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<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: Carol Seger</title> <meta name="description" content="Search results for: Carol Seger"> <meta name="keywords" content="Carol Seger"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" 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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="Carol Seger"> <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> 40</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Carol Seger</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">40</span> Understanding the Behavioral Mechanisms of Pavlovian Biases: Intriguing Insights from Replication and Reversal Paradigms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sanjiti%20Sharma">Sanjiti Sharma</a>, <a href="https://publications.waset.org/abstracts/search?q=Carol%20Seger"> Carol Seger</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Pavlovian biases are crucial to the decision-making processes, however, if left unchecked can extend to maladaptive behavior such as Substance Use Disorders (SUDs), anxiety, and much more. This study explores the interaction between Pavlovian biases and goal-directed instrumental learning by examining how each adapts to task reversal. it hypothesized that Pavlovian biases would be slow to adjust after reversal due to their reliance on inflexible learning, whereas the more flexible goal-directed instrumental learning system would adapt more quickly. The experiment utilized a modified Go No-Go task with two phases: replication of existing findings and a task reversal paradigm. Results showed instrumental learning's flexibility, with participants adapting after reversal. However, Pavlovian biases led to decreased accuracy post-reversal, with slow adaptation, especially when conflicting with instrumental objectives. These findings emphasize the inflexible nature of Pavlovian biases and their role in decision-making and cognitive rigidity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pavlovian%20bias" title="pavlovian bias">pavlovian bias</a>, <a href="https://publications.waset.org/abstracts/search?q=goal-directed%20learning" title=" goal-directed learning"> goal-directed learning</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20flexibility" title=" cognitive flexibility"> cognitive flexibility</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20bias" title=" learning bias"> learning bias</a> </p> <a href="https://publications.waset.org/abstracts/191895/understanding-the-behavioral-mechanisms-of-pavlovian-biases-intriguing-insights-from-replication-and-reversal-paradigms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/191895.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">29</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">39</span> When Talk Is the Cure for the Morning After: Talking Therapy in Conor Mcpherson’s Dublin Carol and Shining City</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maha%20Hamoud%20Alatawi">Maha Hamoud Alatawi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Drawing on the work of John McLeod and Ariel Watson, this paper explains the relationship between narrative and psychotherapy in two plays by the Irish playwright Conor McPherson. Dublin Carol presents John’s chequered past through his reminiscences of alcohol addiction and Shining City tells the story of John who is haunted by the ghost of his wife, recently died in a car accident, and who seeks the help of Ian, a therapist. At first, the significance of storytelling as an integral part of Irish culture is highlighted. Such a tradition features prominently in contemporary Irish drama. The paper concludes that it is the power of narrative and its therapeutic impact and not the act of psychotherapy and treatment which brings signs of change to characters’ lives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Conor%20McPherson" title="Conor McPherson">Conor McPherson</a>, <a href="https://publications.waset.org/abstracts/search?q=drama" title=" drama"> drama</a>, <a href="https://publications.waset.org/abstracts/search?q=psychotherapy" title=" psychotherapy"> psychotherapy</a>, <a href="https://publications.waset.org/abstracts/search?q=storytelling" title=" storytelling"> storytelling</a> </p> <a href="https://publications.waset.org/abstracts/86737/when-talk-is-the-cure-for-the-morning-after-talking-therapy-in-conor-mcphersons-dublin-carol-and-shining-city" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86737.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">38</span> Thai Teachers' Growth Mindset as Related to Thai Students' Achievements</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chintida%20Vichitsophaphan">Chintida Vichitsophaphan</a>, <a href="https://publications.waset.org/abstracts/search?q=Piyapat%20Chitpirom"> Piyapat Chitpirom</a>, <a href="https://publications.waset.org/abstracts/search?q=Chaichana%20Nimnuan"> Chaichana Nimnuan</a>, <a href="https://publications.waset.org/abstracts/search?q=Teerakiat%20Jareonsettasin"> Teerakiat Jareonsettasin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research is to study the influence of a growth mindset, as defined by Prof. Dweck, in Thai teachers and Thai students’ achievements and success. The participants of the study were teachers of schools in Office of the Basic Education Commission in Bangkok. The teachers were recruited from high achievement schools and low achievement schools (based on average National Standard Test Score). Participants were divided into two groups: 85 teachers in 3 high achievement schools and 213 teachers in 6 low achievement schools. They were asked to complete the Carol Dweck’s Implicit Theories Scale – (Adults) 8 items. Data were analyzed including the use of mean, standard deviation and t-test to test hypothesis. The finding of this study revealed that teachers who were in the high achievement schools have higher scores in Carol Dweck’s Implicit Theories Scale (x ̅= 35.5, SE = .58) than teachers who were in the low achievement schools (x ̅= 33.9, SE = .35) at .05 level. The difference is statistically significant (t (296) = 2.44, p = .015) with the effect size of 0.31. In conclusion, teachers’ growth mindset from high achievement schools have higher scores than teachers’ growth mindset from low achievement schools, and this is statistically significant. From the study, it can be concluded that growth mindset development for teachers has a tendency to increase students’ achievements. For these reasons, it is necessary to implement such training and development in our education system in larger scale, and even nationwide policies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fixed%20mindset" title="fixed mindset">fixed mindset</a>, <a href="https://publications.waset.org/abstracts/search?q=growth%20mindset" title=" growth mindset"> growth mindset</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20achievement" title=" students’ achievement"> students’ achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20growth%20mindset" title=" teachers’ growth mindset"> teachers’ growth mindset</a> </p> <a href="https://publications.waset.org/abstracts/18092/thai-teachers-growth-mindset-as-related-to-thai-students-achievements" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18092.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">529</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">37</span> A New Investigation Technique for Improvement of the Cullet for Pottery Glaze</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Benchalak%20Muangmeesri">Benchalak Muangmeesri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research is experiment glaze from use cullet that is broken decayed from the used such as, glass bottle, windshield , etc. For seek raw material compensation that is raw material of the glaze in ceramic. The objective of the research for study the ratio of the glaze that is appropriate for glaze ceramic products and evaluate the experiment glaze on the vitreous china. The experiment has limits in using ceramic process such as, using calculation formula with triaxial, the empirical formula’s of Seger, and formula calculation is the percentage of the compound. for choose formula has will the possibility for glaze on vitreous china. The experiments in 108 triaxial can choose best formula and calculate is be left just 6 a formula for the calculation. The calculation is the percentage of the raw materials. Find that, three formulas in six formula there is percentage amount of the raw material that is cullet has the amount the little more 10 percentages then repeated experiment just three formulas. Overall, this research have three formulas for used its and we get all processes achieved and well done. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cullet" title="cullet">cullet</a>, <a href="https://publications.waset.org/abstracts/search?q=glaze" title=" glaze"> glaze</a>, <a href="https://publications.waset.org/abstracts/search?q=pottery" title=" pottery"> pottery</a>, <a href="https://publications.waset.org/abstracts/search?q=ceramic" title=" ceramic"> ceramic</a> </p> <a href="https://publications.waset.org/abstracts/2268/a-new-investigation-technique-for-improvement-of-the-cullet-for-pottery-glaze" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2268.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">271</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">36</span> Humanistic Psychology Workshop to Increase Psychological Well-Being</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nidia%20Thalia%20Alva%20Rangel">Nidia Thalia Alva Rangel</a>, <a href="https://publications.waset.org/abstracts/search?q=Ferran%20Padros%20Blazquez"> Ferran Padros Blazquez</a>, <a href="https://publications.waset.org/abstracts/search?q=Ma.%20Ines%20Gomez%20Del%20Campo%20Del%20Paso"> Ma. Ines Gomez Del Campo Del Paso</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Happiness has been since antiquity a concept of interest around the world. Positive psychology is the science that begins to study happiness in a more precise and controlled way, obtaining wide amount of research which can be applied. One of the central constructs of Positive Psychology is Carol Ryff’s psychological well-being model as eudaimonic happiness, which comprehends six dimensions: autonomy, environmental mastery, personal growth, positive relations with others, purpose in life, and self-acceptance. Humanistic psychology is a clear precedent of Positive Psychology, which has studied human development topics and it features a great variety of intervention techniques nevertheless has little evidence with controlled research. Therefore, the present research had the aim to evaluate the efficacy of a humanistic intervention program to increase psychological well-being in healthy adults through a mixed methods study. Before and after the intervention, it was applied Carol Ryff’s psychological well-being scale (PWBS) and the Symptom Check List 90 as pretest and posttest. In addition, a questionnaire of five open questions was applied after each session. The intervention program was designed in experiential workshop format, based on the foundational attitudes defined by Carl Rogers: congruence, unconditional positive regard and empathy, integrating humanistic intervention strategies from gestalt, psychodrama, logotherapy and psychological body therapy, with the aim to strengthen skills in the six dimensions of psychological well-being model. The workshop was applied to six volunteer adults in 12 sessions of 2 hours each. Finally, quantitative data were analyzed with Wilcoxon statistic test through the SPSS program, obtaining as results differences statistically significant in pathology symptoms between prettest and postest, also levels of dimensions of psychological well-being were increased, on the other hand for qualitative strand, by open questionnaires it showed how the participants were experiencing the techniques and changing through the sessions. Thus, the humanistic psychology program was effective to increase psychological well-being. Working to promote well-being prompts to be an effective way to reduce pathological symptoms as a secondary gain. Experiential workshops are a useful tool for small groups. There exists the need for research to count with more evidence of humanistic psychology interventions in different contexts and impulse the application of Positive Psychology knowledge. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=happiness" title="happiness">happiness</a>, <a href="https://publications.waset.org/abstracts/search?q=humanistic%20psychology" title=" humanistic psychology"> humanistic psychology</a>, <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=psychological%20well-being" title=" psychological well-being"> psychological well-being</a>, <a href="https://publications.waset.org/abstracts/search?q=workshop" title=" workshop"> workshop</a> </p> <a href="https://publications.waset.org/abstracts/43190/humanistic-psychology-workshop-to-increase-psychological-well-being" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43190.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">416</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">35</span> Who Am I at Work: Work Identity Formation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carol%20Belle-Hallsworth">Carol Belle-Hallsworth</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Human interaction at work evolves over time and, with it, work identity. The social identity is built upon the development of its underpinning and preceding stages. Work identity can be viewed in the same way and will shift based on changes in the work environment and challenges to the work identity (threats to the four stages). This paper provides an analysis of how the stages of trust, autonomy, industry and initiative are related to the employee identity at work. Describing how they are related to each other and the development of identity. It has become common to notice changes in employee behavior during and after major operational changes in an organization. Previous studies suggest that there are emotional triggers that result in the new behaviors displayed. This study seeks to test a theoretical model by testing the relationship between the first four Erikson stages as constructs. A randomized sample of participants undertook a self-administered survey to capture information on trust, autonomy, initiative, and industry. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=work%20identity" title="work identity">work identity</a>, <a href="https://publications.waset.org/abstracts/search?q=change%20management" title=" change management"> change management</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20management" title=" organizational management"> organizational management</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20implementation" title=" technology implementation"> technology implementation</a> </p> <a href="https://publications.waset.org/abstracts/180165/who-am-i-at-work-work-identity-formation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/180165.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">307</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">34</span> The Use of Webquests in Developing Inquiry Based Learning: Views of Teachers and Students in Qatar</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdullah%20Abu-Tineh">Abdullah Abu-Tineh</a>, <a href="https://publications.waset.org/abstracts/search?q=Carol%20Murphy"> Carol Murphy</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigel%20Calder"> Nigel Calder</a>, <a href="https://publications.waset.org/abstracts/search?q=Nasser%20Mansour"> Nasser Mansour</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper reports on an aspect of e-learning in developing inquiry-based learning (IBL). We present data on the views of teachers and students in Qatar following a professional development programme intended to help teachers implement IBL in their science and mathematics classrooms. Key to this programme was the use of WebQuests. Views of the teachers and students suggested that WebQuests helped students to develop technical skills, work collaboratively and become independent in their learning. The use of WebQuests also enabled a combination of digital and non-digital tools that helped students connect ideas and enhance their understanding of topics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20technology" title="digital technology">digital technology</a>, <a href="https://publications.waset.org/abstracts/search?q=inquiry-based%20learning" title=" inquiry-based learning"> inquiry-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20and%20science%20education" title=" mathematics and science education"> mathematics and science education</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a> </p> <a href="https://publications.waset.org/abstracts/109300/the-use-of-webquests-in-developing-inquiry-based-learning-views-of-teachers-and-students-in-qatar" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/109300.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">143</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">33</span> The Challenge of Teaching French as a Foreign Language in a Multilingual Community</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carol%20C.%20Opara">Carol C. Opara</a>, <a href="https://publications.waset.org/abstracts/search?q=Olukemi%20E.%20Adetuyi-Olu-Francis"> Olukemi E. Adetuyi-Olu-Francis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The teaching of French language, like every other language, has its numerous challenges. A multilingual community, however, is a linguistic environment housing diverse languages, each with its peculiarity, both pros, and cones. A foreign language will have to strive hard for survival in an environment where various indigenous languages, as well as an established official language, exist. This study examined the challenges and prospects of the teaching of French as a foreign language in a multilingual community. A 22-item questionnaire was used to elicit information from 40 Nigerian Secondary school teachers of French. One of the findings of this study showed that the teachers of the French language are not motivated. Also, the linguistic environment is not favourable for the teaching and learning of French language in Nigeria. One of the recommendations was that training and re-training of teachers of French should be of utmost importance to the Nigerian Federal Ministry of Education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=challenges" title="challenges">challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=french%20as%20foreign%20language" title=" french as foreign language"> french as foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingual%20community" title=" multilingual community"> multilingual community</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/113035/the-challenge-of-teaching-french-as-a-foreign-language-in-a-multilingual-community" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/113035.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">220</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">32</span> Cloning and Expression of the ansZ Gene from Bacillus sp. CH11 Isolated from Chilca salterns in Peru</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Stephy%20Saavedra">Stephy Saavedra</a>, <a href="https://publications.waset.org/abstracts/search?q=Annsy%20C.%20Arredondo"> Annsy C. Arredondo</a>, <a href="https://publications.waset.org/abstracts/search?q=Gisele%20Monteiro"> Gisele Monteiro</a>, <a href="https://publications.waset.org/abstracts/search?q=Adalberto%20Pessoa%20Jr"> Adalberto Pessoa Jr</a>, <a href="https://publications.waset.org/abstracts/search?q=Carol%20N.%20Flores-Fernandez"> Carol N. Flores-Fernandez</a>, <a href="https://publications.waset.org/abstracts/search?q=Amparo%20I.%20Zavaleta"> Amparo I. Zavaleta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> L-asparaginase from bacterial sources is used in leukemic treatment and food industry. This enzyme is classified based on its affinity towards L-asparagine and L-glutamine. Likewise, ansZ genes express L-asparaginase with higher affinity to L-asparagine. The aim of this work was to clone and express of ansZ gene from Bacillus sp. CH11 isolated from Chilca salterns in Peru. The gene encoding L-asparaginase was cloned into pET15b vector and transformed in Escherichia coli BL21 (DE3) pLysS. The expression was carried out in a batch culture using LB broth and 0.5 mM IPTG. The recombinant L-asparaginase showed a molecular weight of ~ 39 kDa by SDS PAGE and a specific activity of 3.19 IU/mg of protein. The cloning and expression of ansZ gene from this halotolerant Bacillus sp. CH11 allowed having a biological input to improve a future scaling-up. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ansZ%20gene" title="ansZ gene">ansZ gene</a>, <a href="https://publications.waset.org/abstracts/search?q=Bacillus%20sp" title=" Bacillus sp"> Bacillus sp</a>, <a href="https://publications.waset.org/abstracts/search?q=Chilca%20salterns" title=" Chilca salterns"> Chilca salterns</a>, <a href="https://publications.waset.org/abstracts/search?q=recombinant%20L-asparaginase" title=" recombinant L-asparaginase"> recombinant L-asparaginase</a> </p> <a href="https://publications.waset.org/abstracts/141113/cloning-and-expression-of-the-ansz-gene-from-bacillus-sp-ch11-isolated-from-chilca-salterns-in-peru" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141113.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">179</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">31</span> Open Innovation in SMEs: A Multiple Case Study of Collaboration between Start-ups and Craft Enterprises</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carl-Philipp%20Valentin%20Beichert">Carl-Philipp Valentin Beichert</a>, <a href="https://publications.waset.org/abstracts/search?q=Marcel%20Seger"> Marcel Seger</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Digital transformation and climate change require small and medium-sized enterprises (SME) to rethink their way of doing business. Inter-firm collaboration is recognized as helpful means of promoting innovation and competitiveness. In this context, collaborations with start-ups offer valuable opportunities through their innovative products, services, and business models. SMEs, and in particular German craft enterprises, play an important role in the country’s society and economy. Companies in this heterogeneous economic sector have unique characteristics and are limited in their ability to innovate due to their small size and lack of resources. Collaborating with start-ups could help to overcome these shortcomings. To investigate how collaborations emerge and what factors are decisive to successfully drive collaboration, we apply an explorative, qualitative research design. A sample of ten case studies was selected, with the collaboration between a start-up and a craft enterprise forming the unit of analysis. Semi-structured interviews with 20 company representatives allow for a two-sided perspective on the respective collaboration. The interview data is enriched by publicly available data and three expert interviews. As a result, objectives, initiation practices, applied collaboration types, barriers, as well as key success factors could be identified. The results indicate a three-phase collaboration process comprising an initiation, concept, and partner phase (ICP). The ICP framework proposed accordingly highlights the success factors (personal fit, communication, expertise, structure, network) for craft enterprises and start-ups for each collaboration phase. The role of a mediator in the start-up company, with strong expertise in the respective craft sector, is considered an important lever for overcoming barriers such as cultural and communication differences. The ICP framework thus provides promising directions for further research and can help practitioners establish successful collaborations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=open%20innovation" title="open innovation">open innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=SME" title=" SME"> SME</a>, <a href="https://publications.waset.org/abstracts/search?q=craft%20businesses" title=" craft businesses"> craft businesses</a>, <a href="https://publications.waset.org/abstracts/search?q=startup%20collaboration" title=" startup collaboration"> startup collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative%20research" title=" qualitative research"> qualitative research</a> </p> <a href="https://publications.waset.org/abstracts/164974/open-innovation-in-smes-a-multiple-case-study-of-collaboration-between-start-ups-and-craft-enterprises" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164974.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">95</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">30</span> Positioning Food Safety in Halal Assurance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marin%20Neio%20Demirci">Marin Neio Demirci</a>, <a href="https://publications.waset.org/abstracts/search?q=Jan%20Mei%20Soon"> Jan Mei Soon</a>, <a href="https://publications.waset.org/abstracts/search?q=Carol%20A.%20Wallace"> Carol A. Wallace</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Muslims follow the religion of Islam and the food they eat should be Halal, meaning lawful or permissible. Muslims are allowed to eat halal and wholesome food that has been provided for them. However, some of the main prohibitions are swine flesh, blood, carrion, animals not slaughtered according to Islamic laws and alcoholic drinks. At present Halal assurance is in a complicated state, with various Halal standards differing from each other without gaining mutual acceptance. The world is starting to understand the need for an influential globally accepted standard that would open doors to global markets and gain consumer confidence. This paper discusses issues mainly related to food safety in Halal assurance. The aim was to discover and describe the approach to food safety requirements in Halal food provision and how this is incorporated in the Halal assurance systems. The position of food safety regulation within Halal requirements or Halal standards’ requirements for food safety is still unclear. This review also considers whether current Halal standards include criteria in common with internationally accepted food hygiene standards and emphasizes the potential of using the HACCP system for Halal assurance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=certification" title="certification">certification</a>, <a href="https://publications.waset.org/abstracts/search?q=GHP" title=" GHP"> GHP</a>, <a href="https://publications.waset.org/abstracts/search?q=HACCP" title=" HACCP"> HACCP</a>, <a href="https://publications.waset.org/abstracts/search?q=Halal%20standard" title=" Halal standard"> Halal standard</a> </p> <a href="https://publications.waset.org/abstracts/55352/positioning-food-safety-in-halal-assurance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55352.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">352</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">29</span> The Use of Mobile Applications for Language Learning in 21st-Century Teacher Education for Sustainable Development in Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carol%20C.%20Opara">Carol C. Opara</a>, <a href="https://publications.waset.org/abstracts/search?q=Olukemi%20E.%20Adetuyi-Olu-Francis"> Olukemi E. Adetuyi-Olu-Francis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The need for ICT in Teacher Education due to the nature of 21st-century learners who are computer citizens is essential. The recent increase in the use of Mobile phones has equally revealed the importance of Mobile Applications for learning purposes. However, teacher-trainees and the trainers need to be well-grounded in basic ICT skills for an appropriate outcome. This study seeks to assess the use of Mobile Applications for language learning in Teacher Education teaching-learning process. A 22-item e-questionnaire was used to elicit information from teacher-trainers and teachers-trainees from Faculties of Education in Nigerian Universities. Major findings of this study include: That teacher-education sector is not adequately prepared for manipulative use of ICT and Mobile Applications for teaching and learning process; etc. It was recommended among others that, teacher-trainers should be trained and re-trained on the manipulative use of Mobile devices and the several applications for teaching-learning purpose, especially language education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information%20and%20communications%20technology" title="information and communications technology">information and communications technology</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20application" title=" mobile application"> mobile application</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development" title=" sustainable development"> sustainable development</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a> </p> <a href="https://publications.waset.org/abstracts/113038/the-use-of-mobile-applications-for-language-learning-in-21st-century-teacher-education-for-sustainable-development-in-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/113038.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">168</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">28</span> Metabolic Engineering of Yarrowia Lipolytica for the Simultaneous Production of Succinic Acid (SA) and Polyhydroxyalkanoates (PHAs) </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Qingsheng%20Qi">Qingsheng Qi</a>, <a href="https://publications.waset.org/abstracts/search?q=Cuijuan%20Gao"> Cuijuan Gao</a>, <a href="https://publications.waset.org/abstracts/search?q=Carol%20Sze%20Ki%20Lin"> Carol Sze Ki Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Food waste can be defined as a by-product of food processing by industries and consumers, which has not been recycled or used for other purposes. Stringent waste regulations worldwide are pushing local companies and sectors towards higher sustainability standards. The development of novel strategies for food waste re-use is economically and environmentally sound, as it solves a waste management issue and represents an inexpensive nutrient source for biotechnological processes. For example, Yarrowia lipolytica is a yeast which can utilize hydrophobic substrates, such as fatty acids, lipids, and alkanes and simple carbon sources, such as glucose and glycerol, which can all be found in food waste. This broad substrate range makes Y. lipolytica a promising candidate for the degradation and valorisation of food waste, and for the production of organic acids, such as citric and α-ketoglutaric acids. Current research conducted in our group demonstrated that Y. lipolytica was shown to be able to produce succinic acid. In this talk, we will focus on the application of genetically modified yeast Y. lipolytica for fermentative succinic acid production with an aim to increase productivity and yield. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=food%20waste" title="food waste">food waste</a>, <a href="https://publications.waset.org/abstracts/search?q=succinic%20acid" title=" succinic acid"> succinic acid</a>, <a href="https://publications.waset.org/abstracts/search?q=Yarrowia%20lipolytica" title=" Yarrowia lipolytica"> Yarrowia lipolytica</a>, <a href="https://publications.waset.org/abstracts/search?q=bioplastic" title=" bioplastic"> bioplastic</a> </p> <a href="https://publications.waset.org/abstracts/30926/metabolic-engineering-of-yarrowia-lipolytica-for-the-simultaneous-production-of-succinic-acid-sa-and-polyhydroxyalkanoates-phas" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30926.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">293</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">27</span> Identification and Analysis of Supports Required for Teachers Moving to Remote Teaching and Learning during Disasters and Pandemics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Susan%20Catapano">Susan Catapano</a>, <a href="https://publications.waset.org/abstracts/search?q=Meredith%20Jones"> Meredith Jones</a>, <a href="https://publications.waset.org/abstracts/search?q=Carol%20McNulty"> Carol McNulty</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Analysis of one state’s collaborative effort to support teachers, in both public and private schools, as they moved from face-to-face teaching to remote teaching during the Covid pandemic to identify lessons learned and materials put into place to support teachers and families. Surveys were created, distributed, and analyzed throughout the three months of remote teaching, documents and lesson plans were developed, and training materials were created. All data collected and materials developed were analyzed to identify supports teachers used and needed for successful remote teaching. Researchers found most teachers easily moved to online teaching; however, many families did not have access to technology, so teachers needed to develop non-technology-based access and support for remote teaching. Teachers also reported the need to prepare to teach remotely as part of their teaching training, so they were prepared in the future. Finally, data indicated teachers were able to establish stronger relationships with families than usual as a result of remote teaching. The lessons learned and support developed are part of the state’s ongoing policy for online teaching in the event of disasters and pandemics in the future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=remote%20learning" title="remote learning">remote learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=pandemic" title=" pandemic"> pandemic</a>, <a href="https://publications.waset.org/abstracts/search?q=families" title=" families"> families</a> </p> <a href="https://publications.waset.org/abstracts/127607/identification-and-analysis-of-supports-required-for-teachers-moving-to-remote-teaching-and-learning-during-disasters-and-pandemics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/127607.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">161</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">26</span> Integrated Plant Protection Activities against (Tuta absoluta Meyrik) Moth in Tomato Plantings in Azerbaijan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nazakat%20Ismailzada">Nazakat Ismailzada</a>, <a href="https://publications.waset.org/abstracts/search?q=Carol%20Jones"> Carol Jones</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Tomato drilling moth Tuta absoluta (Meyrick) (Lepidoptera: Gelechiidae) is the main pest of tomato plants in many countries. The larvae of tomato leaves, the stems inside, in the end buds, they opened the gallery in green and ripe fruit. In this way the harmful products can be fed with all parts of the tomato plant can cause damage to 80-100%. Pest harms all above ground parts of the tomato plant. After the seedlings are planted in areas and during blossoming holder traps with tomato moth’s rubber capsule inside should be placed in the area by using five-tomato moth’s feremon per ha. Then there should be carried out observations in the fields in every three days regularly. During the researches, it was showed that in field condition Carogen 20 SC besides high-level biological efficiency also has low ecological load for environment, and should be used against tomato moth in farms. Therefore it was showed that in field condition Carogen 20 SC besides high-level biological efficiency also has low ecological load for environment, and should be used against tomato moth in farms with insecticide expenditure norm 320 qr\ha. In farms should be used plant rotation, plant fields should be plowed on the 25-30 sm depth, before sowing seeds should be proceeded by insecticides. As element of integrated plant protection activities, should be used pheromones trap. In tomato plant fields as an insecticide should be used AGROSAN 240 SC and Carogen 20 SP. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=lepidoptera" title="lepidoptera">lepidoptera</a>, <a href="https://publications.waset.org/abstracts/search?q=Tuta%20absoluta" title=" Tuta absoluta"> Tuta absoluta</a>, <a href="https://publications.waset.org/abstracts/search?q=chemical%20control" title=" chemical control"> chemical control</a>, <a href="https://publications.waset.org/abstracts/search?q=integrated%20pest%20management" title=" integrated pest management"> integrated pest management</a> </p> <a href="https://publications.waset.org/abstracts/87300/integrated-plant-protection-activities-against-tuta-absoluta-meyrik-moth-in-tomato-plantings-in-azerbaijan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87300.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">165</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">25</span> Attachment Patterns in a Sample of South African Children at Risk in Middle Childhood</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Renate%20Gericke">Renate Gericke</a>, <a href="https://publications.waset.org/abstracts/search?q=Carol%20Long"> Carol Long</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite the robust empirical support of attachment, advancement in the description and conceptualization of attachment has been slow and has not significantly advanced beyond the identification of attachment security or type (namely, secure, avoidant, ambivalent and disorganized). This has continued despite papers arguing for theoretical refinement in the classification of attachment presentations. For thinking and practice to advance, it is critically important that these categories and their assessment be interrogated in different contexts and across developmental age. To achieve this, a quantitative design was used with descriptive and inferential statistics, and general linear models were employed to analyze the data. The Attachment Story Completion Test (ASCT) was administered to 105 children between the ages of eight and twelve from socio-economically deprived contexts with high exposure to trauma. A staggering 93% of the children had insecure attachments (specifically, avoidant 37%, disorganized 34% and ambivalent 22%) and attachment was more complex than currently conceptualized in the attachment literature. Primary attachment did not only present as one of four discreet categories, but 70% of the sample had a complex attachment with more than one type of maternal attachment style. Attachment intensity also varied along a continuum (between 1 and 5). The findings have implications for a) research that has not considered the potential complexity of attachment or attachment intensity, b) policy to more actively support mother-infant dyads, particularly in high-risk contexts and c) question the applicability of a western conceptualization of a primary maternal attachment figure in non-western collectivist societies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attachment" title="attachment">attachment</a>, <a href="https://publications.waset.org/abstracts/search?q=children%20at%20risk" title=" children at risk"> children at risk</a>, <a href="https://publications.waset.org/abstracts/search?q=middle%20childhood" title=" middle childhood"> middle childhood</a>, <a href="https://publications.waset.org/abstracts/search?q=non-western%20context" title=" non-western context"> non-western context</a> </p> <a href="https://publications.waset.org/abstracts/107719/attachment-patterns-in-a-sample-of-south-african-children-at-risk-in-middle-childhood" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107719.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">194</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">24</span> Information and Communication Technology Application in the Face of COVID-19 Pandemic in Effective Service Delivery in Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Odigie%20Veronica">Odigie Veronica</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper focused on the application of Information and Communication Technology (ICT) in effective service delivery in view of the ongoing COVID-19 experience. It adopted the exploratory research method with three research objectives captured. Consequently, the objectives were to ascertain the meaning of online education, understand the concept of COVID-19 and to determine the relevance of online education in effective service delivery in institutions of learning. It is evident from the findings that through ICT, online mode of learning can be adopted in schools which helps greatly in promoting continual education. Online mode of education is practiced online; it brings both the teacher and learners from different places together, without any physical boundary/contact (at least 75%); and has helped greatly in human development in countries where it has been practiced. It is also a welcome development owing to its many benefits such as exposure to digital learning, having access to works of great teachers and educationists such as Socrates, Plato, Dewey, R.S. Peters, J. J. Rosseau, Nnamdi Azikwe, Carol Gilligan, J. I. Omoregbe, Jane Roland Martin, Jean Piaget, among others; and the facilitation of uninterrupted learning for class promotion and graduation of students. Developing the learners all round is part of human development which helps in developing a nation. These and many more are some benefits online education offers which make ICT very relevant in our contemporary society <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20education" title="online education">online education</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19%20pandemic" title=" COVID-19 pandemic"> COVID-19 pandemic</a>, <a href="https://publications.waset.org/abstracts/search?q=effective%20service%20delivery" title=" effective service delivery"> effective service delivery</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20development" title=" human development"> human development</a> </p> <a href="https://publications.waset.org/abstracts/147660/information-and-communication-technology-application-in-the-face-of-covid-19-pandemic-in-effective-service-delivery-in-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147660.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">23</span> Determination of the Stability of Haloperidol Tablets and Phenytoin Capsules Stored in the Inpatient Dispensary System (Swisslog) by the Respective HPLC and Raman Spectroscopy Assay</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carol%20Yue-En%20Ong">Carol Yue-En Ong</a>, <a href="https://publications.waset.org/abstracts/search?q=Angelina%20Hui-Min%20Tan"> Angelina Hui-Min Tan</a>, <a href="https://publications.waset.org/abstracts/search?q=Quan%20Liu"> Quan Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Paul%20Chi-Lui%20Ho"> Paul Chi-Lui Ho</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A public general hospital in Singapore has recently implemented an automated unit-dose machine in their inpatient dispensary, Swisslog, with the objective of reducing human error and improving patient safety. However, a concern in stability arises as tablets are removed from their original packaging (bottled loose tablets/capsules) and are repackaged into individual, clear plastic wrappers as unit doses in the system. Drugs that are light-sensitive and hygroscopic would be more susceptible to degradation as the wrapper does not offer full protection. Hence, this study was carried out to study the stability of haloperidol tablets and phenytoin capsules that are light-sensitive and hygroscopic respectively. Validated HPLC-UV assays were first established for quantification of these two compounds. The medications involved were put in the Swisslog and sampled every week for one month. The collected data was analysed and showed no degradation over time. This study also explored an alternative approach for drug stability determination-Raman spectroscopy. The advantage of Raman spectroscopy is its high time efficiency and non-destructive nature. The results suggest that drug degradation can indeed be detected using Raman microscopy, but further research is needed to establish this approach for quantification or qualification of compounds. NanoRam®, a portable Raman spectrocope was also used alongside Raman microscopy but was unsuccessful in detecting degradation in this study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=drug%20stability" title="drug stability">drug stability</a>, <a href="https://publications.waset.org/abstracts/search?q=haloperidol" title=" haloperidol"> haloperidol</a>, <a href="https://publications.waset.org/abstracts/search?q=HPLC" title=" HPLC"> HPLC</a>, <a href="https://publications.waset.org/abstracts/search?q=phenytoin" title=" phenytoin"> phenytoin</a>, <a href="https://publications.waset.org/abstracts/search?q=raman%20spectroscopy" title=" raman spectroscopy"> raman spectroscopy</a>, <a href="https://publications.waset.org/abstracts/search?q=Swisslog" title=" Swisslog"> Swisslog</a> </p> <a href="https://publications.waset.org/abstracts/41916/determination-of-the-stability-of-haloperidol-tablets-and-phenytoin-capsules-stored-in-the-inpatient-dispensary-system-swisslog-by-the-respective-hplc-and-raman-spectroscopy-assay" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41916.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">347</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">22</span> The Use of Complementary and Alternative Medicine for Pain Relief in the Elderly: An Investigational Analysis of Seniors Residing in an Independent/Assisted Seniors’ Living Facility</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carol%20Cameletti">Carol Cameletti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The goal of this study was to perform a pilot survey to assess pain frequency and intensity in an elderly population and to assess treatment options for chronic pain that include complementary and alternative medicines (CAM). Ten participants were recruited from an independent and supportive living housing facility in Northern Ontario and asked to complete two questionnaires: 1) a self-assessment on pain, and 2) the use of CAM for pain. Results from our study show that 80% of the participants experienced pains other than the regular everyday pains such as minor headaches, sprains or toothaches. Although participants stated that on average the highest level of pain they experienced within the past 24 hours had a score of 6.5 (0=no pain, 10=worst pain imaginable) the level of pain they experienced moderately interfered with their daily activities. Unfortunately, participants stated that they were only able to attain minimal levels of pain relief using treatments or medications causing some of the participants to seek alternative therapies or self-help practices. The most commonly used CAMs were vitamins/minerals, herbs and supplements, and self-help practices such as meditation, prayer, visualization and relaxation techniques. Although some of the participants stated that they had received complementary treatments directly from their physician, four of the nine participants said that they had not disclosed CAM use to their physician thereby indicating a need to open the lines of communication between healthcare providers and patients with regards to CAM use. It is our hope that the data generated from this study will serve as the platform for a pain management clinic that is client-centered, consumer-driven and truly integrative and tailored in order to meet the unique needs of older adults in Great Sudbury, Ontario. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=alternative" title="alternative">alternative</a>, <a href="https://publications.waset.org/abstracts/search?q=complementary" title=" complementary"> complementary</a>, <a href="https://publications.waset.org/abstracts/search?q=elderly" title=" elderly"> elderly</a>, <a href="https://publications.waset.org/abstracts/search?q=medicine" title=" medicine"> medicine</a> </p> <a href="https://publications.waset.org/abstracts/88743/the-use-of-complementary-and-alternative-medicine-for-pain-relief-in-the-elderly-an-investigational-analysis-of-seniors-residing-in-an-independentassisted-seniors-living-facility" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88743.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">180</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">21</span> Analyzing the Perceptions of Accounting Practitioners regarding Communication Skills of Distance-Learning Graduates</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carol%20S.%20Binnekade">Carol S. Binnekade</a>, <a href="https://publications.waset.org/abstracts/search?q=Deon%20Scott"> Deon Scott</a>, <a href="https://publications.waset.org/abstracts/search?q=Christina%20C.%20Shuttleworth"> Christina C. Shuttleworth</a>, <a href="https://publications.waset.org/abstracts/search?q=Annelien%20A.%20Van%20Rooyen"> Annelien A. Van Rooyen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Higher education institutions are constantly challenged to deliver skilled graduates into the workplace. Employers expect graduates to have the required technical knowledge as well as various pervasive skills. This also applies to accountants who need to know the technical requirements of financial reporting and be able to communicate with individuals, teams and clients at a high level. Accountants need to develop effective business conversational skills and use these skills to communicate up, down and across organizations, taking into consideration cultural and gender diversity. In addition, they need to master business writing and presentation skills. However, providing students with these skills in a distance-learning environment where interaction between students and instructors is limited, is a challenge for academics. The study on which this paper reports, forms part of a larger body of research, which explored the perceptions of accounting practitioners of the communication skills (or lack thereof) of recently qualified accounting students. Feedback (qualitative and quantitative) was obtained from various accounting practitioners in South Africa. Taking into consideration that distance learners communicate mainly with their instructors via email communication and their assignments are submitted using various word processor software, the researchers were of the opinion that the accounting graduates would be capable of communicating effectively once they entered the workplace. However, the research findings, inter alia, suggested that the accounting graduates lacked communication skills and that training was needed to differentiate between business and social communication once they entered the workplace. Recommendations on how these communication challenges may be addressed by higher education institutions are provided. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accounting%20practitioners" title="accounting practitioners">accounting practitioners</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20skills" title=" communication skills"> communication skills</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title=" distance education"> distance education</a>, <a href="https://publications.waset.org/abstracts/search?q=pervasive%20skills" title=" pervasive skills"> pervasive skills</a> </p> <a href="https://publications.waset.org/abstracts/79507/analyzing-the-perceptions-of-accounting-practitioners-regarding-communication-skills-of-distance-learning-graduates" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79507.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">204</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">20</span> Accounting Practitioners’ Insight into Distance-Learning Graduates’ Workplace Ethics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Annelien%20A.%20Van%20Rooyen">Annelien A. Van Rooyen</a>, <a href="https://publications.waset.org/abstracts/search?q=Carol%20S.%20Binnekade"> Carol S. Binnekade</a>, <a href="https://publications.waset.org/abstracts/search?q=Deon%20Scott"> Deon Scott</a>, <a href="https://publications.waset.org/abstracts/search?q=Christina%20C.%20Shuttleworth"> Christina C. Shuttleworth</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Society expects professional accountants to uphold fundamental principles of professional competence, confidentiality, and ethical behavior. Their work needs to be trusted by the public, clients and other stakeholders. However, self-interest, intimidation and even ignorance could create conditions in which accounting practitioners and their staff may act contradictory to these principles. Similarly, plagiarism and cheating occur regularly at higher education institutions, where students claim ignorance of these actions and the accompanying consequences. Teaching students ethical skills in a distance-learning environment where interaction between students and instructors is limited is a challenge for academics. This also applies to instructors who teach accounting subjects to potential professional accountants. The researchers wanted to understand the concerns of accounting practitioners regarding recently qualified accounting students’ understanding of ethics and the resulting influence on their conduct. A mixed method approach was used to obtain feedback from numerous accounting practitioners in South Africa. The research questions focused mainly on ethical conduct in the workplace and the influence of social media on the behavior of graduates. The findings of the research suggested, inter alia, that accounting practitioners are of the opinion that the ethical conduct of graduates starts at home, but higher education institutions play a pivotal role in providing students with an understanding of ethics in the workplace, including the role of social media. The paper concludes with recommendations on how academics in higher education institutions need to address these challenges. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accounting%20profession" title="accounting profession">accounting profession</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20learning" title=" distance learning"> distance learning</a>, <a href="https://publications.waset.org/abstracts/search?q=ethics" title=" ethics"> ethics</a>, <a href="https://publications.waset.org/abstracts/search?q=workplace" title=" workplace"> workplace</a> </p> <a href="https://publications.waset.org/abstracts/79614/accounting-practitioners-insight-into-distance-learning-graduates-workplace-ethics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79614.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">204</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19</span> Qualitative Case Studies in Reading Specialist Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carol%20Leroy">Carol Leroy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This presentation focuses on the analysis qualitative case studies in the graduate education of reading specialists. The presentation describes the development and application of an integrated conceptual framework for reading specialist education, drawing on Robert Stake’s work on case study research, Kenneth Zeichner’s work on professional learning, and various tools for reading assessment (e.g. the Qualitative Reading Inventory). Social constructivist theory is used to provide intersecting links between the various influences on the processes used to assess and teaching reading within the case study framework. Illustrative examples are described to show the application of the framework in reading specialist education in a teaching clinic at a large urban university. Central to education of reading specialists in this teaching clinic is the collection, analysis and interpretation of data for the design and implementation of reading and writing programs for struggling readers and writers. The case study process involves the integrated interpretation of data, which is central to qualitative case study inquiry. An emerging theme in this approach to graduate education is the ambiguity and uncertainty that governs work with the adults and children who attend the clinic for assistance. Tensions and contradictions are explored insofar as they reveal overlapping but intersecting frameworks for case study analysis in the area of literacy education. An additional theme is the interplay of multiple layers of data with a resulting depth that goes beyond the practical need of the client and toward the deeper pedagogical growth of the reading specialist. The presentation makes a case for the value of qualitative case studies in reading specialist education. Further, the use of social constructivism as a unifying paradigm provides a robustness to the conceptual framework as a tool for understanding the pedagogy that is involved. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=case%20study" title=" case study"> case study</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20education" title=" professional education"> professional education</a>, <a href="https://publications.waset.org/abstracts/search?q=reading" title=" reading"> reading</a> </p> <a href="https://publications.waset.org/abstracts/27668/qualitative-case-studies-in-reading-specialist-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27668.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">458</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18</span> Reduction of Plutonium Production in Heavy Water Research Reactor: A Feasibility Study through Neutronic Analysis Using MCNPX2.6 and CINDER90 Codes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=H.%20Shamoradifar">H. Shamoradifar</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20Teimuri"> B. Teimuri</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Parvaresh"> P. Parvaresh</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Mohammadi"> S. Mohammadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the main characteristics of Heavy Water Moderated Reactors is their high production of plutonium. This article demonstrates the possibility of reduction of plutonium and other actinides in Heavy Water Research Reactor. Among the many ways for reducing plutonium production in a heavy water reactor, in this research, changing the fuel from natural Uranium fuel to Thorium-Uranium mixed fuel was focused. The main fissile nucleus in Thorium-Uranium fuels is U-233 which would be produced after neutron absorption by Th-232, so the Thorium-Uranium fuels have some known advantages compared to the Uranium fuels. Due to this fact, four Thorium-Uranium fuels with different compositions ratios were chosen in our simulations; a) 10% UO<sub>2</sub>-90% THO<sub>2</sub> (enriched= 20%); b) 15% UO<sub>2</sub>-85% THO<sub>2</sub> (enriched= 10%); c) 30% UO<sub>2</sub>-70% THO<sub>2</sub> (enriched= 5%); d) 35% UO<sub>2</sub>-65% THO<sub>2</sub> (enriched= 3.7%). The natural Uranium Oxide (UO<sub>2</sub>) is considered as the reference fuel, in other words all of the calculated data are compared with the related data from Uranium fuel. Neutronic parameters were calculated and used as the comparison parameters. All calculations were performed by Monte Carol (MCNPX2.6) steady state reaction rate calculation linked to a deterministic depletion calculation (CINDER90). The obtained computational data showed that Thorium-Uranium fuels with four different fissile compositions ratios can satisfy the safety and operating requirements for Heavy Water Research Reactor. Furthermore, Thorium-Uranium fuels have a very good proliferation resistance and consume less fissile material than uranium fuels at the same reactor operation time. Using mixed Thorium-Uranium fuels reduced the long-lived α emitter, high radiotoxic wastes and the radio toxicity level of spent fuel. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Heavy%20Water%20Reactor" title="Heavy Water Reactor">Heavy Water Reactor</a>, <a href="https://publications.waset.org/abstracts/search?q=Burn%20up" title=" Burn up"> Burn up</a>, <a href="https://publications.waset.org/abstracts/search?q=Minor%20Actinides" title=" Minor Actinides"> Minor Actinides</a>, <a href="https://publications.waset.org/abstracts/search?q=Neutronic%20Calculation" title=" Neutronic Calculation"> Neutronic Calculation</a> </p> <a href="https://publications.waset.org/abstracts/66771/reduction-of-plutonium-production-in-heavy-water-research-reactor-a-feasibility-study-through-neutronic-analysis-using-mcnpx26-and-cinder90-codes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66771.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">246</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17</span> Adverse Childhood Experiences (ACES) and Later-Life Depression: Perceived Social Support as a Potential Protective Factor</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=E.%20Von%20Cheong">E. Von Cheong</a>, <a href="https://publications.waset.org/abstracts/search?q=Carol%20Sinnott"> Carol Sinnott</a>, <a href="https://publications.waset.org/abstracts/search?q=Darren%20Dahly"> Darren Dahly</a>, <a href="https://publications.waset.org/abstracts/search?q=Patricia%20M.%20Kearney"> Patricia M. Kearney</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction and Aim: Adverse childhood experiences (ACEs) are all too common and have been linked to poorer health and wellbeing across the life course. While the prevention of ACEs is a worthy goal, it is important that we also try to lessen the impact of ACEs for those who do experience them. This study aims to investigate associations between adverse childhood experiences (ACEs) and later-life depressive symptoms; and to explore whether perceived social support (PSS) moderates these. Method: We analysed baseline data from the Mitchelstown (Ireland) 2010-11 cohort involving 2047 men and women aged 50–69 years. Self-reported assessments included ACEs (Centre for Disease Control ACE questionnaire), PSS (Oslo Social Support Scale), and depressive symptoms (CES-D). The primary exposure was self-report of at least one ACE. We also investigated the effects of ACE exposure by the subtypes abuse, neglect, and household dysfunction. Associations between each of these exposures and depressive symptoms were estimated using logistic regression, adjusted for socio-demographic factors that were selected using the Directed Acyclic Graph (DAG) approach. We also tested whether the estimated associations varied across levels of PSS (poor, moderate, and good). Results: 23.7% of participants reported at least one ACE (95% CI: 21.9% to 25.6%). ACE exposures (overall or subtype) were associated with a higher odds of depressive symptoms, but only among individuals with poor PSS. For example, exposure to any ACE (vs. none) was associated with 3 times the odds of depressive symptoms (Adjusted OR 2.97; 95% CI 1.63 to 5.40) among individuals reporting poor PSS, while among those reporting moderate PSS, the adjusted OR was 1.18 (95% CI 0.72 to 1.94). Discussion: ACEs are common among older adults in Ireland and are associated with higher odds of later-life depressive symptoms among those also reporting poor PSS. Interventions that enhance perception of social support following ACE exposure may help reduce the burden of depression in older populations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adverse%20childhood%20experiences" title="adverse childhood experiences">adverse childhood experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=depression" title=" depression"> depression</a>, <a href="https://publications.waset.org/abstracts/search?q=later-life" title=" later-life"> later-life</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20social%20support" title=" perceived social support"> perceived social support</a> </p> <a href="https://publications.waset.org/abstracts/48101/adverse-childhood-experiences-aces-and-later-life-depression-perceived-social-support-as-a-potential-protective-factor" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48101.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">243</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16</span> An Automated Stock Investment System Using Machine Learning Techniques: An Application in Australia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carol%20Anne%20Hargreaves">Carol Anne Hargreaves</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A key issue in stock investment is how to select representative features for stock selection. The objective of this paper is to firstly determine whether an automated stock investment system, using machine learning techniques, may be used to identify a portfolio of growth stocks that are highly likely to provide returns better than the stock market index. The second objective is to identify the technical features that best characterize whether a stock’s price is likely to go up and to identify the most important factors and their contribution to predicting the likelihood of the stock price going up. Unsupervised machine learning techniques, such as cluster analysis, were applied to the stock data to identify a cluster of stocks that was likely to go up in price – portfolio 1. Next, the principal component analysis technique was used to select stocks that were rated high on component one and component two – portfolio 2. Thirdly, a supervised machine learning technique, the logistic regression method, was used to select stocks with a high probability of their price going up – portfolio 3. The predictive models were validated with metrics such as, sensitivity (recall), specificity and overall accuracy for all models. All accuracy measures were above 70%. All portfolios outperformed the market by more than eight times. The top three stocks were selected for each of the three stock portfolios and traded in the market for one month. After one month the return for each stock portfolio was computed and compared with the stock market index returns. The returns for all three stock portfolios was 23.87% for the principal component analysis stock portfolio, 11.65% for the logistic regression portfolio and 8.88% for the K-means cluster portfolio while the stock market performance was 0.38%. This study confirms that an automated stock investment system using machine learning techniques can identify top performing stock portfolios that outperform the stock market. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title="machine learning">machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=stock%20market%20trading" title=" stock market trading"> stock market trading</a>, <a href="https://publications.waset.org/abstracts/search?q=logistic%20regression" title=" logistic regression"> logistic regression</a>, <a href="https://publications.waset.org/abstracts/search?q=cluster%20analysis" title=" cluster analysis"> cluster analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=factor%20analysis" title=" factor analysis"> factor analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=decision%20trees" title=" decision trees"> decision trees</a>, <a href="https://publications.waset.org/abstracts/search?q=neural%20networks" title=" neural networks"> neural networks</a>, <a href="https://publications.waset.org/abstracts/search?q=automated%20stock%20investment%20system" title=" automated stock investment system"> automated stock investment system</a> </p> <a href="https://publications.waset.org/abstracts/90984/an-automated-stock-investment-system-using-machine-learning-techniques-an-application-in-australia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90984.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">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15</span> The Triad Experience: Benefits and Drawbacks of the Paired Placement of Student Teachers in Physical Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Todd%20Pennington">Todd Pennington</a>, <a href="https://publications.waset.org/abstracts/search?q=Carol%20Wilkinson"> Carol Wilkinson</a>, <a href="https://publications.waset.org/abstracts/search?q=Keven%20Prusak"> Keven Prusak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Traditional models of student teaching practices typically involve the placement of a student teacher with an experienced mentor teacher. However, due to the ever-decreasing number of quality placements, an alternative triad approach is the paired placement of student teachers with one mentor teacher in a community of practice. This study examined the paired-placement of student teachers in physical education to determine the benefits and drawbacks after a 14-week student teaching experience. PETE students (N = 22) at a university in the United States were assigned to work in a triad with a student teaching partner and a mentor teacher, making up eleven triads for the semester. The one exception was a pair that worked for seven weeks at an elementary school and then for seven weeks at a junior high school, thus having two mentor teachers and participating in two triads. A total of 12 mentor teachers participated in the study. All student teachers and mentor teachers volunteered and agreed to participate. The student teaching experience was structured so that students engaged in: (a) individual teaching (one teaching the lesson with the other observing), (b) co-planning, and (c) peer coaching. All students and mentor teachers were interviewed at the conclusion of the experience. Using interview data, field notes, and email response data, the qualitative data was analyzed using the constant comparative method. The benefits of the paired placement experience emerged into three categories (a) quality feedback, (b) support, and (c) collaboration. The drawbacks emerged into four categories (a) unrealistic experience, (b) laziness in preparation, (c) lack of quality feedback, and (d) personality mismatch. Recommendations include: providing in-service training prior to student teaching to optimize the triad experience, ongoing seminars throughout the experience specifically designed for triads, and a hybrid model of paired placement for the first half of student teaching followed by solo student teaching for the second half of the experience. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20of%20practice" title="community of practice">community of practice</a>, <a href="https://publications.waset.org/abstracts/search?q=paired%20placement" title=" paired placement"> paired placement</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20education" title=" physical education"> physical education</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20teaching" title=" student teaching"> student teaching</a> </p> <a href="https://publications.waset.org/abstracts/67402/the-triad-experience-benefits-and-drawbacks-of-the-paired-placement-of-student-teachers-in-physical-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67402.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">402</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14</span> Extracellular Hydrolase-Producing Bacteria Isolated from Chilca Salterns in Peru</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carol%20N.%20Flores-Fern%C3%A1ndez">Carol N. Flores-Fernández</a>, <a href="https://publications.waset.org/abstracts/search?q=Guadalupe%20Espilco"> Guadalupe Espilco</a>, <a href="https://publications.waset.org/abstracts/search?q=Cynthia%20Esquerre"> Cynthia Esquerre</a>, <a href="https://publications.waset.org/abstracts/search?q=Amparo%20I.%20Zavaleta"> Amparo I. Zavaleta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Saline environments represent a valuable source of enzymes with novel properties and particular features for application in food, pharmaceutical and chemical industry. This study focuses on the isolation and screening of hydrolase-producing bacteria from Chilca salterns and the evaluation of their biotechnological potential. Soil samples were collected from Chilca salterns in Peru. For the isolation, medium containing 0.2 % of yeast extract, 5 % of NaCl and 10 % of the soil sample was used. After 72 h of incubation at 37 °C, serial dilutions were made up to 10−12 dilutions, spread on agar plates with 0.5 % of yeast extract and 5 % of NaCl, and incubated at 37 °C for 48 h. Screening of hydrolase-producing bacteria was carried out for cellulases, amylases, lipases, DNase, and proteases on specific media. Moreover, protease-producing bacteria were tested using protein extracted from the following legumes as substrate: Glycine max, Lupinus mutabilis, Pisum sativum, Erythrina edulis, Cicer arietinum, Phaseolus vulgaris and Vicia faba. A total of 16 strains were isolated from soil samples. On the screening media; 75, 44, 81 and 50 % were cellulase, amylase, DNase and protease producers, respectively. Also, 19 % of the isolates produced all the hydrolytic enzymes above mentioned. Lipase producers were not found. The 37 % and 12 % of the strains grew at 20 % and 30 % of salt concentration, respectively. In addition, 75 % of the strains grew at pH range between 5 and 10. From the total of protease-producing bacteria, 100 % hydrolyzed Glycine max, Lupinus mutabilis, and Pisum sativum protein, while 87 % hydrolyzed Erythrina edulis and Cicer arietinum protein. Finally, 75 % and 50 % of the strains hydrolyzed Phaseolus vulgaris and Vicia faba protein, respectively. Hydrolase-producing bacteria isolated from Chilca salterns in Peru grew at high salt concentrations and wide range of pH. In addition, protease-producing bacteria hydrolyzed protein from different sources such as leguminous. These enzymes have great biotechnological potential and could be used for different industrial processes and applications. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bacteria" title="bacteria">bacteria</a>, <a href="https://publications.waset.org/abstracts/search?q=extracellular" title=" extracellular"> extracellular</a>, <a href="https://publications.waset.org/abstracts/search?q=hydrolases" title=" hydrolases"> hydrolases</a>, <a href="https://publications.waset.org/abstracts/search?q=Peru" title=" Peru"> Peru</a>, <a href="https://publications.waset.org/abstracts/search?q=salterns" title=" salterns"> salterns</a> </p> <a href="https://publications.waset.org/abstracts/72791/extracellular-hydrolase-producing-bacteria-isolated-from-chilca-salterns-in-peru" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72791.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">208</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13</span> Whole Exome Sequencing in Characterizing Mysterious Crippling Disorder in India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Swarkar%20Sharma">Swarkar Sharma</a>, <a href="https://publications.waset.org/abstracts/search?q=Ekta%20Rai"> Ekta Rai</a>, <a href="https://publications.waset.org/abstracts/search?q=Ankit%20Mahajan"> Ankit Mahajan</a>, <a href="https://publications.waset.org/abstracts/search?q=Parvinder%20Kumar"> Parvinder Kumar</a>, <a href="https://publications.waset.org/abstracts/search?q=Manoj%20K%20Dhar"> Manoj K Dhar</a>, <a href="https://publications.waset.org/abstracts/search?q=Sushil%20Razdan"> Sushil Razdan</a>, <a href="https://publications.waset.org/abstracts/search?q=Kumarasamy%20Thangaraj"> Kumarasamy Thangaraj</a>, <a href="https://publications.waset.org/abstracts/search?q=Carol%20Wise"> Carol Wise</a>, <a href="https://publications.waset.org/abstracts/search?q=Shiro%20Ikegawa%20M.D."> Shiro Ikegawa M.D.</a>, <a href="https://publications.waset.org/abstracts/search?q=K.K.%20Pandita%20M.D."> K.K. Pandita M.D. </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Rare disorders are poorly understood hence, remain uncharacterized or patients are misdiagnosed and get poor medical attention. A rare mysterious skeletal disorder that remained unidentified for decades and rendered many people physically challenged and disabled for life has been reported in an isolated remote village ‘Arai’ of Poonch district of Jammu and Kashmir. This village is located deep in mountains and the population residing in the region is highly consanguineous. In our survey of the region, 70 affected people were reported, showing similar phenotype, in the village with a population of approximately 5000 individuals. We were able to collect samples from two multi generational extended families from the village. Through Whole Exome sequencing (WES), we identified a rare variation NM_003880.3:c.156C>A NP_003871.1:p.Cys52Ter, which results in introduction of premature stop codon in WISP3 gene. We found this variation perfectly segregating with the disease in one of the family. However, this variation was absent in other family. Interestingly, a novel splice site mutation at position c.643+1G>A of WISP3 gene, perfectly segregating with the disease was observed in the second family. Thus, exploiting WES and putting different evidences together (familial histories and genetic data, clinical features, radiological and biochemical tests and findings), the disease has finally been diagnosed as a very rare recessive hereditary skeletal disease “Progressive Pseudorheumatoid Arthropathy of Childhood” (PPAC) also known as “Spondyloepiphyseal Dysplasia Tarda with Progressive Arthropathy” (SEDT-PA). This genetic characterization and identification of the disease causing mutations will aid in genetic counseling, critically required to curb this rare disorder and to prevent its appearance in future generations in the population. Further, understanding of the role of WISP3 gene the biological pathways should help in developing treatment for the disorder. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=whole%20exome%20sequencing" title="whole exome sequencing">whole exome sequencing</a>, <a href="https://publications.waset.org/abstracts/search?q=Next%20Generation%20Sequencing" title=" Next Generation Sequencing"> Next Generation Sequencing</a>, <a href="https://publications.waset.org/abstracts/search?q=rare%20disorders" title=" rare disorders"> rare disorders</a> </p> <a href="https://publications.waset.org/abstracts/17895/whole-exome-sequencing-in-characterizing-mysterious-crippling-disorder-in-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17895.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">411</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12</span> Using Immersive Study Abroad Experiences to Strengthen Preservice Teachers’ Critical Reflection Skills on Future Classroom Practices</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Meredith%20Jones">Meredith Jones</a>, <a href="https://publications.waset.org/abstracts/search?q=Susan%20Catapano"> Susan Catapano</a>, <a href="https://publications.waset.org/abstracts/search?q=Carol%20McNulty"> Carol McNulty</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Study abroad experiences create unique learning opportunities for preservice teachers to strengthen their reflective thinking practices through applied learning experiences. Not only do study abroad experiences provide opportunities for students to expand their cultural sensitivity, but incorporating applied learning experiences in study abroad trips creates unique opportunities for preservice teachers to engage in critical reflection on their teaching skills. Applied learning experiences are designed to nurture learning and growth through a reflective, experiential process outside the traditional classroom setting. As students participate in applied learning experiences, they engage in critical reflection independently, with their peers, and with university faculty. Critical reflection within applied learning contexts generates, deepens, and documents learning but must be intentionally designed to be effective. Grounded in Dewey’s model of reflection, this qualitative study examines longitudinal data from various study abroad cohorts from a particular university. Reflective data was collected during the study abroad trip, and follow up data on critical reflection of teaching practices were collected six months and a year after the trip. Dewey’s model of reflection requires preservice teachers to make sense of their experiences by reflecting on theoretical knowledge, experiences, and pedagogical knowledge. Guided reflection provides preservice teachers with a framework to respond to questions and ideas critical to the applied learning outcomes. Prompts are used to engage preservice teachers in reflecting on situations they have experienced and how they can be transferred to their teaching. Findings from this study noted that students with previous field experiences, or work in the field, engaged in more critical reflection on pedagogical knowledge throughout their applied learning experience. Preservice teachers with limited experiences in the field benefited from engaging in critical reflection prompted by university faculty during the applied learning experience. However, they were able to independently engage in critical reflection once they began work in the field through university field placements, internships, or student teaching. Finally, students who participated in study abroad applied learning experiences reported their critical reflection on their teaching practices, and cultural sensitivity enhanced their teaching and relationships with children once they formally entered the teaching profession. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=applied%20learning%20experiences" title="applied learning experiences">applied learning experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20reflection" title=" critical reflection"> critical reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20sensitivity" title=" cultural sensitivity"> cultural sensitivity</a>, <a href="https://publications.waset.org/abstracts/search?q=preservice%20teachers" title=" preservice teachers"> preservice teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a> </p> <a href="https://publications.waset.org/abstracts/127626/using-immersive-study-abroad-experiences-to-strengthen-preservice-teachers-critical-reflection-skills-on-future-classroom-practices" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/127626.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">138</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11</span> Experimental Design in Extraction of Pseudomonas sp. Protease from Fermented Broth by Polyethylene Glycol/Citrate Aqueous Two-Phase System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Omar%20Pillaca-Pullo">Omar Pillaca-Pullo</a>, <a href="https://publications.waset.org/abstracts/search?q=Arturo%20Alejandro-Paredes"> Arturo Alejandro-Paredes</a>, <a href="https://publications.waset.org/abstracts/search?q=Carol%20Flores-Fernandez"> Carol Flores-Fernandez</a>, <a href="https://publications.waset.org/abstracts/search?q=Marijuly%20Sayuri%20Kina"> Marijuly Sayuri Kina</a>, <a href="https://publications.waset.org/abstracts/search?q=Amparo%20Iris%20Zavaleta"> Amparo Iris Zavaleta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Aqueous two-phase system (ATPS) is an interesting alternative for separating industrial enzymes due to it is easy to scale-up and low cost. Polyethylene glycol (PEG) mixed with potassium phosphate or magnesium sulfate is one of the most frequently polymer/salt ATPS used, but the consequences of its use is a high concentration of phosphates and sulfates in wastewater causing environmental issues. Citrate could replace these inorganic salts due to it is biodegradable and does not produce toxic compounds. On the other hand, statistical design of experiments is widely used for ATPS optimization and it allows to study the effects of the involved variables in the purification, and to estimate their significant effects on selected responses and interactions. The 24 factorial design with four central points (20 experiments) was employed to study the partition and purification of proteases produced by Pseudomonas sp. in PEG/citrate ATPS system. ATPS was prepared with different sodium citrate concentrations [14, 16 and 18% (w/w)], pH values (7, 8 and 9), PEG molecular weight (2,000; 4,000 and 6,000 g/mol) and PEG concentrations [18, 20 and 22 % (w/w)]. All system components were mixed with 15% (w/w) of the fermented broth and deionized water was added to a final weight of 12.5 g. Then, the systems were mixed and kept at room temperature until to reach two-phases separation. Volumes of the top and bottom phases were measured, and aliquots from both phases were collected for subsequent proteolytic activity and total protein determination. Influence of variables such as PEG molar mass (MPEG), PEG concentration (CPEG), citrate concentration (CSal) and pH were evaluated on the following responses: purification factor (PF), activity yield (Y), partition coefficient (K) and selectivity (S). STATISTICA program version 10 was used for the analysis. According to the obtained results, higher levels of CPEG and MPEG had a positive effect on extraction, while pH did not influence on the process. On the other hand, the CSal could be related with low values of Y because of the citrate ions have a negative effect on solubility and enzymatic structure. The optimum values of Y (66.4 %), PF (1.8), K (5.5) and S (4.3) were obtained at CSal (18%), MPEG (6,000 g/mol), CPEG (22%) and pH 9. These results indicated that the PEG/citrate system is accurate to purify these Pseudomonas sp. proteases from fermented broth as a first purification step. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=citrate" title="citrate">citrate</a>, <a href="https://publications.waset.org/abstracts/search?q=polyethylene%20glycol" title=" polyethylene glycol"> polyethylene glycol</a>, <a href="https://publications.waset.org/abstracts/search?q=protease" title=" protease"> protease</a>, <a href="https://publications.waset.org/abstracts/search?q=Pseudomonas%20sp" title=" Pseudomonas sp"> Pseudomonas sp</a> </p> <a href="https://publications.waset.org/abstracts/72781/experimental-design-in-extraction-of-pseudomonas-sp-protease-from-fermented-broth-by-polyethylene-glycolcitrate-aqueous-two-phase-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72781.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">194</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Carol%20Seger&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Carol%20Seger&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" 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