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group</title> <meta name="description" content="Search results for: experimental group"> <meta name="keywords" content="experimental group"> <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="experimental group"> <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> 14444</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: experimental group</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14294</span> The Effect of Whole-Body Vertical Rhythm Training on Fatigue, Physical Activity, and Quality of Life to the Middle-Aged and Elderly with Hemodialysis Patients</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yen-Fen%20Shen">Yen-Fen Shen</a>, <a href="https://publications.waset.org/abstracts/search?q=Meng-Fan%20Li"> Meng-Fan Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study aims to investigate the effect of full-body vertical rhythmic training on fatigue, physical activity, and quality of life among middle-aged and elderly hemodialysis patients. The study adopted a quasi-experimental research method and recruited 43 long-term hemodialysis patients from a medical center in northern Taiwan, with 23 and 20 participants in the experimental and control groups, respectively. The experimental group received full-body vertical rhythmic training as an intervention, while the control group received standard hemodialysis care without any intervention. Both groups completed the measurements by using "Fatigue Scale", "Physical Activity Scale" and "Chinese version of the Kidney Disease Quality of Life Questionnaire" before and after the study. The experimental group underwent a 10-minute full-body vertical rhythmic training three times per week, which lasted for eight weeks before receiving regular hemodialysis treatment. The data were analyzed by SPSS 25 software, including descriptive statistics such as frequency distribution, percentages, means, and standard deviations, as well as inferential statistics, including chi-square, independent samples t-test, and paired samples t-test. The study results are summarized as follows: 1. There were no significant differences in demographic variables, fatigue, physical activity, and quality of life between the experimental and control groups in the pre-test. 2. After the intervention of the “full-body vertical rhythmic training,” the experimental group showed significantly better results in the category of "feeling tired and fatigued in the lower back", "physical functioning role limitation", "bodily pain", "social functioning", "mental health", and "impact of kidney disease on life quality." 3. The paired samples t-test results revealed that the control group experienced significant differences between the pre-test and post-test in the categories of feeling tired and fatigued in the lower back, bodily pain, social functioning mental health, and impact of kidney disease on life quality, with scores indicating a decline in life quality. Conversely, the experimental group only showed a significant worsening in bodily pain" and the impact of kidney disease on life quality, with lower change values compared to the control group. Additionally, there was an improvement in the condition of "feeling tired and fatigued in the lower back" for the experimental group. Conclusion: The intervention of the “full-body vertical rhythmic training” had a certain positive effect on the quality of life of the experimental group. While it may not entirely enhance patients' quality of life, it can mitigate the negative impact of kidney disease on certain aspects of the body. The study provides clinical practice, nursing education, and research recommendations based on the results and discusses the limitations of the research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hemodialysis" title="hemodialysis">hemodialysis</a>, <a href="https://publications.waset.org/abstracts/search?q=full-body%20vertical%20rhythmic%20training" title=" full-body vertical rhythmic training"> full-body vertical rhythmic training</a>, <a href="https://publications.waset.org/abstracts/search?q=fatigue" title=" fatigue"> fatigue</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20activity" title=" physical activity"> physical activity</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20life" title=" quality of life"> quality of life</a> </p> <a href="https://publications.waset.org/abstracts/172039/the-effect-of-whole-body-vertical-rhythm-training-on-fatigue-physical-activity-and-quality-of-life-to-the-middle-aged-and-elderly-with-hemodialysis-patients" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172039.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">23</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">14293</span> The Effect of Transactional Analysis Group Training on Self-Knowledge and Its Ego States (The Child, Parent, and Adult): A Quasi-Experimental Study Applied to Counselors of Tehran</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mehravar%20Javid">Mehravar Javid</a>, <a href="https://publications.waset.org/abstracts/search?q=Sadrieh%20Khajavi%20Mazanderani"> Sadrieh Khajavi Mazanderani</a>, <a href="https://publications.waset.org/abstracts/search?q=Kelly%20Gleischman"> Kelly Gleischman</a>, <a href="https://publications.waset.org/abstracts/search?q=Zoe%20Andris"> Zoe Andris</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study was conducted with the aim of investigating the effectiveness of transactional analysis group training on self-knowledge and Its dimensions (self, child, and adult) in counselors working in public and private high schools in Tehran. Counseling has become an important job for society, and there is a need for consultants in organizations. Providing better and more efficient counseling is one of the goals of the education system. The personal characteristics of counselors are important for the success of the therapy. In TA, humans have three ego states, which are named parent, adult, and child, and the main concept in the transactional analysis is self-state, which means a stable feeling and pattern of thinking related to behavioral patterns. Self-knowledge, considered a prerequisite to effective communication, fosters psychological growth, and recognizing it, is pivotal for emotional development, leading to profound insights. The research sample included 30 working counselors (22 women and 8 men) in the academic year 2019-2020 who achieved the lowest scores on the self-knowledge questionnaire. The research method was quasi-experimental with a control group (15 people in the experimental group and 15 people in the control group). The research tool was a self-awareness questionnaire with 29 questions and three subscales (child, parent, and adult Ego state). The experimental group was exposed to transactional analysis training for 10 once-weekly 2-hour sessions; the questionnaire was implemented in both groups (post-test). Multivariate covariance analysis was used to analyze the data. The data showed that the level of self-awareness of counselors who received transactional analysis training is higher than that of counselors who did not receive any training (p<0.01). The result obtained from this analysis shows that transactional analysis training is an effective therapy for enhancing self-knowledge and its subscales (Adult ego state, Parent ego state, and Child ego state). Teaching transactional analysis increases self-knowledge, and self-realization and helps people to achieve independence and remove irresponsibility to improve intra-personal and interpersonal relationships. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ego%20state" title="ego state">ego state</a>, <a href="https://publications.waset.org/abstracts/search?q=group" title=" group"> group</a>, <a href="https://publications.waset.org/abstracts/search?q=transactional%20analysis" title=" transactional analysis"> transactional analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=self-knowledge" title=" self-knowledge"> self-knowledge</a> </p> <a href="https://publications.waset.org/abstracts/177955/the-effect-of-transactional-analysis-group-training-on-self-knowledge-and-its-ego-states-the-child-parent-and-adult-a-quasi-experimental-study-applied-to-counselors-of-tehran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177955.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">14292</span> The Effect of Language and Literature Integration on the Teaching of English Vocabulary and Grammar in Secondary Schools in Zamfara State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Umar%20Bello">Umar Bello</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Literature has become an invaluable subject which has added a great value and contribution to the teaching of English language and the discovery of many other developed ideas. Literature produces an exhilarating impulse that imprints a lasting picture on the mind of a learner. Many researchers have devised various means and approaches to language Teaching methods which remain unconvinging and which yield little result, but it has remained unconvincing because it has only produced little results. Devicing a method that eliminates monotony and boredome to learners is a good factor that enhances students’ motivation to learning. In this sense, literature and language become unavoidable components that aid intellectual development. This study examines the indispensability of literature as a means of English Language teaching to secondary school classes. The researcher has developed many instructive activities which are believed will help students to improve their study in grammar and vocabulary. The researcher has used quasi-experimental approach using experimental group and control group to find out how literature enhances the students grammar as well as their vocabulary. The findings revealed a positive performance in the experimental group doing better than the control group using simple percentage. The results make it clear that literature allows learners to pay more attention and develop more interest to their studies. In giving a perspicacious linguistic development, literature therefore remains an essential tool for language teaching classrooms, thereby enhancing their grammatical and vocabulary usage. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teaching%20vocabulary" title="teaching vocabulary">teaching vocabulary</a>, <a href="https://publications.waset.org/abstracts/search?q=integration" title=" integration"> integration</a>, <a href="https://publications.waset.org/abstracts/search?q=poetry" title=" poetry"> poetry</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom" title=" classroom"> classroom</a> </p> <a href="https://publications.waset.org/abstracts/120165/the-effect-of-language-and-literature-integration-on-the-teaching-of-english-vocabulary-and-grammar-in-secondary-schools-in-zamfara-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120165.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">14291</span> The Application of Lesson Study Model in Writing Review Text in Junior High School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sulastriningsih%20Djumingin">Sulastriningsih Djumingin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study has some objectives. It aims at describing the ability of the second-grade students to write review text without applying the Lesson Study model at SMPN 18 Makassar. Second, it seeks to describe the ability of the second-grade students to write review text by applying the Lesson Study model at SMPN 18 Makassar. Third, it aims at testing the effectiveness of the Lesson Study model in writing review text at SMPN 18 Makassar. This research was true experimental design with posttest Only group design involving two groups consisting of one class of the control group and one class of the experimental group. The research populations were all the second-grade students at SMPN 18 Makassar amounted to 250 students consisting of 8 classes. The sampling technique was purposive sampling technique. The control class was VIII2 consisting of 30 students, while the experimental class was VIII8 consisting of 30 students. The research instruments were in the form of observation and tests. The collected data were analyzed using descriptive statistical techniques and inferential statistical techniques with t-test types processed using SPSS 21 for windows. The results shows that: (1) of 30 students in control class, there are only 14 (47%) students who get the score more than 7.5, categorized as inadequate; (2) in the experimental class, there are 26 (87%) students who obtain the score of 7.5, categorized as adequate; (3) the Lesson Study models is effective to be applied in writing review text. Based on the comparison of the ability of the control class and experimental class, it indicates that the value of t-count is greater than the value of t-table (2.411> 1.667). It means that the alternative hypothesis (H1) proposed by the researcher is accepted. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=application" title="application">application</a>, <a href="https://publications.waset.org/abstracts/search?q=lesson%20study" title=" lesson study"> lesson study</a>, <a href="https://publications.waset.org/abstracts/search?q=review%20text" title=" review text"> review text</a>, <a href="https://publications.waset.org/abstracts/search?q=writing" title=" writing"> writing</a> </p> <a href="https://publications.waset.org/abstracts/61745/the-application-of-lesson-study-model-in-writing-review-text-in-junior-high-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61745.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">202</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">14290</span> Effectiveness of Office-Based Occupational Therapy for Office Workers with Low Back Pain: A Public Health Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dina%20Jalalvand">Dina Jalalvand</a>, <a href="https://publications.waset.org/abstracts/search?q=Joshua%20A.%20Cleland"> Joshua A. Cleland</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This double-blind, randomized control trial with parallel groups aimed to examine the effectiveness of office-based occupational therapy for office workers with low back pain on the intensity of pain and range of motion. Seventy-two male office workers (age: 20-50 years) with chronic low back pain (more than three months with at least two symptoms of chronic low back pain) satisfied eligibility criteria and agreed to participate in this study. The absence of joint burst following magnetic resonance imagining (MRI) was considered as an important inclusion criterion as well. Subjects were randomly assigned to a control or experimental group. The experimental group received the modified package of exercise-based occupational therapy, which included 11 simple exercise movements (derived from Williams and McKenzie), and the control group just received the conventional therapy, which included their routine physiotherapy sessions. The subjects completed the exercises three times a week for a duration of six weeks. Each exercise session was 10-15 minutes. Pain intensity and range of motion were the primary outcomes and were measured at baseline, 6 weeks, and 12 weeks after the end of the intervention using the numerical rating scale (NRS) and goniometer accordingly. Repeated measure ANOVA was used for analyzing data. The results of this study showed that significant decreases in pain intensity (p ≤ 0.05) and an increase in range of motion (p ≤ 0.001) in the experimental group in comparison with the control group after 6 and 12 weeks of intervention (between-group comparisons). In addition, there was a significant decrease in intensity of the pain (p ≤ 0.05) and an increase (p ≤ 0.001) in range of motion in the intervention group in comparison with baseline after 6 and 12 weeks (within-group comparison). This showed a positive effect of exercise-based occupational therapy that could potentially be used with low cost among office workers who suffer from low back pain. In addition, it should be noted that the introduced package of exercise training is easy to do, and there is not a need for a specific introduction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=public%20health" title="public health">public health</a>, <a href="https://publications.waset.org/abstracts/search?q=office%20workers" title=" office workers"> office workers</a>, <a href="https://publications.waset.org/abstracts/search?q=low%20back%20pain" title=" low back pain"> low back pain</a>, <a href="https://publications.waset.org/abstracts/search?q=occupational%20therapy" title=" occupational therapy"> occupational therapy</a> </p> <a href="https://publications.waset.org/abstracts/138353/effectiveness-of-office-based-occupational-therapy-for-office-workers-with-low-back-pain-a-public-health-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138353.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">218</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">14289</span> Effectiveness of Integrative Behavioral Couples Therapy on the Communication Patterns of Couples Applying for Divorce</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sakineh%20Abbasi%20Bourondaragh">Sakineh Abbasi Bourondaragh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this research is effectiveness of integrative behavioral couples therapy on the communication patterns of couples applying for divorce. We selected (N=20) reports from Tabriz Family Judicial Complex (FJC) of couples which have conflict in their marital relationships. All of reports were released during 2012. First, they were randomly divided into two experimental and control groups and all the couples were given pre-test. They participated in twelve therapy sessions. Then the experimental group was exposed to an experimental intervention, but the control group was not received experimental intervention. The subjects were treated. At the end of treatment, a post-test was performed about subjects (each of two groups).The results showed that integrative behavioral couple therapy could increase and improve communication patterns. The findings also showed that integrative behavioral couples therapy had increased mutual constructive pattern and decreased demand/withdraw pattern and mutual avoidance pattern of CPQ sub-scale. Steady change indicator showed that the difference is clinically meaningful. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=integrative%20behavioral%20couple%20therapy" title="integrative behavioral couple therapy">integrative behavioral couple therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20patterns" title=" communication patterns"> communication patterns</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20sciences" title=" cognitive sciences"> cognitive sciences</a>, <a href="https://publications.waset.org/abstracts/search?q=Family%20Judicial%20Complex" title=" Family Judicial Complex"> Family Judicial Complex</a> </p> <a href="https://publications.waset.org/abstracts/9859/effectiveness-of-integrative-behavioral-couples-therapy-on-the-communication-patterns-of-couples-applying-for-divorce" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9859.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">315</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">14288</span> The Impact of Task-Based Language Teaching on Iranian Female Intermediate EFL Learners’ Writing Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gholam%20Reza%20Parvizi">Gholam Reza Parvizi</a>, <a href="https://publications.waset.org/abstracts/search?q=Hossein%20Azad"> Hossein Azad</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20Reza%20Kargar"> Ali Reza Kargar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article investigated the impact of task-based language teaching (TBLT) on writing performance of the Iranian intermediate EFL learners. There were two groups of forty students of the intermediate female learners studying English in Jahad-e-Daneshgahi language institute, ranging in age from thirteen to nineteen. They participated in their regular classes in the institute and were assigned to two groups including an experimental group of task-based language teaching and a control group for the purpose of homogeneity, all students in two groups took an achievement test before the treatment. As a pre-test; students were assigned to write a task at the beginning of the course. One of the classes was conducted through talking a TBLT approach on their writing, while the other class followed regular patterns of teaching, namely traditional approach for TBLT group. There were some tasks chosen from learners’ textbook. The task selection was in accordance with learning standards for ESL and TOFEL writing sections. At the end of the treatment, a post-test was administered to both experimental group and the control group. Scoring was done on the basis of scoring scale of “expository writing quality scale”. The researcher used paired samples t-test to analyze the effect of TBLT teaching approach on the writing performance of the learners. The data analysis revealed that the subjects in TBLT group performed better on the writing performance post-test than the subjects in control group. The findings of the study also demonstrated that TBLT would enhance writing performance in the group of learners. Moreover, it was indicated that TBLT has been effective in teaching writing performance to Iranian EFL learners <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=task-based%20language%20teaching" title="task-based language teaching">task-based language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=task" title=" task"> task</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teaching%20approach" title=" language teaching approach"> language teaching approach</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20proficiency" title=" writing proficiency"> writing proficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20learners" title=" EFL learners "> EFL learners </a> </p> <a href="https://publications.waset.org/abstracts/59349/the-impact-of-task-based-language-teaching-on-iranian-female-intermediate-efl-learners-writing-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59349.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">423</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">14287</span> Effects of Pre-Task Activities on the Writing Performance of Second Language Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wajiha%20Fatima">Wajiha Fatima</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Based on Rod Ellis’s (2002) the methodology of task-based teaching, this study explored the effects of pre-task activities on the Job Application letter of 102 ESL students (who were female and undergraduate learners). For this purpose, students were divided among three groups (Group A, Group B, and Group C), kept in control and experimental settings as well. Pre-task phase motivates the learners to perform the actual task. Ellis reportedly discussed four pre-task phases: (1) performing a similar task; (2) providing a model; (3) non-task preparation activities and (4) strategic planning. They were taught through above given three pre-task activities. Accordingly, the learners in control setting were supposed to write without any teaching aid while learners in an experimental situation were provided three different pre-task activities in each group. In order to compare the scores of the pre-test and post-test of the three groups, sample paired t-test was utilized. The obtained results of the written job application by the female students revealed that pre-task activities improved their performance in writing. On the other hand, the comparison of the three pre-task activities revealed that 'providing a model' outperformed the other two activities. For this purpose, ANOVA was utilized. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pre-task%20activities" title="pre-task activities">pre-task activities</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20learners" title=" second language learners"> second language learners</a>, <a href="https://publications.waset.org/abstracts/search?q=task%20based%20language%20teaching" title=" task based language teaching"> task based language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=writing" title=" writing"> writing</a> </p> <a href="https://publications.waset.org/abstracts/100283/effects-of-pre-task-activities-on-the-writing-performance-of-second-language-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100283.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">178</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">14286</span> The Influence of Concrete Pictorial Abstract Teaching Approach on Students' Concepts Understanding and Retention in Mathematics in Rwandan Lower Secondary Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Emmanuel%20Iyamuremye">Emmanuel Iyamuremye</a>, <a href="https://publications.waset.org/abstracts/search?q=Irenee%20Ndayambaje"> Irenee Ndayambaje</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the influence of Concrete Pictorial Abstract (CPA) teaching approach on mathematics achievement based on a sample of eighth-grade students (N = 10,345) from the Rwandan Lower Secondary School quasi-experimental study with pre-test and post-test control group of 2019 (RLSQES19). Key aspects studied included mathematics concept understanding and mathematics concept retention and how these are influenced by teacher's teaching approach. Specifically, the study aimed to a.) investigate students' concept understanding and concept retention in mathematics when exposed to CPA approach and to those exposed to non-CPA approach before and after the intervention, and b.) ascertain the significant difference between the performance of the students exposed to CPA approach and those exposed to non-CPA approach in terms of post-test scores and retention test scores. Two groups (control and experimental) undergone pre-test, post-test, and retention test. The assignment of control and experimental group among senior two classes from 10 schools was done randomly. The materials used to determine the performance of the students is a teacher-made test. Descriptive statistics and ANCOVA were used for the analysis of the study. For determining the improvement in concept understanding of mathematics, Hakes methods of calculating gain were used to analyze the pre-test and post test score. The level of performance of the two groups in the pre-test is below average level. During the post-test and retention test, the performance of students in non-CPA group is on average level, and students in CPA group are on above average level. Hakes methods of calculating gain revealed higher significant performance in the post-test and retention test of CPA group of students than non-CPA group of students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=concept%20understanding" title="concept understanding">concept understanding</a>, <a href="https://publications.waset.org/abstracts/search?q=concept%20retention" title=" concept retention"> concept retention</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20approach" title=" teaching approach"> teaching approach</a> </p> <a href="https://publications.waset.org/abstracts/127386/the-influence-of-concrete-pictorial-abstract-teaching-approach-on-students-concepts-understanding-and-retention-in-mathematics-in-rwandan-lower-secondary-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/127386.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">14285</span> Settlement of Group of Stone Columns</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adel%20Hanna">Adel Hanna</a>, <a href="https://publications.waset.org/abstracts/search?q=Tahar%20Ayadat"> Tahar Ayadat</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Etezad"> Mohammad Etezad</a>, <a href="https://publications.waset.org/abstracts/search?q=Cyrille%20Cros"> Cyrille Cros</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A number of theoretical methods have been developed over the years to calculate the amount settlement of the soil reinforced with group of stone columns. The results deduced from these methods sometimes show large disagreement with the experimental observations. The reason of this divergence might be due to the fact that many of the previous methods assumed the deform shape of the columns which is different with the actual case. A new method to calculate settlement of the ground reinforced with group of stone columns is presented in this paper which overcomes the restrictions made by previous theories. This method is based on results deduced from numerical modeling. Results obtained from the model are validated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=stone%20columns" title="stone columns">stone columns</a>, <a href="https://publications.waset.org/abstracts/search?q=group" title=" group"> group</a>, <a href="https://publications.waset.org/abstracts/search?q=soft%20soil" title=" soft soil"> soft soil</a>, <a href="https://publications.waset.org/abstracts/search?q=settlement" title=" settlement"> settlement</a>, <a href="https://publications.waset.org/abstracts/search?q=prediction" title=" prediction"> prediction</a> </p> <a href="https://publications.waset.org/abstracts/15458/settlement-of-group-of-stone-columns" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15458.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">505</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">14284</span> Prediction of Binding Free Energies for Dyes Removal Using Computational Chemistry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=R.%20Chanajaree">R. Chanajaree</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Luanwiset"> D. Luanwiset</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Pongpratea"> K. Pongpratea</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Dye removal is an environmental concern because the textile industries have been increasing by world population and industrialization. Adsorption is the technique to find adsorbents to remove dyes from wastewater. This method is low-cost and effective for dye removal. This work tries to develop effective adsorbents using the computational approach because it will be able to predict the possibility of the adsorbents for specific dyes in terms of binding free energies. The computational approach is faster and cheaper than the experimental approach in case of finding the best adsorbents. All starting structures of dyes and adsorbents are optimized by quantum calculation. The complexes between dyes and adsorbents are generated by the docking method. The obtained binding free energies from docking are compared to binding free energies from the experimental data. The calculated energies can be ranked as same as the experimental results. In addition, this work also shows the possible orientation of the complexes. This work used two experimental groups of the complexes of the dyes and adsorbents. In the first group, there are chitosan (adsorbent) and two dyes (reactive red (RR) and direct sun yellow (DY)). In the second group, there are poly(1,2-epoxy-3-phenoxy) propane (PEPP), which is the adsorbent, and 2 dyes of bromocresol green (BCG) and alizarin yellow (AY). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dyes%20removal" title="dyes removal">dyes removal</a>, <a href="https://publications.waset.org/abstracts/search?q=binding%20free%20energies" title=" binding free energies"> binding free energies</a>, <a href="https://publications.waset.org/abstracts/search?q=quantum%20calculation" title=" quantum calculation"> quantum calculation</a>, <a href="https://publications.waset.org/abstracts/search?q=docking" title=" docking"> docking</a> </p> <a href="https://publications.waset.org/abstracts/115037/prediction-of-binding-free-energies-for-dyes-removal-using-computational-chemistry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/115037.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">14283</span> The Antidiabetic Properties of Indonesian Swietenia mahagoni in Alloxan-Induced Diabetic Rats</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20Wresdiyati">T. Wresdiyati</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Sa%E2%80%99diah"> S. Sa’diah</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Winarto"> A. Winarto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Diabetes mellitus (DM) is a metabolic disease that can be indicated by the high level of blood glucose. The objective of this study was to observe the antidiabetic properties of ethanolic extract of Indonesian <em>Swietenia mahagoni </em>Jacq. seed on the profile of pancreatic superoxide dismutase and β-cells in the alloxan- experimental diabetic rats. The <em>Swietenia mahagoni </em>seed was obtained from Leuwiliang-Bogor, Indonesia. Extraction of <em>Swietenia mahagoni </em>was done by using ethanol with maceration methods. A total of 25 male <em>Sprague dawley </em>rats were divided into five groups; (a) negative control group, (b) positive control group (DM), (c) DM group that was treated with <em>Swietenia mahagoni</em> seed extract, (d) DM group that was treated with acarbose, and (e) non-DM group that was treated with <em>Swietenia mahagoni </em>seed extract. The DM groups were induced by alloxan (110 mg/kgBW). The extract was orally administrated to diabetic rats 500 mg/kg/BW/day for 28 days. The extract showed hypoglycemic effect, increased body weight, increased the content of superoxide dismutase in the pancreatic tissue, and delayed the rate of β-cells damage of experimental diabetic rats. These results suggested that the ethanolic extract of Indonesian <em>Swietenia mahagoni </em>Jacq. seed could be proposed as a potential anti-diabetic agent. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=beta%20cells" title="beta cells">beta cells</a>, <a href="https://publications.waset.org/abstracts/search?q=diabetes" title=" diabetes"> diabetes</a>, <a href="https://publications.waset.org/abstracts/search?q=hypoglycemic" title=" hypoglycemic"> hypoglycemic</a>, <a href="https://publications.waset.org/abstracts/search?q=rat" title=" rat"> rat</a>, <a href="https://publications.waset.org/abstracts/search?q=Swietenia%20mahagoni" title=" Swietenia mahagoni"> Swietenia mahagoni</a> </p> <a href="https://publications.waset.org/abstracts/50793/the-antidiabetic-properties-of-indonesian-swietenia-mahagoni-in-alloxan-induced-diabetic-rats" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50793.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">294</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">14282</span> The Impact of Teaching Critical Reading Strategies on Students' Performance in English and Communication Skills in College of Education, Azare, Bauchi State Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Musa%20Galadima%20Toro">Musa Galadima Toro</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study focused on the impact of teaching critical reading strategies on students’ performance in English and communication skills at the college of education Azare Bauchi state, Nigeria. It adopted a pre-test, post-test experimental group design. A sample of two hundred and forty (240) students was randomly selected from four departments within the school. The students were randomized into two groups: experimental and control groups. The experimental group was taught critical reading strategies as a form of treatment, while the control group involved in normal reading comprehension exercises. The findings of the study showed a significant difference in the performance of students who were taught critical reading strategies at the post- test level. Recommendations based on the findings of the study were proffered such as placing more emphasis on teaching critical reading strategies in order to improve students’ creative thinking skills and also encouraging students to read articles in science and humanities to improve their reading skills among others. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English" title="English">English</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20skill" title=" communication skill"> communication skill</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20reading" title=" critical reading"> critical reading</a>, <a href="https://publications.waset.org/abstracts/search?q=strategies" title=" strategies"> strategies</a> </p> <a href="https://publications.waset.org/abstracts/74329/the-impact-of-teaching-critical-reading-strategies-on-students-performance-in-english-and-communication-skills-in-college-of-education-azare-bauchi-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74329.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">14281</span> Determining the Effectiveness of Positive Psychology Education on Social Welfare of High School Girls with Premenstrual Syndrome (PMS)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alireza%20Monzavi%20Chaleshtari">Alireza Monzavi Chaleshtari</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahnaz%20Aliakbari%20Dehkordi"> Mahnaz Aliakbari Dehkordi</a>, <a href="https://publications.waset.org/abstracts/search?q=Mina%20Gholampour"> Mina Gholampour</a>, <a href="https://publications.waset.org/abstracts/search?q=Majid%20Saffarinia"> Majid Saffarinia</a>, <a href="https://publications.waset.org/abstracts/search?q=Tayebeh%20Mohtashami"> Tayebeh Mohtashami</a>, <a href="https://publications.waset.org/abstracts/search?q=Amin%20Asadi%20Hieh"> Amin Asadi Hieh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study aimed to assess the impact of positive psychology education on the social well-being of high school girls experiencing premenstrual syndrome (PMS). The statistical population comprised high school girls with PMS, with 30 randomly selected participants divided into two groups: 15 in the experimental group and 15 in the control group. The research employed a pre-test and post-test design using a standard questionnaire to evaluate premenstrual syndrome symptoms over a 7-day period before menstruation to a maximum of 2 days after menstruation, along with the Social Keys welfare questionnaire. During the study, the experimental group underwent an 8-session positive psychology group program. Data analysis was conducted using analysis of covariance. The results indicated a significant positive effect of positive psychology training on enhancing the social well-being of girls (p < 0.05). In conclusion, the findings suggest that positive psychology interventions can effectively increase social well-being among high school girls experiencing premenstrual syndrome. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=positive%20psychology" title="positive psychology">positive psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=premenstrual%20syndrome" title=" premenstrual syndrome"> premenstrual syndrome</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20welfare" title=" social welfare"> social welfare</a>, <a href="https://publications.waset.org/abstracts/search?q=girls" title=" girls"> girls</a> </p> <a href="https://publications.waset.org/abstracts/179189/determining-the-effectiveness-of-positive-psychology-education-on-social-welfare-of-high-school-girls-with-premenstrual-syndrome-pms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179189.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">100</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14280</span> The Influence of Teachers Anxiety-Reducing Strategies on Learners Foreign Language Anxiety</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fakieh%20Alrabai">Fakieh Alrabai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the effects on learner anxiety of anxiety-reducing strategies utilized by English as foreign language teachers in Saudi Arabia. The study was conducted in two stages. In the first stage, sources of foreign language anxiety for Saudi learners of English (N = 596) were identified using The Foreign Language Classroom Anxiety Scale (FLCAS). In the second stage, 465 learners who were divided almost equally into two groups (experimental vs. control) and 12 teachers were recruited. Anxiety-reducing strategies were implemented exclusively in the treatment group for approximately eight weeks. FLCAS was used to assess learners’ FL anxiety levels before and after treatment. Statistical analyses (e.g. ANOVA and ANCOVA) were used to evaluate the study findings. These findings revealed that the intervention led to significantly decreased levels of FL anxiety for learners in the experimental group compared with increased levels of anxiety for those in the control group. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communication%20apprehension" title="communication apprehension">communication apprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20teaching%2Flearning" title=" EFL teaching/learning"> EFL teaching/learning</a>, <a href="https://publications.waset.org/abstracts/search?q=fear%20of%20negative%20evaluation" title=" fear of negative evaluation"> fear of negative evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20anxiety" title=" foreign language anxiety"> foreign language anxiety</a> </p> <a href="https://publications.waset.org/abstracts/2257/the-influence-of-teachers-anxiety-reducing-strategies-on-learners-foreign-language-anxiety" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2257.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">354</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14279</span> Effectiveness of Conflict Resolution Board Game: An Experimental Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Safa%20Abdussalam">Safa Abdussalam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Adolescence is a period of storm and stress. It is a transitional period. Adolescents undergo a lot of changes physically, emotionally and mentally during adolescence. Physical changes include puberty, sexual maturation, changes in height, weight, hormonal changes, changes in body image, changes in brain and in sexuality. Changes also occur in their cognition. According to Piaget’s theory, adolescent enter formal operational stage and engage in hypothetical-deductive reasoning. Main characteristic of adolescent cognition is adolescent egocentrism: imaginary audience and personal fable. One of the most common struggle majority of adolescents face is the conflict between parent and adolescent. They often complain that parents do not understand them/their situation. Common topics of conflict include identity crisis, issues with personal freedom and issues over personal preferences. Conflict resolution refers to solving conflicts in a healthy way. There is a lack of resources in dealing with such conflicts creatively. To deal with parent-adolescent conflict, a conflict resolution board game is designed. The board game consists of tokens, dice, 10 conflict situation cards and two conflict resolution sheets. Purpose of using a board game is to help adolescents understand the conflict situations and resolutions in a fun, creative and interactive way. It can be used for self-help or even therapists can use it in their clinical practice. The study aims to assess the effectiveness of the board game in dealing with the conflict. Experimental design will be used. Samples include 15 adolescents belonging to age group 10-19. Samples will be divided into two groups: Experimental group and control group. A pre-test and post-test will be conducted. The board game will be demonstrated to the experimental group. Results will be obtained after statistical analysis. Board games are a great way to be used with children and adolescents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescent" title="adolescent">adolescent</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescence" title=" adolescence"> adolescence</a>, <a href="https://publications.waset.org/abstracts/search?q=parent-child%20conflict" title=" parent-child conflict"> parent-child conflict</a>, <a href="https://publications.waset.org/abstracts/search?q=conflict%20resolution" title=" conflict resolution"> conflict resolution</a> </p> <a href="https://publications.waset.org/abstracts/159395/effectiveness-of-conflict-resolution-board-game-an-experimental-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159395.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">96</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">14278</span> Nutritional Value of Rabbit Meat after Contamination with 1,1-Dimethylhydrazine</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Balgabay%20Sadepovich%20Maikanov">Balgabay Sadepovich Maikanov</a>, <a href="https://publications.waset.org/abstracts/search?q=Laura%20Tyulegenovna%20Auteleyeva"> Laura Tyulegenovna Auteleyeva</a>, <a href="https://publications.waset.org/abstracts/search?q=Seidenova%20Simbat%20Polatbekovna"> Seidenova Simbat Polatbekovna</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this article reduced nutritional value of the rabbits’ meat at 1, 1 dimethylhydrazine experimental toxicosis is shown. The assay was performed on liquid chromatograph SHIMADZU LC-20 Prominence (Japan) with fluorometric and spectrophotometric detector. This research has revealed that samples of rabbit meat of the experimental group had significant differences from the control group:in amino acids concentration from 1.2% to 9.1%; vitamin concentration from 11.2% to 60.5%, macro – minerals concentration from 17.4% to 78.1% and saturated fatty acids concentration from 17,1% to 34.5%, respectively. The decrease in the chemical composition of rabbits’ meat at 1,1 dimethylhydrazine toxicosis may be due to changes in the internal processes associated with impaired metabolic homeostasis of animals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=1" title="1">1</a>, <a href="https://publications.waset.org/abstracts/search?q=1-dimethylhydrazine" title="1-dimethylhydrazine">1-dimethylhydrazine</a>, <a href="https://publications.waset.org/abstracts/search?q=metabolic%20homeostasis" title=" metabolic homeostasis"> metabolic homeostasis</a>, <a href="https://publications.waset.org/abstracts/search?q=nutritional%20value" title=" nutritional value"> nutritional value</a>, <a href="https://publications.waset.org/abstracts/search?q=rabbit%20meat" title=" rabbit meat"> rabbit meat</a> </p> <a href="https://publications.waset.org/abstracts/71264/nutritional-value-of-rabbit-meat-after-contamination-with-11-dimethylhydrazine" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71264.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">215</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14277</span> The Value of Dynamic Priorities in Motor Learning between Some Basic Skills in Beginner's Basketball, U14 Years</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Guebli%20Abdelkader">Guebli Abdelkader</a>, <a href="https://publications.waset.org/abstracts/search?q=Regiueg%20Madani"> Regiueg Madani</a>, <a href="https://publications.waset.org/abstracts/search?q=Sbaa%20Bouabdellah"> Sbaa Bouabdellah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The goals of this study are to find ways to determine the value of dynamic priorities in motor learning between some basic skills in beginner’s basketball (U14), based on skills of shooting and defense against the shooter. Our role is to expose the statistical results in compare & correlation between samples of study in tests skills for the shooting and defense against the shooter. In order to achieve this objective, we have chosen 40 boys in middle school represented in four groups, two controls group’s (CS1, CS2) ,and two experimental groups (ES1: training on skill of shooting, skill of defense against the shooter, ES2: experimental group training on skill of defense against the shooter, skill of shooting). For the statistical analysis, we have chosen (F & T) tests for the statistical differences, and test (R) for the correlation analysis. Based on the analyses statistics, we confirm the importance of classifying priorities of basketball basic skills during the motor learning process. Admit that the benefits of experimental group training are to economics in the time needed for acquiring new motor kinetic skills in basketball. In the priority of ES2 as successful dynamic motor learning method to enhance the basic skills among beginner’s basketball. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=basic%20skills" title="basic skills">basic skills</a>, <a href="https://publications.waset.org/abstracts/search?q=basketball" title=" basketball"> basketball</a>, <a href="https://publications.waset.org/abstracts/search?q=motor%20learning" title=" motor learning"> motor learning</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a> </p> <a href="https://publications.waset.org/abstracts/92495/the-value-of-dynamic-priorities-in-motor-learning-between-some-basic-skills-in-beginners-basketball-u14-years" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92495.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">170</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14276</span> The Effect of Normal Cervical Sagittal Configuration in the Management of Cervicogenic Dizziness: A 1-Year Randomized Controlled Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Moustafa%20Ibrahim%20Moustafa">Moustafa Ibrahim Moustafa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to determine the immediate and long term effects of a multimodal program, with the addition of cervical sagittal curve restoration and forward head correction, on severity of dizziness, disability, frequency of dizziness, and severity of cervical pain. 72 patients with cervicogenic dizziness, definite hypolordotic cervical spine, and forward head posture were randomized to experimental or a control group. Both groups received the multimodal program, additionally, the study group received the Denneroll cervical traction. All outcome measures were measured at three intervals. The general linear model indicated a significant group × time effects in favor of experimental group on measures of anterior head translation (F=329.4 P < .0005), cervical lordosis (F=293.7 P < .0005), severity of dizziness (F=262.1 P < .0005), disability (F=248.9 P < .0005), frequency of dizziness (F=53.9 P < .0005), and severity of cervical pain (F=350.1 P < .0005). The addition of Dennroll cervical traction to a multimodal program can positively affect dizziness management outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=randomized%20controlled%20trial" title="randomized controlled trial">randomized controlled trial</a>, <a href="https://publications.waset.org/abstracts/search?q=traction" title=" traction"> traction</a>, <a href="https://publications.waset.org/abstracts/search?q=dizziness" title=" dizziness"> dizziness</a>, <a href="https://publications.waset.org/abstracts/search?q=cervical" title=" cervical"> cervical</a> </p> <a href="https://publications.waset.org/abstracts/1499/the-effect-of-normal-cervical-sagittal-configuration-in-the-management-of-cervicogenic-dizziness-a-1-year-randomized-controlled-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/1499.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">310</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14275</span> Effect of Concurrent Training and Detraining on Insulin Resistance in Obese Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kaveh%20Azadeh">Kaveh Azadeh</a>, <a href="https://publications.waset.org/abstracts/search?q=Saeid%20Fazelifar"> Saeid Fazelifar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main purpose of the present study was to examine the effect of 12 weeks (3 days/week) concurrent training followed by 4 weeks detraining on insulin resistance in obese boys without dietary intervention. Methods: 24 obese children boys (body mass index> 28, age= 11- 13year old) voluntarily participated in the study. Biochemical factors, body composition, and functional physical fitness were assessed in three stages [baseline, after 12 week’s combined endurance and resistance training and 4 week’s detraining in the experimental group (n=12); baseline and after 12 weeks in control group (n=12)]. Results: Indepented - Sample T test revealed that in experimental group after 12weeks trainings the insulin resistance, and body fat mass were significantly declined, whereas endurance and strength of abdominal muscles significantly increased compared to control group (p<0/05). One-way ANOVA for three different periods showed that insulin resistance, body fat mass, strength of abdominal muscles after 12week training was significantly improved in the experimental group compared with the baseline. Following 4weeks detraining insulin resistance again significantly increased (p<0/05). After detraining disturbances of physiological adaptation in obese children have more rapid course in comparison with those anthropological and functional indices. Conclusion: Results showed that participation in the regular concurrent trainings provides a decrease of insulin resistance in obese children. It may serve as a strategy in treatment of obesity and management on insulin resistance, as well as to increase endurance and strength muscles in obese children. Adaptations resulting from regular exercises following detraining are reversible. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=endurance%20and%20resistance%20trainings" title="endurance and resistance trainings">endurance and resistance trainings</a>, <a href="https://publications.waset.org/abstracts/search?q=detraining" title=" detraining"> detraining</a>, <a href="https://publications.waset.org/abstracts/search?q=insulin%20resistance" title=" insulin resistance"> insulin resistance</a>, <a href="https://publications.waset.org/abstracts/search?q=obese%20children" title=" obese children"> obese children</a> </p> <a href="https://publications.waset.org/abstracts/72352/effect-of-concurrent-training-and-detraining-on-insulin-resistance-in-obese-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72352.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">195</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14274</span> Effects of Vitamin E and Vitamin on Growth, Survival and Some Haematological and Immunological Parameters of Caspian Brown Trout, Salmo trutta caspius Juveniles</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hossein%20Khara">Hossein Khara</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahmoud%20Sayyadborani"> Mahmoud Sayyadborani</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Sayyadborani"> Mohammad Sayyadborani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the present study, we examined the effects of different dietary levels of ascorbic acid (vitamin C) and α-tocopherol (vitamin E) and their combinations on growth, survival and some haematological and immunological parameters of Caspian brown trout, Salmo trutta caspius juveniles. 15 experimental treatments and one control group with three replicates were considered for experiment. The experimental treatments were fish fed by experimental diets containing different levels of Vit C and E as follow: T1: Vit E (20 mg.kg diet -1) + Vit C (100 mg.kg diet -1), T2: Vit E (30 mg.kg diet -1) + Vit C (100 mg.kg diet -1), T3: Vit E (40 mg.kg diet -1) + Vit C (100 mg.kg diet -1), T4: Vit E (20 mg.kg diet -1) + Vit C (200 mg.kg diet -1), T5: Vit E (30 mg.kg diet -1) + Vit C (200 mg.kg diet -1), T6: Vit E (40 mg.kg diet -1) + Vit C (200 mg.kg diet -1), T7: Vit E (20 mg.kg diet -1) + Vit C (300 mg.kg diet -1), T8: Vit E (30 mg.kg diet -1) + Vit C (300 mg.kg diet -1), T9: Vit E (40 mg.kg diet -1) + Vit C (300 mg.kg diet -1), T10: Vit C (100 mg.kg diet -1), T11: Vit C (200 mg.kg diet -1), T12: Vit C (300 mg.kg diet -1), T13: Vit E (20 mg.kg diet -1), T14: Vit E (30 mg.kg diet -1) T15: Vit E (40 mg.kg diet -1). Also a non-vitamin supplemented was considered as control group. Growth parameters were measured monthly and serum parameters assayed at the end of the experiment. According to our results, Vit C and E improved survival and growth parameters including specific growth rate (SGR), weight gain percent (WG%) and biomass. The highest values of these parameters obtained in T8, T9 and T8 respectively. The lowest FCR obtained in T8. The haematological parameters including red blood cells (RBCs), white blood cells (WBCs), haematocrit (Hct) and haemoglobin (Hb) were higher in vitamin treated groups than control group with highest values in T8. In T13, WBC values were higher compared to other experimental groups. The immunological parameters including lysozyme activity, Immunoglobulin (IgM) and total immunoglobulin (TIg) were significantly higher in vitamin supplemented groups than in control group. In this regard the highest values of these parameters were found in T12. The lowest values of TIg and lysozyme activity were observed in control group and fish fed by only vitamin E i.e. T13, T14 and T15. In conclusion, our results show that Vit C and E in combination or only can improve growth, survival, haematological and immunological indices of Caspian brown trout. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vitamins%20E" title="vitamins E">vitamins E</a>, <a href="https://publications.waset.org/abstracts/search?q=vitamins%20C" title=" vitamins C"> vitamins C</a>, <a href="https://publications.waset.org/abstracts/search?q=growth" title=" growth"> growth</a>, <a href="https://publications.waset.org/abstracts/search?q=survival" title=" survival"> survival</a>, <a href="https://publications.waset.org/abstracts/search?q=haematological%20parameters" title=" haematological parameters"> haematological parameters</a>, <a href="https://publications.waset.org/abstracts/search?q=immunological%20parameters" title=" immunological parameters"> immunological parameters</a> </p> <a href="https://publications.waset.org/abstracts/37646/effects-of-vitamin-e-and-vitamin-on-growth-survival-and-some-haematological-and-immunological-parameters-of-caspian-brown-trout-salmo-trutta-caspius-juveniles" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37646.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">344</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">14273</span> The Integrated Safety Promotion Program on Safety Work Behaviors Among Waste Collectors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Natnicha%20Wareesamarn">Natnicha Wareesamarn</a>, <a href="https://publications.waset.org/abstracts/search?q=Waruntorn%20%20Jongrungrotsakul"> Waruntorn Jongrungrotsakul</a>, <a href="https://publications.waset.org/abstracts/search?q=Anon%20Wisutthananon"> Anon Wisutthananon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Occupational illnesses and injuries are the partial results of unsafe work behaviors. Safety training, an occupational health and safety standard, could either reduce or prevent such illnesses and injuries. This quasi-experimental research aimed to examine the effect of integrated safety training on safety work behaviors among 54 waste collectors working in the Su-ngai Kolok and Muang districts in Narathiwat Province. The workers were equally divided into an experimental or a control group (27 in each). The study was implemented from September to November 2021. The research instruments consisted of 1) an integrated safety promotion program on safety work behaviors which was developed based on the literature review, and 2) a questionnaire on safe working behaviors among waste collectors modified from a safety work behaviors questionnaire by Sitthichai Jaikhan et al. (2019). The content validity of the questionnaire was confirmed by experts with a content validity index of 0.97, while reliability was at an acceptable level (0.86 - 0.90). Data were analyzed using descriptive statistics and a t-test. The findings showed that after receiving the integrated safety promotion program on safety work behaviors, the mean scores for safety work behaviors among the experimental group (x ̅ = 73.89, S.D.=1.12) were significantly higher than those of the control group (x ̅ = 47.93, S.D.= 2.45) (p<.001). Furthermore, it was found that the mean score for safety work behaviors among the experimental group after receiving the integrated safety promotion program (x ̅=73.89, S.D.= 2.45) was significantly higher than that before receiving the program (x ̅=47.85, S.D.= 2.16) (p<.001). These findings indicate that occupational health nurses and related staff should place great concern on the application of integrated safety promotion programs into their own work. This is anticipated to enhance safe work behaviors, thereby reducing occupational illnesses and injuries, as well as enhancing the quality of working life among waste collectors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=integrated%20safety%20promotion%20program" title="integrated safety promotion program">integrated safety promotion program</a>, <a href="https://publications.waset.org/abstracts/search?q=safety%20work%20behaviors" title=" safety work behaviors"> safety work behaviors</a>, <a href="https://publications.waset.org/abstracts/search?q=waste%20collectors" title=" waste collectors"> waste collectors</a>, <a href="https://publications.waset.org/abstracts/search?q=safety%20training" title=" safety training"> safety training</a> </p> <a href="https://publications.waset.org/abstracts/155564/the-integrated-safety-promotion-program-on-safety-work-behaviors-among-waste-collectors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155564.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">115</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">14272</span> The Impact of the Use of Some Multiple Intelligence-Based Teaching Strategies on Developing Moral Intelligence and Inferential Jurisprudential Thinking among Secondary School Female Students in Saudi Arabia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sameerah%20A.%20Al-Hariri%20Al-Zahrani">Sameerah A. Al-Hariri Al-Zahrani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current study aims at getting acquainted with the impact of the use of some multiple intelligence-based teaching strategies on developing moral intelligence and inferential jurisprudential thinking among secondary school female students. The study has endeavored to answer the following questions: What is the impact of the use of some multiple intelligence-based teaching strategies on developing inferential jurisprudential thinking and moral intelligence among first-year secondary school female students? In the frame of this main research question, the study seeks to answer the following sub-questions: (i) What are the inferential jurisprudential thinking skills among first-year secondary school female students? (ii) What are the components of moral intelligence among first year secondary school female students? (iii) What is the impact of the use of some multiple intelligence‐based teaching strategies (such as the strategies of analyzing values, modeling, Socratic discussion, collaborative learning, peer collaboration, collective stories, building emotional moments, role play, one-minute observation) on moral intelligence among first-year secondary school female students? (iv) What is the impact of the use of some multiple intelligence‐based teaching strategies (such as the strategies of analyzing values, modeling, Socratic discussion, collaborative learning, peer collaboration, collective stories, building emotional moments, role play, one-minute observation) on developing the capacity for inferential jurisprudential thinking of juristic rules among first-year secondary school female students? The study has used the descriptive-analytical methodology in surveying, analyzing, and reviewing the literature on previous studies in order to benefit from them in building the tools of the study and the materials of experimental treatment. The study has also used the experimental method to study the impact of the independent variable (multiple intelligence strategies) on the two dependent variables (moral intelligence and inferential jurisprudential thinking) in first-year secondary school female students’ learning. The sample of the study is made up of 70 female students that have been divided into two groups: an experimental group consisting of 35 students who have been taught through multiple intelligence strategies, and a control group consisting of the other 35 students who have been taught normally. The two tools of the study (inferential jurisprudential thinking test and moral intelligence scale) have been implemented on the two groups as a pre-test. The female researcher taught the experimental group and implemented the two tools of the study. After the experiment, which lasted eight weeks, was over, the study showed the following results: (i) The existence of significant statistical differences (0.05) between the mean average of the control group and that of the experimental group in the inferential jurisprudential thinking test (recognition of the evidence of jurisprudential rule, recognition of the motive for the jurisprudential rule, jurisprudential inferencing, analogical jurisprudence) in favor of the experimental group. (ii) The existence of significant statistical differences (0.05) between the mean average of the control group and that of the experimental group in the components of the moral intelligence scale (sympathy, conscience, moral wisdom, tolerance, justice, respect) in favor of the experimental group. The study has, thus, demonstrated the impact of the use of some multiple intelligence-based teaching strategies on developing moral intelligence and inferential jurisprudential thinking. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=moral%20intelligence" title="moral intelligence">moral intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=inferential%20jurisprudential%20thinking" title=" inferential jurisprudential thinking"> inferential jurisprudential thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20school" title=" secondary school"> secondary school</a> </p> <a href="https://publications.waset.org/abstracts/124179/the-impact-of-the-use-of-some-multiple-intelligence-based-teaching-strategies-on-developing-moral-intelligence-and-inferential-jurisprudential-thinking-among-secondary-school-female-students-in-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/124179.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">159</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">14271</span> An Integrated Approach of Isolated and Combined Aerobic and Anaerobic Interval Training for Improvement of Stride Length and Stride Frequency of Soccer Players</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20A.%20Ramesh">K. A. Ramesh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: The study is to find out the effect of isolated and combined aerobic and anaerobic interval training on stride length and stride frequency of Soccer players. Method(s): To achieve this purpose, 45 women Soccer players who participated in the Anna University, Tamilnadu, India. Intercollegiate Tournament was selected as subjects and were randomly divided into three equal groups of fifteen each, such as an anaerobic interval training group (group-I), anaerobic interval training group (group-II) and combined aerobic-anaerobic interval training group (group-III). The training program was conducted three days per weeks for a period of six weeks. Stride length and Stride frequency was selected as dependent variables. All the subjects of the three groups were tested on selected criterion variables at prior to and immediately after the training program. The concepts of dependent test were employed to find out the significant improvement due to the influence of training programs on all the selected criterion variables. The analysis of covariance (ANCOVA) was also used to analyze the significant difference, if, any among the experimental groups. Result(s): The result of the study revealed that combined group was higher than aerobic interval training and anaerobic interval training groups. Conclusion(s): It was concluded that when experimental groups were compared with each other, the combined aerobic – anaerobic interval training program was found to be greater than the aerobic and the anaerobic interval training programs on the development of stride length and stride frequency. High intensity, combined aerobic – anaerobic interval training program can be carried out in a more soccer specific way than plain running. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=stride%20length" title="stride length">stride length</a>, <a href="https://publications.waset.org/abstracts/search?q=stride%20frequency" title=" stride frequency"> stride frequency</a>, <a href="https://publications.waset.org/abstracts/search?q=interval%20training" title=" interval training"> interval training</a>, <a href="https://publications.waset.org/abstracts/search?q=soccer" title=" soccer"> soccer</a> </p> <a href="https://publications.waset.org/abstracts/40302/an-integrated-approach-of-isolated-and-combined-aerobic-and-anaerobic-interval-training-for-improvement-of-stride-length-and-stride-frequency-of-soccer-players" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40302.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">373</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14270</span> Effect of Methanolic Extract of Punica granatum L. Fruit Rind on Kidney, Liver Marker Enzymes, Electrolytes, and Their Histology in Normal Healthy Rats</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Y.%20A.%20Shettima">Y. A. Shettima</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20A.%20Tijjani"> M. A. Tijjani</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Modu"> S. Modu</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20I.%20Abdulrahman"> F. I. Abdulrahman</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20M.%20Abubakar"> B. M. Abubakar </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The toxicity profile of the methanolic extract of Punica granatum L. fruit rind was studied in normal rats. The rats were administered orally by intubating graded doses of 150, 250, 500 and 750 mg/kg body weight of the extract for 28 days and the effects on biochemical parameters and histology of the liver and kidney were evaluated. There was a significant increase (P<0.05) in the levels of liver enzymes of the rats that received the highest dose of 750 mg/kg body weight. The AST and ALT levels were 41.59±0.18 ALP and 9.25±0.29 IU/L, respectively, while the ALP level was 15.68±10 IU/L.There was a significant difference in the albumin and globulin levels; 3.72±0.05 and 4.05±0.13 g/dl, respectively. Serum urea and creatinine levels remained normal, as well as the electrolyte levels. The increase in sodium concentration observed was not statistically significant (P≥0.05) when the control group (131.50±3.11) was compared with the experimental groups (132.25±3.86, 132.75±3.86, 133.50±3.11 and 134.00±1.83). The increase in potassium concentration was not statistically significant (P≥0.05) when the control group with a value of 95.50±3.51 mmol/L was compared with the experimental groups 98.00±3.16, 99.25±2.22, 99.79±0.36 and 99.99±0.02 mmol/L. The increase observed in bicarbonate concentration was not statistically significant (P≥0.05) when the control group with a value of 20.75±1.71 mmol/L was compared with the experimental groups 21.68±0.62, 24.25±2.99, 24.50±3.42, 25.50±2.65 mmol/L. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=punical%20granatum" title="punical granatum">punical granatum</a>, <a href="https://publications.waset.org/abstracts/search?q=methanolic" title=" methanolic"> methanolic</a>, <a href="https://publications.waset.org/abstracts/search?q=ALT" title=" ALT"> ALT</a>, <a href="https://publications.waset.org/abstracts/search?q=AST" title=" AST"> AST</a>, <a href="https://publications.waset.org/abstracts/search?q=electrolytes" title=" electrolytes"> electrolytes</a>, <a href="https://publications.waset.org/abstracts/search?q=histology" title=" histology"> histology</a> </p> <a href="https://publications.waset.org/abstracts/9408/effect-of-methanolic-extract-of-punica-granatum-l-fruit-rind-on-kidney-liver-marker-enzymes-electrolytes-and-their-histology-in-normal-healthy-rats" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9408.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">397</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">14269</span> The Effect of an Al Andalus Fused Curriculum Model on the Learning Outcomes of Elementary School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sobhy%20Fathy%20A.%20Hashesh">Sobhy Fathy A. Hashesh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study was carried out in the Elementary Classes of Andalus Private Schools, girls section using control and experimental groups formed by Random Assignment Strategy. The study aimed at investigating the effect of Al-Andalus Fused Curriculum (AFC) model of learning and the effect of separate subjects’ approach on the development of students’ conceptual learning and skills acquiring. The society of the study composed of Al-Andalus Private Schools, elementary school students, Girls Section (N=240), while the sample of the study composed of two randomly assigned groups (N=28) with one experimental group and one control group. The study followed the quantitative and qualitative approaches in collecting and analyzing data to investigate the study hypotheses. Results of the study revealed that there were significant statistical differences between students’ conceptual learning and skills acquiring for the favor of the experimental group. The study recommended applying this model on different educational variables and on other age groups to generate more data leading to more educational results for the favor of students’ learning outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=AFC" title="AFC">AFC</a>, <a href="https://publications.waset.org/abstracts/search?q=STEAM" title=" STEAM"> STEAM</a>, <a href="https://publications.waset.org/abstracts/search?q=lego%20education" title=" lego education"> lego education</a>, <a href="https://publications.waset.org/abstracts/search?q=Al-Andalus%20fused%20curriculum" title=" Al-Andalus fused curriculum"> Al-Andalus fused curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=mechatronics" title=" mechatronics"> mechatronics</a> </p> <a href="https://publications.waset.org/abstracts/72153/the-effect-of-an-al-andalus-fused-curriculum-model-on-the-learning-outcomes-of-elementary-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72153.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">216</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14268</span> The Effectiveness of Cognitive-Behavioral Group Therapy on Stress, Illness Anxiety and Obsessions-Compulsion Caused by the Coronavirus Crisis in Adolescent (14-18 Year olds) in Tehran, Iran</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maryam%20Mousavi%20Nik">Maryam Mousavi Nik</a>, <a href="https://publications.waset.org/abstracts/search?q=Sara%20Pasandian"> Sara Pasandian</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the current research was to determine the effectiveness of Cognitive-Behavioral Group Therapy (G-CBT) on stress, illness anxiety and obsessions-compulsion caused by the coronavirus crisis in adolescents (14-18-Year-olds) in Tehran, Iran. This research was carried out in the form of a semi-experimental study with a control group and in the framework of a pre-test and post-test design for both experimental and control groups. The statistical population of this research consisted of all high schools in Tehran in 2022. The sample size includes 32 Adolescents (14-18-Year-olds) who were selected using a cluster sampling method, and then they were randomly replaced in two experimental (n=16) and control (n=16) groups. In this research, an adolescent stress questionnaire (ASQ-N) with an emphasis on the impact of Coronavirus, Coronavirus disease anxiety (CDAS) and The Children's Yale-Brown Obsessive Compulsive Symptom Scale (CY-BOCS) emphasis on the Coronavirus were used, and group therapy intervention with The cognitive-behavioral approach was conducted for 8 sessions of 90 minutes in the experimental group. The research data were analyzed by Multivariate analysis of covariance (MANCOVA) and covariance (ANCVA) tests. The results of multivariate covariance analysis showed that group therapy intervention with a cognitive-behavioral approach had a significant effect on at least one of the variables of stress, illness anxiety and obsession-compulsion at the level (P<0.01, F=94.772) in the post-test stage. Also, the results of covariance analysis of one variable showed that group therapy intervention with a cognitive-behavioral approach in the level of (P<0.01, F=106.377) stress, in the level of (P<0.01, F=48.147) disease anxiety and in the level (P>0.01, F=17.033) of obsession-compulsion had a significant effect in the post-test stage. The results showed that The treatment with GCBT can be effective in decreasing stress, illness anxiety and obsessions and compulsion caused by the coronavirus crisis in Adolescents (15-20-Year-olds) and may be considered as an alternative to either individual cognitive-behavioral therapy or medication. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=stress" title="stress">stress</a>, <a href="https://publications.waset.org/abstracts/search?q=disease%20anxiety" title=" disease anxiety"> disease anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=obsession-compulsion" title=" obsession-compulsion"> obsession-compulsion</a>, <a href="https://publications.waset.org/abstracts/search?q=coronavirus%20%28Covid-19%29%20crisis" title=" coronavirus (Covid-19) crisis"> coronavirus (Covid-19) crisis</a>, <a href="https://publications.waset.org/abstracts/search?q=and%20cognitive-behavioral%20therapy" title=" and cognitive-behavioral therapy"> and cognitive-behavioral therapy</a> </p> <a href="https://publications.waset.org/abstracts/160017/the-effectiveness-of-cognitive-behavioral-group-therapy-on-stress-illness-anxiety-and-obsessions-compulsion-caused-by-the-coronavirus-crisis-in-adolescent-14-18-year-olds-in-tehran-iran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160017.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">64</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">14267</span> Clinical Profile of Oral Sensory Abilities in Developmental Dysarthria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Swapna%20N.">Swapna N.</a>, <a href="https://publications.waset.org/abstracts/search?q=Deepthy%20Ann%20Joy"> Deepthy Ann Joy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the major causes of communication disorders in pediatric population is Motor speech disorders. These disorders which affect the motor aspects of speech articulators can have an adverse effect on the communication abilities of children in their developmental period. The motor aspects are dependent on the sensory abilities of children with motor speech disorders. Hence, oral sensorimotor evaluation is an important component in the assessment of children with motor speech disorders. To our knowledge, the importance of oral motor examination has been well established, yet the sensory assessment of the oral structures has received less focus. One of the most common motor speech disorders seen in children is developmental dysarthria. The present study aimed to assess the orosensory aspects in children with developmental dysarthria (CDD). The control group consisted of 240 children in the age range of four and eight years which was divided into four subgroups (4-4.11, 5-5.11, 6-6.11 and 7-7.11 years). The experimental group consisted of 15 children who were diagnosed with developmental dysarthria secondary to cerebral palsy who belonged in the age range of four and eight years. The oro-sensory aspects such as response to touch, temperature, taste, texture, and orofacial sensitivity were evaluated and profiled. For this purpose, the authors used the ‘Oral Sensorimotor Evaluation Protocol- Children’ which was developed by the authors. The oro-sensory section of the protocol was administered and the clinical profile of oro-sensory abilities of typically developing children and CDD was obtained for each of the sensory abilities. The oro-sensory abilities of speech articulators such as lips, tongue, palate, jaw, and cheeks were assessed in detail and scored. The results indicated that experimental group had poorer scores on oro-sensory aspects such as light static touch, kinetic touch, deep pressure, vibration and double simultaneous touch. However, it was also found that the experimental group performed similar to control group on few aspects like temperature, taste, texture and orofacial sensitivity. Apart from the oro-motor abilities which has received utmost interest, the variation in the oro-sensory abilities of experimental and control group is highlighted and discussed in the present study. This emphasizes the need for assessing the oro-sensory abilities in children with developmental dysarthria in addition to oro-motor abilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cerebral%20palsy" title="cerebral palsy">cerebral palsy</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20dysarthria" title=" developmental dysarthria"> developmental dysarthria</a>, <a href="https://publications.waset.org/abstracts/search?q=orosensory%20assessment" title=" orosensory assessment"> orosensory assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=touch" title=" touch"> touch</a> </p> <a href="https://publications.waset.org/abstracts/99203/clinical-profile-of-oral-sensory-abilities-in-developmental-dysarthria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99203.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">163</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">14266</span> The Effect of Health Promoting Programs on Patient's Life Style after Coronary Artery Bypass Graft–Hospitalized in Shiraz Hospitals</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Azizollah%20Arbabisarjou">Azizollah Arbabisarjou</a>, <a href="https://publications.waset.org/abstracts/search?q=Leila%20Safabakhsh"> Leila Safabakhsh</a>, <a href="https://publications.waset.org/abstracts/search?q=Mozhgan%20Jahantigh"> Mozhgan Jahantigh</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahshid%20Nazemzadeh"> Mahshid Nazemzadeh</a>, <a href="https://publications.waset.org/abstracts/search?q=Shahindokht%20Navabi"> Shahindokht Navabi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Health promotion is an essential strategy for reduction of health disparities. Health promotion includes all activities that encourage optimum physical, spiritual, and mental function. The aim of this study was to determine the impact of a Health Promotion Program (HPP) on behavior in terms of the dimensions of the Health Promoting Lifestyle Profile (HPLP) in patients after Coronary Artery Bypass Graft (CABG). Methods and Materials: In this clinical trial study, 80 patients who had undergone CABG surgery (2011-2012) were selected and randomly divided in two groups: Experimental and Control that investigated by (HPLP II). Then the experimental group was educated about diet, walking and stress management. The program process was followed up for 3months and after that all variables were investigated again. The overall score and the scores for the six dimensions of the HPLP (self-actualization, health responsibility, exercise, nutrition, interpersonal support and stress management) were measured in the pre- and post-test periods. Statistical analysis was performed using Student's t-test and paired t-test. Results: Results showed that Score of stress management (p=.036), diet (p=.002), Spiritual Growth (p=.001) and interrelationship (p=002) increase in experimental group after intervention .Average scores after 3 months in the control group had no significant changes; except responsibility for health (p < .05). Results of the study revealed that comparison the scores of the experimental group were significantly different from the control group in all lifestyle aspects except for spiritual growth. Conclusion: This study showed that Health promoting program on lifestyle and health promotion in patients who suffer from CAD could enhance patient's awareness of healthy behaviors and improves the quality of life. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coronary%20artery%20bypass%20graft" title="coronary artery bypass graft">coronary artery bypass graft</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20promotion" title=" health promotion"> health promotion</a>, <a href="https://publications.waset.org/abstracts/search?q=lifestyle" title=" lifestyle"> lifestyle</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/34470/the-effect-of-health-promoting-programs-on-patients-life-style-after-coronary-artery-bypass-graft-hospitalized-in-shiraz-hospitals" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34470.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">461</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">14265</span> Imprecise Vowel Articulation in Down Syndrome: An Acoustic Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anitha%20Naittee%20Abraham">Anitha Naittee Abraham</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Sreedevi"> N. Sreedevi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Individuals with Down syndrome (DS) have relatively better expressive language compared to other individuals with intellectual disabilities. Reduced speech intelligibility is one of the major concerns of this group of individuals due to their anatomical and physiological differences. The study investigated the vowel articulation of Malayalam speaking children with DS in the age range of 5-10 years. The vowel production of 10 children with DS was compared with typically developing children in the same age range. Vowels were extracted from 3 words with the corner vowels /a/, /i/ and /u/ in the word-initial position, using Praat (version 5.3.23) software. Acoustic analysis was based on vowel space area (VSA), Formant centralization ration (FCR) and F2i/F2u. The findings revealed increased formant values for the control group except for F2a and F2u. Also, the experimental group had higher FCR, lower VSA, and F2i/F2u values suggestive of imprecise vowel articulation due to restricted tongue movements. The results of the independent t-test revealed a significant difference in F1a, F2i, F2u, VSA, FCR and F2i/F2u values between the experimental and control group. These findings support the fact that children with DS have imprecise vowel articulation that interferes with the overall speech intelligibility. Hence it is essential to target the oromotor skills to enhance the speech intelligibility which in turn benefit in the social and vocational domains of these individuals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Down%20syndrome" title="Down syndrome">Down syndrome</a>, <a href="https://publications.waset.org/abstracts/search?q=FCR" title=" FCR"> FCR</a>, <a href="https://publications.waset.org/abstracts/search?q=vowel%20articulation" title=" vowel articulation"> vowel articulation</a>, <a href="https://publications.waset.org/abstracts/search?q=vowel%20space" title=" vowel space"> vowel space</a> </p> <a href="https://publications.waset.org/abstracts/99225/imprecise-vowel-articulation-in-down-syndrome-an-acoustic-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99225.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">185</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=experimental%20group&page=5" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=experimental%20group&page=1">1</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=experimental%20group&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=experimental%20group&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=experimental%20group&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=experimental%20group&page=5">5</a></li> <li class="page-item 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