports the socio-emotional state of the teacher. At the same time, school administration must pay great attention to the development of teachers' socio-emotional competencies without ignoring their importance in the teacher's professional life. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lithuania" title="Lithuania">Lithuania</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20stress" title=" perceived stress"> perceived stress</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20burnout" title=" professional burnout"> professional burnout</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=teacher" title=" teacher"> teacher</a> </p> <a href="https://publications.waset.org/abstracts/180333/teachers-professional-burnout-and-its-relationship-with-the-power-of-self-efficacy-and-perceived-stress" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/180333.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">52</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">7991</span> Scoping Review of the Potential to Embed Mental Health Impact in Global Challenges Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Netalie%20Shloim">Netalie Shloim</a>, <a href="https://publications.waset.org/abstracts/search?q=Brian%20Brown"> Brian Brown</a>, <a href="https://publications.waset.org/abstracts/search?q=Siobhan%20Hugh-Jones"> Siobhan Hugh-Jones</a>, <a href="https://publications.waset.org/abstracts/search?q=Jane%20Plastow"> Jane Plastow</a>, <a href="https://publications.waset.org/abstracts/search?q=Diana%20Setiyawati"> Diana Setiyawati</a>, <a href="https://publications.waset.org/abstracts/search?q=Anna%20Madill"> Anna Madill</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In June 2021, the World Health Organization launched its guidance and technical packages on community mental health services, stressing a human rights-based approach to care. This initiative stems from an increasing acknowledgment of the role mental health plays in achieving the Sustainable Development Goals. Nevertheless, mental health remains a relatively neglected research area and the estimates for untreated mental disorders in low-and-middle-income countries (LMICs) are as high as 78% for adults. Moreover, the development sector and research programs too often side-line mental health as a privilege in the face of often immediate threats to life and livelihood. As a way of addressing this problem, this study aimed to examine past or ongoing GCRF projects to see if there were opportunities where mental health impact could have been achieved without compromising a study's main aim and without overburdening a project. Projects funded by the UKRI Global Challenges Research Fund (GCRF) were analyzed. This program was initiated in 2015 to support cutting-edge research that addresses the challenges faced by developing countries. By the end of May 2020, a total of 15,279 projects were funded of which only 3% had an explicit mental health focus. A sample of 36 non-mental-health-focused projects was then sampled for diversity across research council, challenge portfolio and world region. Each of these 36 projects was coded by two coders for opportunities to embed mental health impact. To facilitate coding, the literature was inspected for dimensions relevant to LMIC settings. Three main psychological and three main social dimensions were identified: promote a positive sense of self; promote positive emotions, safe expression and regulation of challenging emotions, coping strategies, and help-seeking; facilitate skills development; and facilitate community-building; preserve sociocultural identity; support community mobilization. Coding agreement was strong on missed opportunities for mental health impact on the three social dimensions: support community mobilization (92%), facilitate community building (83%), preserve socio-cultural identity (70%). Coding agreement was reasonably strong on missed opportunities for mental health impact on the three psychological dimensions: promote positive emotions (67%), facilitate skills development (61%), positive sense of self (58%). In order of frequency, the agreed perceived opportunities from the highest to lowest are: support community mobilization, facilitate community building, facilitate skills development, promote a positive sense of self, promote positive emotions, preserve sociocultural identity. All projects were considered to have an opportunity to support community mobilization and to facilitate skills development by at least one coder. Findings provided support that there were opportunities to embed mental health impact in research across the range of development sectors and identifies what kind of missed opportunities are most frequent. Hence, mainstreaming mental health has huge potential to tackle the lack of priority and funding it has attracted traditionally. The next steps are to understand the barriers to mainstreaming mental health and to work together to overcome them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=GCRF" title="GCRF">GCRF</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title=" mental health"> mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=psychosocial%20wellbeing" title=" psychosocial wellbeing"> psychosocial wellbeing</a>, <a href="https://publications.waset.org/abstracts/search?q=LMIC" title=" LMIC"> LMIC</a> </p> <a href="https://publications.waset.org/abstracts/139458/scoping-review-of-the-potential-to-embed-mental-health-impact-in-global-challenges-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139458.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">174</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">7990</span> English for Specific Purposes: Its Definition, Characteristics, and the Role of Needs Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Karima%20Tayaa">Karima Tayaa</a>, <a href="https://publications.waset.org/abstracts/search?q=Amina%20Bouaziz"> Amina Bouaziz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The rapid expansion in the scientific fields and the growth of communication technology increased the use of English as international language in the world. Hence, over the past few decades, many researchers have been emphasizing on how the teaching and learning of English as a foreign or as an additional language can best help students to perform successfully. English for specific purpose is today quite literally regarded as the most global language discipline which existed practically in every country in the world. ESP (English for Specific Purposes) involves teaching and learning the specific skills and language needed by particular learners for a particular purpose. The P in ESP is always a professional purpose which is a set of skills that learners currently need in their work or will need in their professional careers. It has had an early origin since 1960’s and has grown to become one of the most prominent of English language teaching today. Moreover, ESP learners are usually adults who have some quittances with English and learn the language so as to communicate and perform particular profession. Related activities are based on specific purposes and needs. They are integrated into subject matter area important to the learners. Unlike general English which focuses on teaching general language courses and all four language skills are equally stressed, ESP and practically needs analysis determine which language skills are the most needed by the learners and syllabus designed accordingly. This paper looked into the origin, characteristics, development of ESP, the difference between ESP and general English. Finally, the paper critically reviews the role of needs analysis in the ESP. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20language%20teaching" title="English language teaching">English language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20for%20general%20purposes" title=" English for general purposes"> English for general purposes</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20for%20specific%20purposes" title=" English for specific purposes"> English for specific purposes</a>, <a href="https://publications.waset.org/abstracts/search?q=needs%20analysis" title=" needs analysis"> needs analysis</a> </p> <a href="https://publications.waset.org/abstracts/43586/english-for-specific-purposes-its-definition-characteristics-and-the-role-of-needs-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43586.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">405</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">7989</span> Uni … Mihi ('to Me Only'): Patterns of Uniqueness in Statius' Thebaid and Silius' Punica</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arianna%20Sacerdoti">Arianna Sacerdoti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is a rich and frequent representation of uniqueness in Statius’ poem called Thebaid. This topos interweave with a psychoanalytical study about groups and individual but is also a literary device. This paper will analyze all the passages in the 'Thebaid' referred to uniqueness and exceptionality. Antigone, Adrastus and other characters are, in fact, often characterized as the only ones to behave in a specific way or to do something. Also, the insomniac characters are often the only ones who do not sleep. The material of such a tòpos is very rich throughout the 'Thebaid'. The methodology will be text-oriented. Conclusions will enlighten Statius’ specific use of this tòpos, as related to his models, and will be interdisciplinary. In concluding, this is a study linking philology and psychoanalysis and focused on a topic which deserves a specific analysis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=statius" title="statius">statius</a>, <a href="https://publications.waset.org/abstracts/search?q=Silius%20Italicus" title=" Silius Italicus"> Silius Italicus</a>, <a href="https://publications.waset.org/abstracts/search?q=uniqueness" title=" uniqueness"> uniqueness</a>, <a href="https://publications.waset.org/abstracts/search?q=epic" title=" epic"> epic</a> </p> <a href="https://publications.waset.org/abstracts/92640/uni-mihi-to-me-only-patterns-of-uniqueness-in-statius-thebaid-and-silius-punica" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92640.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">7988</span> Monitor Student Concentration Levels on Online Education Sessions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20K.%20Wijayarathna">M. K. Wijayarathna</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20M.%20Buddika%20Harshanath"> S. M. Buddika Harshanath</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Monitoring student engagement has become a crucial part of the educational process and a reliable indicator of the capacity to retain information. As online learning classrooms are now more common these days, students' attention levels have become increasingly important, making it more difficult to check each student's concentration level in an online classroom setting. To profile student attention to various gradients of engagement, a study is a plan to conduct using machine learning models. Using a convolutional neural network, the findings and confidence score of the high accuracy model are obtained. In this research, convolutional neural networks are using to help discover essential emotions that are critical in defining various levels of participation. Students' attention levels were shown to be influenced by emotions such as calm, enjoyment, surprise, and fear. An improved virtual learning system was created as a result of these data, which allowed teachers to focus their support and advise on those students who needed it. Student participation has formed as a crucial component of the learning technique and a consistent predictor of a student's capacity to retain material in the classroom. Convolutional neural networks have a plan to implement the platform. As a preliminary step, a video of the pupil would be taken. In the end, researchers used a convolutional neural network utilizing the Keras toolkit to take pictures of the recordings. Two convolutional neural network methods are planned to use to determine the pupils' attention level. Finally, those predicted student attention level results plan to display on the graphical user interface of the System. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=HTML5" title="HTML5">HTML5</a>, <a href="https://publications.waset.org/abstracts/search?q=JavaScript" title=" JavaScript"> JavaScript</a>, <a href="https://publications.waset.org/abstracts/search?q=Python%20flask%20framework" title=" Python flask framework"> Python flask framework</a>, <a href="https://publications.waset.org/abstracts/search?q=AI" title=" AI"> AI</a>, <a href="https://publications.waset.org/abstracts/search?q=graphical%20user" title=" graphical user"> graphical user</a> </p> <a href="https://publications.waset.org/abstracts/153646/monitor-student-concentration-levels-on-online-education-sessions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153646.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">99</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">7987</span> Context Specific E-Transformation Decision-Making Framework</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Hol">A. Hol</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, within quickly changing business environments, companies are often faced with specific problems where knowledge required to make timely decisions is often available however is not always readily accessible by the decision makers, in a required form. To identify if in any way via innovative system development companies could be assisted so that they can make quicker industry specific decisions in a given time and space, researchers conducted in depth case study investigation during which they studied company’s e-transformation recommendations, company’s current issues and problems as well as the nature of company’s pressing decisions. This study utilizes Scenario Based Analysis with the aim to help identify parameters crucial for the development of the system that could support decision making in a given time and space. Based on the findings, Context Specific e-transformation decision making framework is proposed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-transformation" title="e-transformation">e-transformation</a>, <a href="https://publications.waset.org/abstracts/search?q=business%20context" title=" business context"> business context</a>, <a href="https://publications.waset.org/abstracts/search?q=decision%20making" title=" decision making"> decision making</a>, <a href="https://publications.waset.org/abstracts/search?q=e-T%20Guide" title=" e-T Guide"> e-T Guide</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a> </p> <a href="https://publications.waset.org/abstracts/12898/context-specific-e-transformation-decision-making-framework" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12898.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">452</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">7986</span> A Mixed-Method Study Exploring Expressive Writing as a Brief Intervention Targeting Mental Health and Wellbeing in Higher Education Students: A Focus on the Quantitative Findings</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gemma%20Reynolds">Gemma Reynolds</a>, <a href="https://publications.waset.org/abstracts/search?q=Deborah%20Bailey%20Rodriguez"> Deborah Bailey Rodriguez</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Paula%20Valdivieso%20Rueda"> Maria Paula Valdivieso Rueda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, the mental health of Higher Education (HE) students has been a growing concern. This has been further exacerbated by the stresses associated with the Covid-19 pandemic, placing students at even greater risk of developing mental health issues. Support available to students in HE tends to follow an established and traditional route. The demands for counselling services have grown, not only with the increase in student numbers but with the number of students seeking support for mental health issues. One way of improving well-being and mental health in HE students is through the use of brief interventions, such as expressive writing (EW). This intervention involves encouraging individuals to write continuously for at least 15-20 minutes for three to five sessions (often on consecutive days) about their deepest thoughts and feelings to explore significant personal experiences in a meaningful way. Given the brevity, simplicity and cost-effectiveness of EW, this intervention has considerable potential as an intervention for HE populations. The current study, therefore, employed a mixed-methods design to explore the effectiveness of EW in reducing anxiety, general stress, academic stress and depression in HE students while improving well-being. HE students at MDX were randomly assigned to one of three conditions: (1) The UniExp-EW group were required to write about their emotions and thoughts about any stressors they have faced that are directly relevant to their university experience (2) The NonUniExp-EW group were required to write about their emotions and thoughts about any stressors that are NOT directly relevant to their university experience, and (3) The Control group were required to write about how they spent their weekend, with no reference to thoughts or emotions, and without thinking about university. Participants were required to carry out the EW intervention for 15minutes per day for four consecutive days. Baseline mental health and wellbeing measures were taken before the intervention via a battery of standardised questionnaires. Following completion of the intervention on day four, participants were required to complete the questionnaires a second time and again one week later. Participants were also invited to attend focus groups to discuss their experience of the intervention. This will allow an in-depth investigation into students’ perceptions of EW as an effective intervention to determine whether they would choose to use this intervention in the future. The quantitative findings will be discussed at the conference as well as a discussion of the important implications of the findings. The study is fundamental because if EW is an effective intervention for improving mental health and well-being in HE students, its brevity and simplicity means it can be easily implemented and can be freely-available to students. Improving the mental health and well-being of HE students can have knock-on implications for improving academic skills and career development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title="mental health">mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=wellbeing" title=" wellbeing"> wellbeing</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education%20students" title=" higher education students"> higher education students</a>, <a href="https://publications.waset.org/abstracts/search?q=expressive%20writing" title=" expressive writing"> expressive writing</a> </p> <a href="https://publications.waset.org/abstracts/169645/a-mixed-method-study-exploring-expressive-writing-as-a-brief-intervention-targeting-mental-health-and-wellbeing-in-higher-education-students-a-focus-on-the-quantitative-findings" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169645.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">87</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">7985</span> The Role of Parents on Fear Acquisition of Children in COVID-19 Pandemic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Begum%20Serim-Yildiz">Begum Serim-Yildiz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study is to examine the role of parents' emotional and behavioral reactions on fears of children in the COVID-19 pandemic considering Rachman’s Three Pathways Theory. For this purpose, a phenomenological qualitative study was conducted. Thirteen participants living with their children were utilized through criterion and snowball sampling. In semi-structured interviews parents were asked about their own and their children’s beahavioral and emotional reactions in the COVID-19 pandemic, and they were expected to give detailed information about fears of their children before and in pandemic. Firstly, parents were asked about their behavioral and emotional reactions in the COVID-19 pandemic. As behavioral reactions, precautions taken by parents to protect the rest of the family from negative physical and emotional impact of the pandemic were mentioned, while emotional reactions were defined as acquisition of negative emotions like fear, anxiety, and worry. Secondly, parents were asked about their children’s behavioral and emotional reactions. Some of the parents talked about positive behavioral changes such as gaining self-control, while some others explained negative behavioral changes like increased time spent with technological tools. In the emotional changes section, all of the parents explained at least one negative emotion. All of the parents stated that their children had COVID-19 related fears. According to parents’ expressions, fears of children in pandemic were examined in two dimensions. Fears directly related to COVID-19 were fear of virus/microbes, illness or death of someone in family and death and fears. Fears indirectly related to COVID-19 were fear of going out, sleep alone at night, separation, touching stuff outside the home, and cold. Considering existing literature and based on the findings of this study, it can be concluded that children’s modelling experiences have impact on acquisition of negative emotions, especially fear, therefore, preventive interventions involving caregivers should be provided by mental health professionals working with children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children%E2%80%99s%20fears" title="children’s fears">children’s fears</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19%20pandemic" title=" COVID-19 pandemic"> COVID-19 pandemic</a>, <a href="https://publications.waset.org/abstracts/search?q=modelling%20experiences" title=" modelling experiences"> modelling experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=parents%E2%80%99%20reactions" title=" parents’ reactions "> parents’ reactions </a> </p> <a href="https://publications.waset.org/abstracts/135378/the-role-of-parents-on-fear-acquisition-of-children-in-covid-19-pandemic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135378.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">166</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">7984</span> A Domain Specific Modeling Language Semantic Model for Artefact Orientation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bunakiye%20R.%20Japheth">Bunakiye R. Japheth</a>, <a href="https://publications.waset.org/abstracts/search?q=Ogude%20U.%20Cyril"> Ogude U. Cyril</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Since the process of transforming user requirements to modeling constructs are not very well supported by domain-specific frameworks, it became necessary to integrate domain requirements with the specific architectures to achieve an integrated customizable solutions space via artifact orientation. Domain-specific modeling language specifications of model-driven engineering technologies focus more on requirements within a particular domain, which can be tailored to aid the domain expert in expressing domain concepts effectively. Modeling processes through domain-specific language formalisms are highly volatile due to dependencies on domain concepts or used process models. A capable solution is given by artifact orientation that stresses on the results rather than expressing a strict dependence on complicated platforms for model creation and development. Based on this premise, domain-specific methods for producing artifacts without having to take into account the complexity and variability of platforms for model definitions can be integrated to support customizable development. In this paper, we discuss methods for the integration capabilities and necessities within a common structure and semantics that contribute a metamodel for artifact-orientation, which leads to a reusable software layer with concrete syntax capable of determining design intents from domain expert. These concepts forming the language formalism are established from models explained within the oil and gas pipelines industry. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=control%20process" title="control process">control process</a>, <a href="https://publications.waset.org/abstracts/search?q=metrics%20of%20engineering" title=" metrics of engineering"> metrics of engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=structured%20abstraction" title=" structured abstraction"> structured abstraction</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20model" title=" semantic model"> semantic model</a> </p> <a href="https://publications.waset.org/abstracts/99162/a-domain-specific-modeling-language-semantic-model-for-artefact-orientation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99162.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">141</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">7983</span> Important Factors for Successful Solution of Emotional Situations: Empirical Study on Young People</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=R.%20Lekaviciene">R. Lekaviciene</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Antiniene"> D. Antiniene</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Attempts to split the construct of emotional intelligence (EI) into separate components – ability to understand own and others’ emotions and ability to control own and others’ emotions may be meaningful more theoretically than practically. In real life, a personality encounters various emotional situations that require exhibition of complex EI to solve them. Emotional situation solution tests enable measurement of such undivided EI. The object of the present study is to determine sociodemographic and other factors that are important for emotional situation solutions. The study involved 1,430 participants from various regions of Lithuania. The age of participants varied from 17 years to 27 years. Emotional social and interpersonal situation scale EI-DARL-V2 was used. Each situation had two mandatory answering formats: The first format contained assignments associated with hypothetical theoretical knowledge of how the situation should be solved, while the second format included the question of how the participant would personally resolve the given situation in reality. A questionnaire that contained various sociodemographic data of subjects was also presented. Factors, statistically significant for emotional situation solution, have been determined: gender, family structure, the subject’s relation with his or her mother, mother’s occupation, subjectively assessed financial situation of the family, level of education of the subjects and his or her parents, academic achievement, etc. The best solvers of emotional situations are women with high academic achievements. According to their chosen study profile/acquired profession, they are related to the fields in social sciences and humanities. The worst solvers of emotional situations are men raised in foster homes. They are/were bad students and mostly choose blue-collar professions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title="emotional intelligence">emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20situations" title=" emotional situations"> emotional situations</a>, <a href="https://publications.waset.org/abstracts/search?q=solution%20of%20situation" title=" solution of situation"> solution of situation</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20people" title=" young people"> young people</a> </p> <a href="https://publications.waset.org/abstracts/72488/important-factors-for-successful-solution-of-emotional-situations-empirical-study-on-young-people" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72488.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">180</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">7982</span> Evaluating Contextually Targeted Advertising with Attention Measurement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=John%20Hawkins">John Hawkins</a>, <a href="https://publications.waset.org/abstracts/search?q=Graham%20Burton"> Graham Burton</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Contextual targeting is a common strategy for advertising that places marketing messages in media locations that are expected to be aligned with the target audience. There are multiple major challenges to contextual targeting: the ideal categorisation scheme needs to be known, as well as the most appropriate subsections of that scheme for a given campaign or creative. In addition, the campaign reach is typically limited when targeting becomes narrow, so a balance must be struck between requirements. Finally, refinement of the process is limited by the use of evaluation methods that are either rapid but non-specific (click through rates), or reliable but slow and costly (conversions or brand recall studies). In this study we evaluate the use of attention measurement as a technique for understanding the performance of targeting on the basis of specific contextual topics. We perform the analysis using a large scale dataset of impressions categorised using the iAB V2.0 taxonomy. We evaluate multiple levels of the categorisation hierarchy, using categories at different positions within an initial creative specific ranking. The results illustrate that measuring attention time is an affective signal for the performance of a specific creative within a specific context. Performance is sustained across a ranking of categories from one period to another. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=contextual%20targeting" title="contextual targeting">contextual targeting</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20advertising" title=" digital advertising"> digital advertising</a>, <a href="https://publications.waset.org/abstracts/search?q=attention%20measurement" title=" attention measurement"> attention measurement</a>, <a href="https://publications.waset.org/abstracts/search?q=marketing%20performance" title=" marketing performance"> marketing performance</a> </p> <a href="https://publications.waset.org/abstracts/148942/evaluating-contextually-targeted-advertising-with-attention-measurement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148942.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">104</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">7981</span> Effects of Oxytocin on Neural Response to Facial Emotion Recognition in Schizophrenia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Avyarthana%20Dey">Avyarthana Dey</a>, <a href="https://publications.waset.org/abstracts/search?q=Naren%20P.%20Rao"> Naren P. Rao</a>, <a href="https://publications.waset.org/abstracts/search?q=Arpitha%20Jacob"> Arpitha Jacob</a>, <a href="https://publications.waset.org/abstracts/search?q=Chaitra%20V.%20Hiremath"> Chaitra V. Hiremath</a>, <a href="https://publications.waset.org/abstracts/search?q=Shivarama%20Varambally"> Shivarama Varambally</a>, <a href="https://publications.waset.org/abstracts/search?q=Ganesan%20Venkatasubramanian"> Ganesan Venkatasubramanian</a>, <a href="https://publications.waset.org/abstracts/search?q=Rose%20Dawn%20Bharath"> Rose Dawn Bharath</a>, <a href="https://publications.waset.org/abstracts/search?q=Bangalore%20N.%20Gangadhar"> Bangalore N. Gangadhar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: Impaired facial emotion recognition is widely reported in schizophrenia. Neuropeptide oxytocin is known to modulate brain regions involved in facial emotion recognition, namely amygdala, in healthy volunteers. However, its effect on facial emotion recognition deficits seen in schizophrenia is not well explored. In this study, we examined the effect of intranasal OXT on processing facial emotions and its neural correlates in patients with schizophrenia. Method: 12 male patients (age= 31.08±7.61 years, education= 14.50±2.20 years) participated in this single-blind, counterbalanced functional magnetic resonance imaging (fMRI) study. All participants underwent three fMRI scans; one at baseline, one each after single dose 24IU intranasal OXT and intranasal placebo. The order of administration of OXT and placebo were counterbalanced and subject was blind to the drug administered. Participants performed a facial emotion recognition task presented in a block design with six alternating blocks of faces and shapes. The faces depicted happy, angry or fearful emotions. The images were preprocessed and analyzed using SPM 12. First level contrasts comparing recognition of emotions and shapes were modelled at individual subject level. A group level analysis was performed using the contrasts generated at the first level to compare the effects of intranasal OXT and placebo. The results were thresholded at uncorrected p < 0.001 with a cluster size of 6 voxels. Neuropeptide oxytocin is known to modulate brain regions involved in facial emotion recognition, namely amygdala, in healthy volunteers. Results: Compared to placebo, intranasal OXT attenuated activity in inferior temporal, fusiform and parahippocampal gyri (BA 20), premotor cortex (BA 6), middle frontal gyrus (BA 10) and anterior cingulate gyrus (BA 24) and enhanced activity in the middle occipital gyrus (BA 18), inferior occipital gyrus (BA 19), and superior temporal gyrus (BA 22). There were no significant differences between the conditions on the accuracy scores of emotion recognition between baseline (77.3±18.38), oxytocin (82.63 ± 10.92) or Placebo (76.62 ± 22.67). Conclusion: Our results provide further evidence to the modulatory effect of oxytocin in patients with schizophrenia. Single dose oxytocin resulted in significant changes in activity of brain regions involved in emotion processing. Future studies need to examine the effectiveness of long-term treatment with OXT for emotion recognition deficits in patients with schizophrenia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=recognition" title="recognition">recognition</a>, <a href="https://publications.waset.org/abstracts/search?q=functional%20connectivity" title=" functional connectivity"> functional connectivity</a>, <a href="https://publications.waset.org/abstracts/search?q=oxytocin" title=" oxytocin"> oxytocin</a>, <a href="https://publications.waset.org/abstracts/search?q=schizophrenia" title=" schizophrenia"> schizophrenia</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20cognition" title=" social cognition"> social cognition</a> </p> <a href="https://publications.waset.org/abstracts/70924/effects-of-oxytocin-on-neural-response-to-facial-emotion-recognition-in-schizophrenia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70924.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">220</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">7980</span> Optimization of Vertical Axis Wind Turbine</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=C.%20Andreu%20Sabater">C. Andreu Sabater</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Drago"> D. Drago</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Key-aberg"> C. Key-aberg</a>, <a href="https://publications.waset.org/abstracts/search?q=W.%20Moukrim"> W. Moukrim</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20Naccache"> B. Naccache</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Present study concerns the optimization of a new vertical axis wind turbine system associated to a dynamoelectric motor. The system is composed by three Savonius wind turbines, arranged in an equilateral triangle. The idea is to propose a new concept of wind turbines through a technical approach allowing find a specific power never obtained before and therefore, a significant reduction of installation costs. In this work different wind flows across the system have been simulated, as well as precise definition of parameters and relations established between them. It will allow define the optimal rotor specific power for a given volume. Calculations have been developed with classical Savonius dimensions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=VAWT" title="VAWT">VAWT</a>, <a href="https://publications.waset.org/abstracts/search?q=savonius" title=" savonius"> savonius</a>, <a href="https://publications.waset.org/abstracts/search?q=specific%20power" title=" specific power"> specific power</a>, <a href="https://publications.waset.org/abstracts/search?q=optimization" title=" optimization"> optimization</a>, <a href="https://publications.waset.org/abstracts/search?q=weibull" title=" weibull "> weibull </a> </p> <a href="https://publications.waset.org/abstracts/34773/optimization-of-vertical-axis-wind-turbine" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34773.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">330</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">7979</span> Development of Industry Sector Specific Factory Standards</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Peter%20Burggr%C3%A4f">Peter Burggräf</a>, <a href="https://publications.waset.org/abstracts/search?q=Moritz%20Krunke"> Moritz Krunke</a>, <a href="https://publications.waset.org/abstracts/search?q=Hanno%20Voet"> Hanno Voet</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Due to shortening product and technology lifecycles, many companies use standardization approaches in product development and factory planning to reduce costs and time to market. Unlike large companies, where modular systems are already widely used, small and medium-sized companies often show a much lower degree of standardization due to lower scale effects and missing capacities for the development of these standards. To overcome these challenges, the development of industry sector specific standards in cooperations or by third parties is an interesting approach. This paper analyzes which branches that are mainly dominated by small or medium-sized companies might be especially interesting for the development of factory standards using the example of the German industry. For this, a key performance indicator based approach was developed that will be presented in detail with its specific results for the German industry structure. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=factory%20planning" title="factory planning">factory planning</a>, <a href="https://publications.waset.org/abstracts/search?q=factory%20standards" title=" factory standards"> factory standards</a>, <a href="https://publications.waset.org/abstracts/search?q=industry%20sector%20specific%20standardization" title=" industry sector specific standardization"> industry sector specific standardization</a>, <a href="https://publications.waset.org/abstracts/search?q=production%20planning" title=" production planning"> production planning</a> </p> <a href="https://publications.waset.org/abstracts/37790/development-of-industry-sector-specific-factory-standards" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37790.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">394</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">7978</span> Youth Branches of the Ruling Political Party as an Intersection Point: An Examination in Context of Capital Type</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Merve%20Ak%20Efe">Merve Ak Efe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Youth branches in Turkey are one of the sub-fields where political ideologies are intersected with daily life practices. When the youth branches are examined within the framework of daily life practices, a social area can be defined where many types of capital turn into gains. The relationship between politics and capital is not only financial but can also be observed in the form of social, cultural, or emotional capital. This paper examines the political mobilization of young people who are members of the Youth Branch of the Justice and Development Party. The reason why JDP (Adalet ve Kalkınma Partisi) was chosen is that they have been the ruling party for twenty years, and there is a considerable number of young members within the party. Since Bayrampaşa is a district where JDP is politically active, This study is based on Bayrampaşa youth branches. The study examines how young people who are members of the party are mobilized and the everyday life practices and emotions underlying this mobilization. The data was collected through in-depth interviews with 13 young people, and the participant observation method was applied at the weekly meetings of the Justice and Development Party Bayrampaşa Youth Branch. Youth Branches represent a political space in which emotions turn into action for the young people who are involved in the party. During the field study at the micro level, it has been observed that the Bayrampaşa JDP Youth Branch hosted a transformation that incorporates political and social practices into modern tactics. One of the other results shows that being a member of youth branches causes a significant rise in social capital for young people. On the other hand, for the members with low cultural capital, there is an increase in social capital; however, an increase in cultural capital is not prominent. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=political%20mobilization" title="political mobilization">political mobilization</a>, <a href="https://publications.waset.org/abstracts/search?q=everyday%20practices" title=" everyday practices"> everyday practices</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20capital" title=" emotional capital"> emotional capital</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20capital" title=" social capital"> social capital</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20capital" title=" cultural capital"> cultural capital</a> </p> <a href="https://publications.waset.org/abstracts/152225/youth-branches-of-the-ruling-political-party-as-an-intersection-point-an-examination-in-context-of-capital-type" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152225.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">125</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">7977</span> Observation and Experience of Using Mechanically Activated Fly Ash in Concrete</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rudolf%20Hela">Rudolf Hela</a>, <a href="https://publications.waset.org/abstracts/search?q=Lenka%20Bodnarova"> Lenka Bodnarova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Paper focuses on experimental testing of possibilities of mechanical activation of fly ash and observation of influence of specific surface and granulometry on final properties of fresh and hardened concrete. Mechanical grinding prepared various fineness of fly ash, which was classed by specific surface in accordance with Blain and their granulometry was determined by means of laser granulometer. Then, sets of testing specimens were made from mix designs of identical composition with 25% or Portland cement CEM I 42.5 R replaced with fly ash with various specific surface and granulometry. Mix design with only Portland cement was used as reference. Mix designs were tested on consistency of fresh concrete and compressive strength after 7, 28, 60, and 90 days. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=concrete" title="concrete">concrete</a>, <a href="https://publications.waset.org/abstracts/search?q=fly%20ash" title=" fly ash"> fly ash</a>, <a href="https://publications.waset.org/abstracts/search?q=latent%20hydraulicity" title=" latent hydraulicity"> latent hydraulicity</a>, <a href="https://publications.waset.org/abstracts/search?q=mechanically%20activated%20fly%20ash" title=" mechanically activated fly ash"> mechanically activated fly ash</a> </p> <a href="https://publications.waset.org/abstracts/2315/observation-and-experience-of-using-mechanically-activated-fly-ash-in-concrete" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2315.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">7976</span> Visualizing Imaging Pathways after Anatomy-Specific Follow-Up Imaging Recommendations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thusitha%20Mabotuwana">Thusitha Mabotuwana</a>, <a href="https://publications.waset.org/abstracts/search?q=Christopher%20S.%20Hall"> Christopher S. Hall</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Radiologists routinely make follow-up imaging recommendations, usually based on established clinical practice guidelines, such as the Fleischner Society guidelines for managing lung nodules. In order to ensure optimal care, it is important to make guideline-compliant recommendations, and also for patients to follow-up on these imaging recommendations in a timely manner. However, determining such compliance rates after a specific finding has been observed usually requires many time-consuming manual steps. To address some of these limitations with current approaches, in this paper we discuss a methodology to automatically detect finding-specific follow-up recommendations from radiology reports and create a visualization for relevant subsequent exams showing the modality transitions. Nearly 5% of patients who had a lung related follow-up recommendation continued to have at least eight subsequent outpatient CT exams during a seven year period following the recommendation. Radiologist and section chiefs can use the proposed tool to better understand how a specific patient population is being managed, identify possible deviations from established guideline recommendations and have a patient-specific graphical representation of the imaging pathways for an abstract view of the overall treatment path thus far. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=follow-up%20recommendations" title="follow-up recommendations">follow-up recommendations</a>, <a href="https://publications.waset.org/abstracts/search?q=follow-up%20tracking" title=" follow-up tracking"> follow-up tracking</a>, <a href="https://publications.waset.org/abstracts/search?q=care%20pathways" title=" care pathways"> care pathways</a>, <a href="https://publications.waset.org/abstracts/search?q=imaging%20pathway%20visualization" title=" imaging pathway visualization"> imaging pathway visualization</a> </p> <a href="https://publications.waset.org/abstracts/98568/visualizing-imaging-pathways-after-anatomy-specific-follow-up-imaging-recommendations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98568.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">134</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7975</span> Identifying Children at Risk for Specific Language Impairment Using a Wordless Picture Narrative: A Study on Hindi, an Indian Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yozna%20Gurung">Yozna Gurung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents preliminary findings from an on-going study on the use of Internal State Terms (IST) in the production of narratives of Hindi-English bilinguals in an attempt to identify children at risk for Specific Language Impairment. Narratives were examined for macrostructure (story structure and story complexity) and internal state terms or mental state terms (IST/MST). 31 students generated stories based on six pictures that were matched for content and story structure in L1 (Hindi) and L2 (English) using a wordless picture narrative. From 30 sample population, 2 students are at risk of Specific Language Impairment, according to this study i.e 6.45%. They showed least development in story grammar as well as IST in both their languages. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=internal%20state%20terms" title="internal state terms">internal state terms</a>, <a href="https://publications.waset.org/abstracts/search?q=macrostructure" title=" macrostructure"> macrostructure</a>, <a href="https://publications.waset.org/abstracts/search?q=specific%20language%20impairment" title=" specific language impairment"> specific language impairment</a>, <a href="https://publications.waset.org/abstracts/search?q=wordless%20picture%20narrative" title=" wordless picture narrative"> wordless picture narrative</a> </p> <a href="https://publications.waset.org/abstracts/58297/identifying-children-at-risk-for-specific-language-impairment-using-a-wordless-picture-narrative-a-study-on-hindi-an-indian-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58297.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">231</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7974</span> Significance of High Specific Speed in Circulating Water Pump, Which Can Cause Cavitation, Noise and Vibration</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chandra%20Gupt%20Porwal">Chandra Gupt Porwal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Excessive vibration means increased wear, increased repair efforts, bad product selection & quality and high energy consumption. This may be sometimes experienced by cavitation or suction/discharge re-circulation which could occur only when net positive suction head available NPSHA drops below the net positive suction head required NPSHR. Cavitation can cause axial surging if it is excessive, will damage mechanical seals, bearings, possibly other pump components frequently and shorten the life of the impeller. Efforts have been made to explain Suction Energy (SE), Specific Speed (Ns), Suction Specific Speed (Nss), NPSHA, NPSHR & their significance, possible reasons of cavitation /internal re-circulation, its diagnostics and remedial measures to arrest and prevent cavitation in this paper. A case study is presented by the author highlighting that the root cause of unwanted noise and vibration is due to cavitation, caused by high specific speeds or inadequate net- positive suction head available which results in damages to material surfaces of impeller & suction bells and degradation of machine performance, its capacity and efficiency too. The author strongly recommends revisiting the technical specifications of CW pumps to provide sufficient NPSH margin ratios > 1.5, for future projects and Nss be limited to 8500 -9000 for cavitation free operation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=best%20efficiency%20point%20%28BEP%29" title="best efficiency point (BEP)">best efficiency point (BEP)</a>, <a href="https://publications.waset.org/abstracts/search?q=net%20positive%20suction%20head%20NPSHA" title=" net positive suction head NPSHA"> net positive suction head NPSHA</a>, <a href="https://publications.waset.org/abstracts/search?q=NPSHR" title=" NPSHR"> NPSHR</a>, <a href="https://publications.waset.org/abstracts/search?q=specific%20speed%20NS" title=" specific speed NS"> specific speed NS</a>, <a href="https://publications.waset.org/abstracts/search?q=suction%20specific%20speed%20NSS" title=" suction specific speed NSS"> suction specific speed NSS</a> </p> <a href="https://publications.waset.org/abstracts/37363/significance-of-high-specific-speed-in-circulating-water-pump-which-can-cause-cavitation-noise-and-vibration" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37363.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">254</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7973</span> A Mixed-Method Study Exploring Expressive Writing as a Brief Intervention Targeting Mental Health and Wellbeing in Higher Education Students: A Focus on the Qualitative Findings</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Deborah%20Bailey-Rodriguez">Deborah Bailey-Rodriguez</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Paula%20Valdivieso%20Rueda"> Maria Paula Valdivieso Rueda</a>, <a href="https://publications.waset.org/abstracts/search?q=Gemma%20Reynolds"> Gemma Reynolds</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, the mental health of Higher Education (HE) students has been a growing concern. This has been further exacerbated by the stresses associated with the Covid-19 pandemic, placing students at even greater risk of developing mental health issues. Support available to students in HE tends to follow an established and traditional route. The demands for counseling services have grown, not only with the increase in student numbers but with the number of students seeking support for mental health issues, with 94% of HE institutions recently reporting an increase in the need for counseling services. One way of improving the well-being and mental health of HE students is through the use of brief interventions, such as expressive writing (EW). This intervention involves encouraging individuals to write continuously for at least 15-20 minutes for three to five sessions (often on consecutive days) about their deepest thoughts and feelings to explore significant personal experiences in a meaningful way. Given the brevity, simplicity and cost-effectiveness of EW, this intervention has considerable potential as an intervention for HE populations. The current study, therefore, employed a mixed-methods design to explore the effectiveness of EW in reducing anxiety, general stress, academic stress and depression in HE students while improving well-being. HE students at MDX were randomly assigned to one of three conditions: (1) The UniExp-EW group was required to write about their emotions and thoughts about any stressors they have faced that are directly relevant to their university experience (2) The NonUniExp-EW group was required to write about their emotions and thoughts about any stressors that are NOT directly relevant to their university experience, and (3) The Control group were required to write about how they spent their weekend, with no reference to thoughts or emotions, and without thinking about university. Participants were required to carry out the EW intervention for 15 minutes per day for four consecutive days. Baseline mental health and well-being measures were taken before the intervention via a battery of standardized questionnaires. Following completion of the intervention on day four, participants were required to complete the questionnaires a second time and again one week later. Participants were also invited to attend focus groups to discuss their experience of the intervention. This will allow an in-depth investigation into students’ perceptions of EW as an effective intervention to determine whether they would choose to use this intervention in the future. Preliminary findings will be discussed at the conference as well as a discussion of the important implications of the findings. The study is fundamental because if EW is an effective intervention for improving mental health and well-being in HE students, its brevity and simplicity mean it can be easily implemented and can be freely available to students. Improving the mental health and well-being of HE students can have knock-on implications for improving academic skills and career development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=expressive%20writing" title="expressive writing">expressive writing</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=psychology%20in%20education" title=" psychology in education"> psychology in education</a>, <a href="https://publications.waset.org/abstracts/search?q=mixed-methods" title=" mixed-methods"> mixed-methods</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title=" mental health"> mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20stress" title=" academic stress"> academic stress</a> </p> <a href="https://publications.waset.org/abstracts/169649/a-mixed-method-study-exploring-expressive-writing-as-a-brief-intervention-targeting-mental-health-and-wellbeing-in-higher-education-students-a-focus-on-the-qualitative-findings" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169649.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">69</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">7972</span> How Children Synchronize with Their Teacher: Evidence from a Real-World Elementary School Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Reiko%20Yamamoto">Reiko Yamamoto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper reports on how synchrony occurs between children and their teacher, and what prevents or facilitates synchrony. The aim of the experiment conducted in this study was to precisely analyze their movements and synchrony and reveal the process of synchrony in a real-world classroom. Specifically, the experiment was conducted for around 20 minutes during an English as a foreign language (EFL) lesson. The participants were 11 fourth-grade school children and their classroom teacher in a public elementary school in Japan. Previous researchers assert that synchrony causes the state of flow in a class. For checking the level of flow, Short Flow State Scale (SFSS) was adopted. The experimental procedure had four steps: 1) The teacher read aloud the first half of an English storybook to the children. Both the teacher and the children were at their own desks. 2) The children were subjected to an SFSS check. 3) The teacher read aloud the remaining half of the storybook to the children. She made the children remove their desks before reading. 4) The children were again subjected to an SFSS check. The movements of all participants were recorded with a video camera. From the movement analysis, it was found that the children synchronized better with the teacher in Step 3 than in Step 1, and that the teacher’s movement became free and outstanding without a desk. This implies that the desk acted as a barrier between the children and the teacher. Removal of this barrier resulted in the children’s reactions becoming synchronized with those of the teacher. The SFSS results proved that the children experienced more flow without a barrier than with a barrier. Apparently, synchrony is what caused flow or social emotions in the classroom. The main conclusion is that synchrony leads to cognitive outcomes such as children’s academic performance in EFL learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=engagement%20in%20a%20class" title="engagement in a class">engagement in a class</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20as%20a%20foreign%20language%20%28EFL%29%20learning" title=" English as a foreign language (EFL) learning"> English as a foreign language (EFL) learning</a>, <a href="https://publications.waset.org/abstracts/search?q=interactional%20synchrony" title=" interactional synchrony"> interactional synchrony</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20emotions" title=" social emotions"> social emotions</a> </p> <a href="https://publications.waset.org/abstracts/101358/how-children-synchronize-with-their-teacher-evidence-from-a-real-world-elementary-school-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101358.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">142</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">7971</span> Experiences and Coping of Adults with Death of Siblings during Childhood in Chinese Context: Implications for Therapeutic Interventions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sze%20Yee%20Lee">Sze Yee Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The death of a sibling in childhood leads to significant impacts on both the personal and family development of the surviving siblings. Yet, the effects of sibling loss in Chinese societies such as Hong Kong have been inadequately documented in the literature. In particular, there is a gap in the literature about the long term impacts on surviving siblings. This paper explores the experience of adult siblings encountering siblings’ death during childhood with the use of in-depth interviews. Through thematic analysis and in-depth interviews, the author explores the impacts on surviving siblings’ emotions, coping styles, struggles and challenges, and personal development. Furthermore, the influences on family dynamics are explored thoroughly, including the changes in a family atmosphere, family roles, family relationships, family communication, and parenting styles. More importantly, the author identifies (i) existing continuing bonds, (ii) crying, (iii) adequate social support, (iv) hiding own emotions as a gesture of protecting parents as the crucial elements pertinent to surviving siblings’ successful adaptation in the face of sibling loss. In addition, 'child-centered' and 'family-centered' interventions for families with siblings' death in a Chinese context are discussed. With the use of age-appropriate language and children’s participation in the preparation of death and after-death arrangements, surviving siblings could be assisted in transforming bereavement into opportunities for growth. In addition, the bereaved family could better cope with grief with open communication platforms, adequate social support, and family education resources. Meanwhile, life-and-death education at both school and community levels could enhance the public’s awareness and understanding of the bereaved individuals to prevent creating further harm to them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children%20and%20adolescent%20bereavement" title="children and adolescent bereavement">children and adolescent bereavement</a>, <a href="https://publications.waset.org/abstracts/search?q=children-centered" title=" children-centered"> children-centered</a>, <a href="https://publications.waset.org/abstracts/search?q=family-centered" title=" family-centered"> family-centered</a>, <a href="https://publications.waset.org/abstracts/search?q=sibling%E2%80%99s%20death" title=" sibling’s death"> sibling’s death</a> </p> <a href="https://publications.waset.org/abstracts/128300/experiences-and-coping-of-adults-with-death-of-siblings-during-childhood-in-chinese-context-implications-for-therapeutic-interventions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128300.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">109</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">7970</span> Operation Parameters of Vacuum Cleaned Filters</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wilhelm%20Hoeflinger">Wilhelm Hoeflinger</a>, <a href="https://publications.waset.org/abstracts/search?q=Thomas%20Laminger"> Thomas Laminger</a>, <a href="https://publications.waset.org/abstracts/search?q=Johannes%20Wolfslehner"> Johannes Wolfslehner</a> </p> <p class="card-text"><strong>Abstract:</strong></p> For vacuum cleaned dust filters, used e. g. in textile industry, there exist no calculation methods to determine design parameters (e. g. traverse speed of the nozzle, filter area...). In this work a method to calculate the optimum traverse speed of the nozzle of an industrial-size flat dust filter at a given mean pressure drop and filter face velocity was elaborated. Well-known equations for the design of a cleanable multi-chamber bag-house-filter were modified in order to take into account a continuously regeneration of a dust filter by a nozzle. Thereby, the specific filter medium resistance and the specific cake resistance values are needed which can be derived from filter tests under constant operation conditions. A lab-scale filter test rig was used to derive the specific filter media resistance value and the specific cake resistance value for vacuum cleaned filter operation. Three different filter media were tested and the determined parameters were compared to each other. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=design%20of%20dust%20filter" title="design of dust filter">design of dust filter</a>, <a href="https://publications.waset.org/abstracts/search?q=dust%20removing" title=" dust removing"> dust removing</a>, <a href="https://publications.waset.org/abstracts/search?q=filter%20regeneration" title=" filter regeneration"> filter regeneration</a>, <a href="https://publications.waset.org/abstracts/search?q=operation%20parameters" title=" operation parameters"> operation parameters</a> </p> <a href="https://publications.waset.org/abstracts/2536/operation-parameters-of-vacuum-cleaned-filters" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2536.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">387</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7969</span> Temporal Fixed Effects: The Macroeconomic Implications on Industry Return</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mahdy%20Elhusseiny">Mahdy Elhusseiny</a>, <a href="https://publications.waset.org/abstracts/search?q=Richard%20Gearhart"> Richard Gearhart</a>, <a href="https://publications.waset.org/abstracts/search?q=Mariam%20Alyammahi"> Mariam Alyammahi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study we analyse the impact of a number of major macroeconomic variables on industry-specific excess rates of return. In later specifications, we include time and recession fixed effects, to potentially capture time-specific trends that may have been changing over our panel. We have a number of results that bear mentioning. Seasonal and temporal factors found to have very large role in sector-specific excess returns. Increases in M1(money supply) decreases bank, insurance, real estate, and telecommunications, while increases industrial and transportation excess returns. The results indicate that the market return increases every sector-specific rate of return. The 2007 to 2009 recession significantly reduced excess returns in the bank, real estate, and transportation sectors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=macroeconomic%20factors" title="macroeconomic factors">macroeconomic factors</a>, <a href="https://publications.waset.org/abstracts/search?q=industry%20returns" title=" industry returns"> industry returns</a>, <a href="https://publications.waset.org/abstracts/search?q=fixed%20effects" title=" fixed effects"> fixed effects</a>, <a href="https://publications.waset.org/abstracts/search?q=temporal%20factors" title=" temporal factors"> temporal factors</a> </p> <a href="https://publications.waset.org/abstracts/163978/temporal-fixed-effects-the-macroeconomic-implications-on-industry-return" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163978.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">75</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7968</span> The Relationships among Learning Emotion, Major Satisfaction, Learning Flow, and Academic Achievement in Medical School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20J.%20Yune">S. J. Yune</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Y.%20Lee"> S. Y. Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20J.%20Im"> S. J. Im</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20S.%20Kam"> B. S. Kam</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Y.%20Baek"> S. Y. Baek</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explored whether academic emotion, major satisfaction, and learning flow are associated with academic achievement in medical school. We know that emotion and affective factors are important factors in students' learning and performance. Emotion has taken the stage in much of contemporary educational psychology literature, no longer relegated to secondary status behind traditionally studied cognitive constructs. Medical school students (n=164) completed academic emotion, major satisfaction, and learning flow online survey. Academic performance was operationalized as students' average grade on two semester exams. For data analysis, correlation analysis, multiple regression analysis, hierarchical multiple regression analyses and ANOVA were conducted. The results largely confirmed the hypothesized relations among academic emotion, major satisfaction, learning flow and academic achievement. Positive academic emotion had a correlation with academic achievement (β=.191). Positive emotion had 8.5% explanatory power for academic achievement. Especially, sense of accomplishment had a significant impact on learning performance (β=.265). On the other hand, negative emotion, major satisfaction, and learning flow did not affect academic performance. Also, there were differences in sense of great (F=5.446, p=.001) and interest (F=2.78, p=.043) among positive emotion, boredom (F=3.55, p=.016), anger (F=4.346, p=.006), and petulance (F=3.779, p=.012) among negative emotion by grade. This study suggested that medical students' positive emotion was an important contributor to their academic achievement. At the same time, it is important to consider that some negative emotions can act to increase one’s motivation. Of particular importance is the notion that instructors can and should create learning environment that foster positive emotion for students. In doing so, instructors improve their chances of positively impacting students’ achievement emotions, as well as their subsequent motivation, learning, and performance. This result had an implication for medical educators striving to understand the personal emotional factors that influence learning and performance in medical training. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title="academic achievement">academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20emotion" title=" learning emotion"> learning emotion</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20flow" title=" learning flow"> learning flow</a>, <a href="https://publications.waset.org/abstracts/search?q=major%20satisfaction" title=" major satisfaction"> major satisfaction</a> </p> <a href="https://publications.waset.org/abstracts/58446/the-relationships-among-learning-emotion-major-satisfaction-learning-flow-and-academic-achievement-in-medical-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58446.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">272</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">7967</span> Region-Specific Secretory Protein, α2M, in Male Reproductive Tract of the Blue Crab And Its Dynamics during Sperm transit towards Female Spermatheca</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thanyaporn%20Senarai">Thanyaporn Senarai</a>, <a href="https://publications.waset.org/abstracts/search?q=Rapeepun%20Vanichviriyakit"> Rapeepun Vanichviriyakit</a>, <a href="https://publications.waset.org/abstracts/search?q=Shinji%20Miyata"> Shinji Miyata</a>, <a href="https://publications.waset.org/abstracts/search?q=Chihiro%20Sato"> Chihiro Sato</a>, <a href="https://publications.waset.org/abstracts/search?q=Prapee%20Sretarugsa"> Prapee Sretarugsa</a>, <a href="https://publications.waset.org/abstracts/search?q=Wattana%20Weerachatyanukul"> Wattana Weerachatyanukul</a>, <a href="https://publications.waset.org/abstracts/search?q=Ken%20Kitajima"> Ken Kitajima</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, we characterized a region-specific 250 kDa protein that was secreted of MSD fluid, which is believed to play dual functions in forming a spermatophoric wall for sperm physical protection, and in sperm membrane modification as part of sperm maturation process. The partial amino acid sequence and N-terminal sequencing revealed that the MSD-specific 250 kDa protein showed a high similarity with a plasma-rich protein, α-2 macroglobulin (α2M), so termed pp-α2M. This protein was a large glycoprotein contained predominantly mannose and GlcNAc. The expression of pp-α2M mRNA was detected in spermatic duct (SD), androgenic gland (AG) and hematopoietic tissue, while the protein expression was rather specific to the apical cytoplasm of MSD epithelium. The secretory pp-α2M in MSD fluid was acquired onto the MSD sperm membrane and was also found within the matrix of the acrosome. Distally, pp-α2M was removed from spermathecal sperm membrane, while its level kept constant in the sperm AC. Together the results indicate that pp-α2M is a 250 kDa region-specific secretory protein which plays roles in sperm physical protection and also acts as maturation factor in the P. pelagicus sperm. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=alpha-2%20macroglobulin" title="alpha-2 macroglobulin">alpha-2 macroglobulin</a>, <a href="https://publications.waset.org/abstracts/search?q=blue%20swimming%20crab" title=" blue swimming crab"> blue swimming crab</a>, <a href="https://publications.waset.org/abstracts/search?q=sperm%20maturation" title=" sperm maturation"> sperm maturation</a>, <a href="https://publications.waset.org/abstracts/search?q=spermatic%20duct" title=" spermatic duct "> spermatic duct </a> </p> <a href="https://publications.waset.org/abstracts/60090/region-specific-secretory-protein-a2m-in-male-reproductive-tract-of-the-blue-crab-and-its-dynamics-during-sperm-transit-towards-female-spermatheca" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60090.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">329</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">7966</span> 2017 Survey on Correlation between Connection and Emotions for Children and Adolescents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ya-Hsing%20Yeh">Ya-Hsing Yeh</a>, <a href="https://publications.waset.org/abstracts/search?q=I-Chun%20Tai"> I-Chun Tai</a>, <a href="https://publications.waset.org/abstracts/search?q=Ming-Chieh%20Lin"> Ming-Chieh Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Li-Ting%20Lee"> Li-Ting Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Ping-Ting%20Hsieh"> Ping-Ting Hsieh</a>, <a href="https://publications.waset.org/abstracts/search?q=Yi-Chen%20Ling"> Yi-Chen Ling</a>, <a href="https://publications.waset.org/abstracts/search?q=Jhia-Ying%20Du"> Jhia-Ying Du</a>, <a href="https://publications.waset.org/abstracts/search?q=Li-Ping%20Chang"> Li-Ping Chang</a>, <a href="https://publications.waset.org/abstracts/search?q=Guan-Long%20Yu"> Guan-Long Yu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: To understand the connection between children/adolescents and those who they miss, as well as the correlation between connection and their emotions. Method: Based on the objective, a close-ended questionnaire was made into a formal questionnaire after experts evaluated its validity. In February 2017, the paper-based questionnaire was adopted. Twenty-one elementary schools and junior high schools in Taiwan were sampled by purposive sampling approach and the fifth to ninth graders were our participants. A total of 2,502 valid questionnaires were retrieved. Results: Forty-four-point three percent of children/adolescents missed a person in mind, or they thought a person as a significant other in mind, but they had no connection with them. The highest proportion of those they wanted to contact with was ‘Friends and classmates’, and the others were ‘immediate family’, such as parents and grandparents, and ‘academic or vocational instructors, such as home-room teachers, coaches, cram school teachers and so on, respectively. Only 14% of children/adolescents would actively contact those they missed. The proportion of what children/adolescents ‘often’ actively keeping in touch with those they missed felt happy or cheerful was higher compared with those who ‘seldom’ actively keeping in touch with people they missed whenever they recalled who they missed, or the person actively contacted with them. Sixty-one-point seven percent of participants haven’t connected with those they missed for more than one year. The main reason was ‘environmental factors’, such as school/class transfer or moving, and then ‘academic or personal factors’, ‘communication tools’, and ‘personalities’, respectively. In addition to ‘greetings during festivals and holidays’, ‘hearing from those they missed’, and ‘knowing the latest information about those they missed on their Internet communities’, children/adolescents would like to actively contact with them when they felt ‘happy’ and ‘depressed or frustrated. The first three opinions of what children/adolescents regarded truly connection were ‘listening to people they missed attentively’, ‘sharing their secrets’, and ‘contacting with people they regularly missed with real actions’. In terms of gender, girls’ proportion on ‘showing with actions, including contacting with people they missed regularly or expressing their feelings openly’, and ‘sharing secrets’ was higher than boys’, while boy’s proportion on ‘the attitudes when contacting people they missed, including listening attentively or without being distracted’ was higher than girls’. Conclusions: I. The more ‘active’ connection they have, the more happiness they feel. II. Teachers can teach children how to manage their emotions and express their feelings appropriately. III. It is very important to turn connection into ‘action.’ Teachers can set a good example and share their moods with others whatever they are in the mood. This is a kind of connection. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children" title="children">children</a>, <a href="https://publications.waset.org/abstracts/search?q=connection" title=" connection"> connection</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion" title=" emotion"> emotion</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title=" mental health"> mental health</a> </p> <a href="https://publications.waset.org/abstracts/86498/2017-survey-on-correlation-between-connection-and-emotions-for-children-and-adolescents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86498.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">154</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">7965</span> Disposal Behavior of Extreme Poor People Living in Guatemala at the Base of the Pyramid</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Katharina%20Raab">Katharina Raab</a>, <a href="https://publications.waset.org/abstracts/search?q=Ralf%20Wagner"> Ralf Wagner</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the decrease of poverty, the focus on the solid waste challenge shifts away from affluent, mostly Westernized consumers to the base of the pyramid. The relevance of considering the disposal behavior of impoverished people arises from improved welfare, leading to an increase in consumption opportunities and, consequently, of waste production. In combination with the world’s growing population the relevance of the topic increases, because solid waste management has global impacts on consumers’ welfare. The current annual municipal solid waste generation is estimated to 1.9 billion tonnes, 30% remains uncollected. As for the collected 70% is landfilling and dumping, 19% is recycled or recovered, 11% is led to energy recovery facilities. Therefore, aim is to contribute by adding first insights about poor people's disposal behaviors, including the framing of their rationalities, emotions and cognitions. The study provides novel empirical results obtained from qualitative semi-structured in-depth interviews near Guatemala City. In the study’s framework consumers have to choose from three options when deciding what to do with their obsolete possessions: Keeping the product: The main reason for this is the respondent´s emotional attachment to a product. Further, there is a willingness to use the same product under a different scope when it loses its functionality–they recycle their belongings in a customized and sustainable way. Permanently disposing of the product: The study reveals two dominant disposal methods: burning in front of their homes and throwing away in the physical environment. Respondents clearly recognized the disadvantages of burning toxic durables, like electronics. Giving a product away as a gift supports the integration of individuals in their peer networks of family and friends. Temporarily disposing of the product: Was not mentioned–to be specific, rent or lend a product to someone else was out of question. Contrasting the background to which extend poor people are aware of the consequences of their disposal decisions and how they feel about and rationalize their actions were quite unexpected. Respondents reported that they are worried about future consequences with impacts they cannot anticipate now–they are aware that their behaviors harm their health and the environment. Additionally, they expressed concern about the impact this disposal behavior would have on others’ well-being and are therefore sensitive to the waste that surrounds them. Concluding, the BoP-framed life and Westernized consumption, both fit in a circular economy pattern, but the nature of how to recycle and dispose separates these two societal groups. Both systems own a solid waste management system, but people living in slum-type districts and rural areas of poor countries are less interested in connecting to the system–they are primarily afraid of the costs. Further, it can be said that a consumer’s perceived effectiveness is distinct from environmental concerns, but contributes to forecasting certain pro-ecological behaviors. Considering the rationales underlying disposal decisions, thoughtfulness is a well-established determinant of disposition behavior. The precipitating events, emotions and decisions associated with the act of disposing of products are important because these decisions can trigger different results for the disposal process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=base%20of%20the%20pyramid" title="base of the pyramid">base of the pyramid</a>, <a href="https://publications.waset.org/abstracts/search?q=disposal%20behavior" title=" disposal behavior"> disposal behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=poor%20consumers" title=" poor consumers"> poor consumers</a>, <a href="https://publications.waset.org/abstracts/search?q=solid%20waste" title=" solid waste"> solid waste</a> </p> <a href="https://publications.waset.org/abstracts/78030/disposal-behavior-of-extreme-poor-people-living-in-guatemala-at-the-base-of-the-pyramid" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78030.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">171</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">7964</span> Retrospective Interview with Amateur Soccer Officials Using Eye Tracker Footage</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lee%20Waters">Lee Waters</a>, <a href="https://publications.waset.org/abstracts/search?q=Itay%20Basevitch"> Itay Basevitch</a>, <a href="https://publications.waset.org/abstracts/search?q=Matthew%20Timmis"> Matthew Timmis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objectives: Eye tracking technology is a valuable method of assessing individuals gaze behaviour, but it does not unveil why they are engaging in certain practices. To address limitations in sport eye tracking research the present paper aims to investigate the gaze behaviours soccer officials engage in during successful and unsuccessful offside decisions, but also why. Methods: 20 male active amateur qualified (Level 4-7) soccer officials (Mage 22.5 SD 4.61 yrs) with an average experience of 41-50 games wore eye tracking technology during an applied attack versus defence drill. While reviewing the eye tracking footage, retrospective semi-structured interviews were conducted (M=20.4 min; SD=6.2; Range 11.7 – 26.8 min) and once transcribed inductive thematic analysis was performed. Findings and Discussion: To improve the understanding of gaze behaviours and how officials make sense of the environment, during the interview’s key constructs of offside, decision making, obstacles and emotions were summarised as the higher order themes while making offside decisions. Gaze anchoring was highlighted to be a successful technique to allow officials to see all relevant information, whereas the type of offside was emphasised to be a key factor in correct interpretation. Furthermore, specific decision-making training was outlined to be inconsistent and not always applicable. Conclusions: Key constructs have been identified and explained, which can be shared with soccer officials through training regimes. Eye tracking technology has also been shown to be a useful and innovative reflective tool to assist in the understanding of individuals gaze behaviours. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=eye%20tracking" title="eye tracking">eye tracking</a>, <a href="https://publications.waset.org/abstracts/search?q=gaze%20behvaiour" title=" gaze behvaiour"> gaze behvaiour</a>, <a href="https://publications.waset.org/abstracts/search?q=decision%20making" title=" decision making"> decision making</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection" title=" reflection"> reflection</a> </p> <a href="https://publications.waset.org/abstracts/148533/retrospective-interview-with-amateur-soccer-officials-using-eye-tracker-footage" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148533.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">129</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">7963</span> The SHIFT of Consumer Behavior from Fast Fashion to Slow Fashion: A Review and Research Agenda</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Priya%20Nangia">Priya Nangia</a>, <a href="https://publications.waset.org/abstracts/search?q=Sanchita%20Bansal"> Sanchita Bansal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As fashion cycles become more rapid, some segments of the fashion industry have adopted increasingly unsustainable production processes to keep up with demand and enhance profit margins. The growing threat to environmental and social wellbeing posed by unethical fast fashion practices and the need to integrate the targets of SDGs into this industry necessitates a shift in the fashion industry's unsustainable nature, which can only be accomplished in the long run if consumers support sustainable fashion by purchasing it. Fast fashion is defined as low-cost, trendy apparel that takes inspiration from the catwalk or celebrity culture and rapidly transforms it into garments at high-street stores to meet consumer demand. Given the importance of identity formation to many consumers, the desire to be “fashionable” often outweighs the desire to be ethical or sustainable. This paradox exemplifies the tension between the human drive to consume and the will to do so in moderation. Previous research suggests that there is an attitude-behavior gap when it comes to determining consumer purchasing behavior, but to the best of our knowledge, no study has analysed how to encourage customers to shift from fast to slow fashion. Against this backdrop, the aim of this study is twofold: first, to identify and examine the factors that impact consumers' decisions to engage in sustainable fashion, and second, the authors develop a comprehensive framework for conceptualizing and encouraging researchers and practitioners to foster sustainable consumer behavior. This study used a systematic approach to collect data and analyse literature. The approach included three key steps: review planning, review execution, and findings reporting. Authors identified the keywords “sustainable consumption” and “sustainable fashion” and retrieved studies from the Web of Science (WoS) (126 records) and Scopus database (449 records). To make the study more specific, the authors refined the subject area to management, business, and economics in the second step, retrieving 265 records. In the third step, the authors removed the duplicate records and manually reviewed the articles to examine their relevance to the research issue. The final 96 research articles were used to develop this study's systematic scheme. The findings indicate that societal norms, demographics, positive emotions, self-efficacy, and awareness all have an effect on customers' decisions to purchase sustainable apparel. The authors propose a framework, denoted by the acronym SHIFT, in which consumers are more likely to engage in sustainable behaviors when the message or context leverages the following factors: (s)social influence, (h)habit formation, (i)individual self, (f)feelings, emotions, and cognition, and (t)tangibility. Furthermore, the authors identify five broad challenges that encourage sustainable consumer behavior and use them to develop novel propositions. Finally, the authors discuss how the SHIFT framework can be used in practice to drive sustainable consumer behaviors. This research sought to define the boundaries of existing research while also providing new perspectives on future research, with the goal of being useful for the development and discovery of new fields of study, thereby expanding knowledge. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=consumer%20behavior" title="consumer behavior">consumer behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=fast%20fashion" title=" fast fashion"> fast fashion</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20%20%20consumption" title=" sustainable consumption"> sustainable consumption</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20fashion" title=" sustainable fashion"> sustainable fashion</a>, <a href="https://publications.waset.org/abstracts/search?q=systematic%20literature%20review" title=" systematic literature review"> systematic literature review</a> </p> <a href="https://publications.waset.org/abstracts/147887/the-shift-of-consumer-behavior-from-fast-fashion-to-slow-fashion-a-review-and-research-agenda" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147887.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">90</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=specific%20emotions&page=8" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=specific%20emotions&page=1">1</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=specific%20emotions&page=2">2</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a 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