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Century</title> <meta name="description" content="Search results for: Twenty-First Century"> <meta name="keywords" content="Twenty-First Century"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="Twenty-First Century"> <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> 1421</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Twenty-First Century</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1421</span> The Impact of Using Technology Tools on Preparing English Language Learners for the 21st Century</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ozlem%20Kaya">Ozlem Kaya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> 21st-century learners are energetic and tech-savvy, and the skills and the knowledge required in this century are complex and challenging. Therefore, teachers need to find new ways to appeal to the needs and interests of their students and meet the demands of the 21st century at the same time. One way to do so in English language learning has been to incorporate various technology tools into classroom practices. Although teachers think these practices are effective and their students enjoy them, students may have different perceptions. To find out what students think about the use of technology tools in terms of developing 21st-century skills and knowledge, this study was conducted at Anadolu University School of Foreign Languages. A questionnaire was administered to 40 students at elementary level. Afterward, semi-structured interviews were held with 8 students to provide deeper insight into their perceptions. The details of the findings of the study will be presented and discussed during the presentation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=21st%20century%20skills" title="21st century skills">21st century skills</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20tools" title=" technology tools"> technology tools</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20Language%20Learning" title=" English Language Learning"> English Language Learning</a> </p> <a href="https://publications.waset.org/abstracts/62471/the-impact-of-using-technology-tools-on-preparing-english-language-learners-for-the-21st-century" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62471.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">294</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1420</span> Perceptions of Islamic Education Teachers on the Implementation of 21st Century Learning Practices</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hafizul%20Rasdi">Hafizul Rasdi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was conducted to find out the perceptions of Islamic Education teachers on the implementation of 21st century learning practices in Kuching, Sarawak. This study uses the field method. Eight respondents were selected based on the interviews and focus group discussions conducted among teachers in four primary school in Kuching, Sarawak. This study is focused to find out the perceptions of Islamic Education teachers on the implementation of 21st century learning as well as the importance of 21st century learning in the subject of Islamic Education. Data were collected using library research, semi-structured interview transcripts and focus group discussions. Data analysis methods used was descriptive analysis. The findings of the study have shown that Islamic Education teachers in primary school in Kuching, Sarawak agreed on the implementation of 21st Century Learning Practices in Islamic Education subject. The finding also show that the application of 21st Century Learning Practices in the subject of Islamic Education can help improve students mastery of the subject. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=perceptions" title="perceptions">perceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=Islamic%20education" title=" Islamic education"> Islamic education</a>, <a href="https://publications.waset.org/abstracts/search?q=21st%20century%20learning%20practices" title=" 21st century learning practices"> 21st century learning practices</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a> </p> <a href="https://publications.waset.org/abstracts/162924/perceptions-of-islamic-education-teachers-on-the-implementation-of-21st-century-learning-practices" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162924.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">67</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">1419</span> Preschool Teachers' Teaching Performance in Relation to Their Technology and 21st Century Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vida%20Dones-Jimenez">Vida Dones-Jimenez </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main purpose of this study is to determine the preschool teachers’ technology and 21st-century skills and its relation to teachers’ performance. The participants were 94 preschool teachers and 59 school administrators from the CDAPS member schools. The data were collected by using 21st Century Skill, developed by ISSA (2009), Technology Skills of Teachers Survey (2013) and Teacher Performance Evaluation Criteria and Descriptors (200) was modified by the current researcher to suit the needs of her study and was administered personally by her. The surveys were designed to measure the participants’ 21st-century skills, technology skills and teaching performance. The result of the study indicates that the majority of the preschool teachers are the college graduate. Most of them are in the teaching profession for 0 to 10 years. It also indicated that the majority of the school administrators are masters’ degree holder. The preschool teachers are outstanding in their teaching performance as rated by the school administrators. The preschool teachers are skillful in using technology, and they are very skillful in executing the 21st-century skills in teaching. It was further determined that no significant difference between preschool teachers 21st-century skill in regards to educational attainment same as with the number of years in teaching, likewise with their technology skills. Furthermore, the study has shown that there is a very weak relationship between technology and 21st-century skills of preschool teachers, a weak relationship between technology skills and teaching performance and a very weak relationship between 21st-century skills and teaching performance were also established. The study recommends that the preschool teachers should be encouraged to enroll in master degree programs. School administrators should support the implementation of newly adopted technologies and support faculty members at various levels of use and experience. It is also recommended that regular review of the professional development plan be undertaken to upgrade 21st-century teaching and learning skills of preschool teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=preschool%20teacher" title="preschool teacher">preschool teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20performance" title=" teaching performance"> teaching performance</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=21st%20century%20skills" title=" 21st century skills"> 21st century skills</a> </p> <a href="https://publications.waset.org/abstracts/67918/preschool-teachers-teaching-performance-in-relation-to-their-technology-and-21st-century-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67918.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">399</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">1418</span> The Voyage of Adolfo Caminha to the USA: The Discourse about Americanism in Brazil in the Late Nineteenth Century</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maxwel%20F.%20Silva">Maxwel F. Silva</a>, <a href="https://publications.waset.org/abstracts/search?q=Jos%C3%A9%20Geraldo%20Pedrosa"> José Geraldo Pedrosa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper is a study about the voyage of Adolfo Caminha to the USA in the late nineteenth century described in “No país dos ianques”. The hypothesis is that the USA constitutes a civilizing reference that moves away from Europe. The Americanism expression it means that the Yankees have invented a new repertoire through which built a new idea of civilization. The base is European, but your architecture is new. This paper is not concerned with the meanings and uses of the Americanism expression among the Yankees, but with the ways in which the America were understood by otherness, especially in the late nineteenth and early twentieth century. In this way, this study discusses the concept of Americanism in the thought of Adolfo Caminha and it is relation with the Brazil in the late nineteenth century, especially in questions about democracy, liberty and progress. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adolfo%20Caminha" title="Adolfo Caminha">Adolfo Caminha</a>, <a href="https://publications.waset.org/abstracts/search?q=Americanism" title=" Americanism"> Americanism</a>, <a href="https://publications.waset.org/abstracts/search?q=discourse" title=" discourse"> discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=voyage" title=" voyage"> voyage</a> </p> <a href="https://publications.waset.org/abstracts/18369/the-voyage-of-adolfo-caminha-to-the-usa-the-discourse-about-americanism-in-brazil-in-the-late-nineteenth-century" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18369.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">552</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">1417</span> Adoption of Digital Storytelling Tool to Teach 21st Century Skills by Malaysian Pre-service Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Siti%20Aisyah%20binti%20Jumpaan">Siti Aisyah binti Jumpaan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> 21ˢᵗ century skills (PAK-21) integration has made its way into Malaysian curriculum when Ministry of Education introduce its implementation since 2016. This study was conducted to explore pre-service teachers’ readiness in integrating 21st century skills in the classroom via the digital storytelling (DST) method and to find gaps between theory and practice that can be integral towards pre-service teachers’ professional growth. Qualitative research method was used in this research involving six respondents who were selected using a purposive sampling method. Their response from interviews and lesson plan analysis were analysed using narrative analysis. The findings showed that pre-service teachers showed a moderate level of readiness in integrating 21st century skills using DST. Pre-service teachers demonstrated high level of preparedness in writing their lesson plan, but their interview revealed that they faced struggles in implementation due to several factors, such as lack of technology and failure to obtain students’ participation. This study further strengthens the need for specialised curriculum for pre-service teachers in teaching 21st century skills via DST. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20storytelling" title="digital storytelling">digital storytelling</a>, <a href="https://publications.waset.org/abstracts/search?q=21%CB%A2%E1%B5%97%20century%20skills" title=" 21ˢᵗ century skills"> 21ˢᵗ century skills</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%20training" title=" teacher training"> teacher training</a> </p> <a href="https://publications.waset.org/abstracts/159221/adoption-of-digital-storytelling-tool-to-teach-21st-century-skills-by-malaysian-pre-service-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159221.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">91</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1416</span> Literature as a Tool for Sustenance of Human Dignity in the 21st Century</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arubi%20Thompson%20Abari">Arubi Thompson Abari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Globally, a writer is absolutely necessary to the society, for he mirrors and projects the society, grumbles and protects against the ills that hinders its development. A writer is committed to the language, social-cultural, political and economic factors that determine the sustenance of human dignity in the society. In this 21st century. The literary artist holds literature as a tool for the restoration and sustenance of human dignity. In Nigeria, literature is politically committed because colonialism gives birth to the modern Nigerian literature. Literature thus was regarded as one of the greatest weapons against colonialism in Nigeria. Nigerian literature is aimed at the restoration and sustenance of the dignity of Nigerians in the 21st century. A literary writer is a member of the society and his sensibility is conditioned by the socio-political situations around him. A writer cannot be excused from the task of regeneration and restoration of his past lost glorious days that must be done. This academic paper therefore showcases the efficacy of literature in bringing about the sustenance of human dignity in the 21st century. Consequently, the paper in its introduction clarifies some vital concepts. It discusses the forms of literature, portrays the ability and capability of literature as a tool for the sustenance of human dignity globally, and makes useful recommendations for the growth of knowledge in the 21st century and beyond. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=literature" title="literature">literature</a>, <a href="https://publications.waset.org/abstracts/search?q=sustenance" title=" sustenance"> sustenance</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20dignity" title=" human dignity"> human dignity</a>, <a href="https://publications.waset.org/abstracts/search?q=21st%20century" title=" 21st century"> 21st century</a> </p> <a href="https://publications.waset.org/abstracts/149363/literature-as-a-tool-for-sustenance-of-human-dignity-in-the-21st-century" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149363.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">91</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1415</span> The Perceptions of High School English Home Language Learners on Fostering 21st Century Skills Through the Use of Technology in the Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lisa%20Naudine%20Parrock">Lisa Naudine Parrock</a>, <a href="https://publications.waset.org/abstracts/search?q=Geoffrey%20Lautenbach"> Geoffrey Lautenbach</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The changes brought to society by the technological development in the Fourth Industrial Revolution are also reaching the sphere of education and the education system needs to respond. Students need skills such as communication, collaboration, creativity and critical thinking in order to be successful in the 21st Century, which could be developed through the meaningful use of technology. This study is theorized by the 21st Century Framework for Learning and examines the student perceptions of grade 10 and 11 English Home language learners on how the technology used in their English classroom contributes to the development of 21st Century skills. The researcher adopted a constructivist paradigm and presented findings based on a general qualitative method. The study found that students perceived the use of technology in the classroom positively contributed to their development of communication, collaboration, creativity and critical thinking. Students also perceived technology as contributing to their access to information, a positive classroom atmosphere, heightened engagement in learning and developing skills necessary for their future. In addition, this study highlighted certain pedagogical strategies and digital tools that support the development of 21st Century skills. The findings suggest that the meaningful integration of technology fosters the development of 21st Century skills in grade 10 and 11 learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20technology" title="educational technology">educational technology</a>, <a href="https://publications.waset.org/abstracts/search?q=21st%20century%20skills" title=" 21st century skills"> 21st century skills</a>, <a href="https://publications.waset.org/abstracts/search?q=fourth%20industrial%20revolution" title=" fourth industrial revolution"> fourth industrial revolution</a>, <a href="https://publications.waset.org/abstracts/search?q=affordances%20of%20technology" title=" affordances of technology"> affordances of technology</a> </p> <a href="https://publications.waset.org/abstracts/165517/the-perceptions-of-high-school-english-home-language-learners-on-fostering-21st-century-skills-through-the-use-of-technology-in-the-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165517.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">134</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1414</span> 21st Century Teacher Image to Stakeholders of Teacher Education Institutions in the Philippines</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marilyn%20U.%20Balagtas">Marilyn U. Balagtas</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Ruth%20M.%20Regalado"> Maria Ruth M. Regalado</a>, <a href="https://publications.waset.org/abstracts/search?q=Carmelina%20E.%20Barrera"> Carmelina E. Barrera</a>, <a href="https://publications.waset.org/abstracts/search?q=Ramer%20V.%20Oxi%C3%B1o"> Ramer V. Oxiño</a>, <a href="https://publications.waset.org/abstracts/search?q=Rosarito%20T.%20Suatengco"> Rosarito T. Suatengco</a>, <a href="https://publications.waset.org/abstracts/search?q=Josephine%20E.%20Tondo"> Josephine E. Tondo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study presents the perceptions of the students and teachers from kindergarten to tertiary level of the image of the 21st century teacher to provide basis in designing teacher development programs in Teacher Education Institutions (TEIs) in the Philippines. The highlights of the report are the personal, psychosocial, and professional images of the 21st century teacher in basic education and the teacher educators based on a survey done to 612 internal stakeholders of nine member institutions of the National Network of Normal Schools (3NS). Data were obtained through the use of a validated researcher-made instrument which allowed generation of both quantitative and qualitative descriptions of the teacher image. Through the use of descriptive statistics, the common images of the teacher were drawn, which were validated and enriched by the information drawn from the qualitative data. The study recommends a repertoire of teacher development programs to create the good image of the 21st century teachers for a better Philippines. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20image" title="teacher image">teacher image</a>, <a href="https://publications.waset.org/abstracts/search?q=21st%20century%20teacher" title=" 21st century teacher"> 21st century teacher</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=development%20program" title=" development program"> development program</a> </p> <a href="https://publications.waset.org/abstracts/8220/21st-century-teacher-image-to-stakeholders-of-teacher-education-institutions-in-the-philippines" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8220.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">367</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">1413</span> 19th Century Exam, 21st Century Policing: An Examination of the New York State Civil Service and Police Officer Recruitment Efforts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Edwards">A. Edwards</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The civil service was created to reform the hiring process for public officials, changing the patronage system to a merit-based system. Though exam reforms continued throughout the 20th century, there have been few during the 21st century, particularly in New York state. In the case of police departments, the civil service exam has acted as a hindrance to its ‘21st Century Policing’ goals and new exam reform efforts have left out officers voices and concerns. Through in-depth interviews of current and retired police officers and local and state civil service administrators in Albany County in New York, this study seeks to understand police influence and insight regarding the civil service exam, placing some of the voice and input for civil service reform on police departments, instead of local and state bureaucrats. The study also looks at the relationship between civil service administrators and police departments. Using practice theory, the study seeks to understand the ways in which the civil service exam was defined in the 20th century and how it is out of step with current thinking while examining possible changes to the civil service exam that would lead to a more equitable hiring process and successful police departments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=civil%20service" title="civil service">civil service</a>, <a href="https://publications.waset.org/abstracts/search?q=hiring" title=" hiring"> hiring</a>, <a href="https://publications.waset.org/abstracts/search?q=merit" title=" merit"> merit</a>, <a href="https://publications.waset.org/abstracts/search?q=policing" title=" policing"> policing</a> </p> <a href="https://publications.waset.org/abstracts/85825/19th-century-exam-21st-century-policing-an-examination-of-the-new-york-state-civil-service-and-police-officer-recruitment-efforts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85825.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">203</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">1412</span> Costume Design Influenced by Seventeenth Century Color Palettes on a Contemporary Stage</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michele%20L.%20Dormaier">Michele L. Dormaier</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the research was to design costumes based on historic colors used by artists during the seventeenth century. The researcher investigated European art, primarily paintings and portraiture, as well as the color palettes used by the artists. The methodology examined the artists, their work, the color palettes used in their work, and the practices of color usage within their palettes. By examining portraits of historic figures, as well as paintings of ordinary scenes, subjects, and people, further information about color palettes was revealed. Related to the color palettes, was the use of ‘broken colors’ which was a relatively new practice, dating from the sixteenth century. The color palettes used by the artists of the seventeenth century had their limitations due to available pigments. With an examination of not only their artwork, and with a closer look at their palettes, the researcher discovered the exciting choices they made, despite those restrictions. The research was also initiated with the historical elements of the era’s clothing, as well as that of available materials and dyes. These dyes were also limited in much the same manner as the pigments which the artist had at their disposal. The color palettes of the paintings have much to tell us about the lives, status, conditions, and relationships from the past. From this research, informed decisions regarding color choices for a production on a contemporary stage of a period piece could then be made. The designer’s choices were a historic gesture to the colors which might have been worn by the character’s real-life counterparts of the era. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=broken%20color%20palette" title="broken color palette">broken color palette</a>, <a href="https://publications.waset.org/abstracts/search?q=costume%20color%20research" title=" costume color research"> costume color research</a>, <a href="https://publications.waset.org/abstracts/search?q=costume%20design" title=" costume design"> costume design</a>, <a href="https://publications.waset.org/abstracts/search?q=costume%20history" title=" costume history"> costume history</a>, <a href="https://publications.waset.org/abstracts/search?q=seventeenth%20century%20color%20palette" title=" seventeenth century color palette"> seventeenth century color palette</a>, <a href="https://publications.waset.org/abstracts/search?q=sixteenth%20century%20color%20palette" title=" sixteenth century color palette"> sixteenth century color palette</a> </p> <a href="https://publications.waset.org/abstracts/87451/costume-design-influenced-by-seventeenth-century-color-palettes-on-a-contemporary-stage" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87451.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">175</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">1411</span> History of Textiles and Fashion: Gender Symbolism in the Context of Colour</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Damayanthie%20Eluwawalage">Damayanthie Eluwawalage</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Historically, the color-coded attire demarcated differences, for example, differences in social position and differences in gender, etc. Distinctive colors are worn by different classes in medieval England. By the twentieth-century Western society, certain colors were firmly associated with the specific gender; as pink for girls, and blue for boys. The color-coded gender phenomenon was a novelty at the turn of the twentieth-century and became widely practiced after World War II. Prior to that era, there were no distinctions or differences in the dress of younger children, in relation to their gender. In the nineteenth century, pink suits were highly acceptable for gentlemen’s attire. Frenchmen in the eighteenth-century wore colors with an infinite range of hues like pink, plum, white, cream, blue, yellow, puce and sea green. Nineteenth-century European male austerity, primarily caused by the usage of sombre colors such as black, white and grey, has been described as an element for dignity, control and morality. In the nineteenth century, there were many color-associated distinctions, as certain colors were reserved for the unmarried, the single or the aged. Two luminous colors in one dress was ‘vulgar’ and yellow was generally regarded as unladylike. Yellow was the color utilised for most correctional attire. Orange was prohibited for the unmarried. Fashionable dressing in the nineteenth century was more gender-differentiated than in previous centuries. Masculine austerity, emphasized a shift in class relations. As a result of that shift, male attire became more uniform, homogeneous and integrated (amongst the classes), than its traditional hierarchal approach. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=textiles" title="textiles">textiles</a>, <a href="https://publications.waset.org/abstracts/search?q=fashion" title=" fashion"> fashion</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20symbolism" title=" gender symbolism"> gender symbolism</a>, <a href="https://publications.waset.org/abstracts/search?q=color" title=" color"> color</a> </p> <a href="https://publications.waset.org/abstracts/32632/history-of-textiles-and-fashion-gender-symbolism-in-the-context-of-colour" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32632.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">489</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">1410</span> Evolution of the Speaker in Russian Military Poetry of the Second Half of the 20th Century</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ilya%20A.%20Snegirev">Ilya A. Snegirev</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The article focuses on the comparative study of Russian military poetry of the 20th century. To make a complete description, the verse of different genres, mainly minor lyrical form, is taken. The study makes it possible to emphasize the idea that genre is not completely representative for a comprehensive research, as it is also necessary to dwell upon the strategies of war description in verse. Furthermore, the tendency of lyrical hero individualization is noted. This tendency can be traced throughout the whole second half of the 20th century – the poets of the Second World War – and further, to the whole post-war poetry. To characterize these changes, the texts by K.M. Simonov and A.A. Surkov are being analyzed as the examples of the qualitative transition to an individual hero. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=literature%E2%80%99s%20evolution" title="literature’s evolution">literature’s evolution</a>, <a href="https://publications.waset.org/abstracts/search?q=narrator" title=" narrator"> narrator</a>, <a href="https://publications.waset.org/abstracts/search?q=storytelling%20poetry" title=" storytelling poetry"> storytelling poetry</a>, <a href="https://publications.waset.org/abstracts/search?q=tradition" title=" tradition"> tradition</a> </p> <a href="https://publications.waset.org/abstracts/68094/evolution-of-the-speaker-in-russian-military-poetry-of-the-second-half-of-the-20th-century" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68094.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">189</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">1409</span> ICT in Education – A Quest for Quality Learning in the 21st Century</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adam%20Johnbull">Adam Johnbull</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper discusses ICT in Education as a quest for quality learning in the 21st century. Education is the key that unlock the door to development, without adequate education of the citizenry, the development of a nation becomes a sham. Information Communication Technologies (ICTs) has revolutionized the way people work today and are now transforming education systems. As a result, if schools train children in yesterday’s skills and technologies they may not be effective and fit in tomorrow’s world. This is a sufficient reason for ICT’s to win global recognition and attention and thus ensure desire quality in our school system. Thus, the purpose of the paper is to discuss amongst others, what is ICT. The roles of ICT’s in education, limitation and key challenges of integrating ICT to education in the enhancement of student learning and experiences in other to encourage policy makers, school administrators and teachers pay the required attention to integrate this technology in the education system. The paper concludes that regardless of all the limitation characterizing it. ICT benefit education system to provide quality education in the 21st century. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ICTs" title="ICTs">ICTs</a>, <a href="https://publications.waset.org/abstracts/search?q=quest" title=" quest"> quest</a>, <a href="https://publications.waset.org/abstracts/search?q=information" title=" information"> information</a>, <a href="https://publications.waset.org/abstracts/search?q=global" title=" global"> global</a>, <a href="https://publications.waset.org/abstracts/search?q=sham" title=" sham"> sham</a>, <a href="https://publications.waset.org/abstracts/search?q=century" title=" century"> century</a> </p> <a href="https://publications.waset.org/abstracts/33976/ict-in-education-a-quest-for-quality-learning-in-the-21st-century" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33976.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">426</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">1408</span> Congruency of English Teachers’ Assessments Vis-à-Vis 21st Century Skills Assessment Standards</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mary%20Jane%20Suarez">Mary Jane Suarez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A massive educational overhaul has taken place at the onset of the 21st century addressing the mismatches of employability skills with that of scholastic skills taught in schools. For a community to thrive in an ever-developing economy, the teaching of the necessary skills for job competencies should be realized by every educational institution. However, in harnessing 21st-century skills amongst learners, teachers, who often lack familiarity and thorough insights into the emerging 21st-century skills, are chained with the restraint of the need to comprehend the physiognomies of 21st-century skills learning and the requisite to implement the tenets of 21st-century skills teaching. With the endeavor to espouse 21st-century skills learning and teaching, a United States-based national coalition called Partnership 21st Century Skills (P21) has identified the four most important skills in 21st-century learning: critical thinking, communication, collaboration, and creativity and innovation with an established framework for 21st-century skills standards. Assessment of skills is the lifeblood of every teaching and learning encounter. It is correspondingly crucial to look at the 21st century standards and the assessment guides recognized by P21 to ensure that learners are 21st century ready. This mixed-method study sought to discover and describe what classroom assessments were used by English teachers in a public secondary school in the Philippines with course offerings on science, technology, engineering, and mathematics (STEM). The research evaluated the assessment tools implemented by English teachers and how these assessment tools were congruent to the 21st assessment standards of P21. A convergent parallel design was used to analyze assessment tools and practices in four phases. In the data-gathering phase, survey questionnaires, document reviews, interviews, and classroom observations were used to gather quantitative and qualitative data simultaneously, and how assessment tools and practices were consistent with the P21 framework with the four Cs as its foci. In the analysis phase, the data were treated using mean, frequency, and percentage. In the merging and interpretation phases, a side-by-side comparison was used to identify convergent and divergent aspects of the results. In conclusion, the results yielded assessments tools and practices that were inconsistent, if not at all, used by teachers. Findings showed that there were inconsistencies in implementing authentic assessments, there was a scarcity of using a rubric to critically assess 21st skills in both language and literature subjects, there were incongruencies in using portfolio and self-reflective assessments, there was an exclusion of intercultural aspects in assessing the four Cs and the lack of integrating collaboration in formative and summative assessments. As a recommendation, a harmonized assessment scheme of P21 skills was fashioned for teachers to plan, implement, and monitor classroom assessments of 21st-century skills, ensuring the alignment of such assessments to P21 standards for the furtherance of the institution’s thrust to effectively integrate 21st-century skills assessment standards to its curricula. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=21st-century%20skills" title="21st-century skills">21st-century skills</a>, <a href="https://publications.waset.org/abstracts/search?q=21st-century%20skills%20assessments" title=" 21st-century skills assessments"> 21st-century skills assessments</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment%20standards" title=" assessment standards"> assessment standards</a>, <a href="https://publications.waset.org/abstracts/search?q=congruency" title=" congruency"> congruency</a>, <a href="https://publications.waset.org/abstracts/search?q=four%20Cs" title=" four Cs"> four Cs</a> </p> <a href="https://publications.waset.org/abstracts/131759/congruency-of-english-teachers-assessments-vis-a-vis-21st-century-skills-assessment-standards" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131759.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">192</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">1407</span> Vietnamese Trade Ceramics from the 14th Century to the 17th Century through Materials</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ngo%20the%20Bach">Ngo the Bach</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Vietnam is one of not many Asian countries that have a long-standing and famous tradition of pottery production. Vietnam is also one of three countries including China, Vietnam, and Japan developed strongly the export of ceramics to other countries. In recent decades, the studies of Vietnamese and foreign scholars on Vietnamese trade ceramics as well as Vietnamese foreign trade was initially recorded. The aim of this article is to introduce an overview of the findings situation and research results; the development of Vietnam ceramics and the Vietnamese history of maritime trade with Asian ceramics from the 14th century to the 17th century. Given that, the author systematized materials; carried out the synthetic and analysis for research results of Vietnamese and foreign researchers until now on Vietnamese export ceramics on the basis of the historical sources, archaeological findings discovered from relics in the tombs, relics of residence, relics of trading port inland, and the ancient shipwreck sank in the Asian countries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vietnamese%20ceramics" title="Vietnamese ceramics">Vietnamese ceramics</a>, <a href="https://publications.waset.org/abstracts/search?q=trading" title=" trading"> trading</a>, <a href="https://publications.waset.org/abstracts/search?q=maritime" title=" maritime"> maritime</a>, <a href="https://publications.waset.org/abstracts/search?q=international" title=" international "> international </a> </p> <a href="https://publications.waset.org/abstracts/38333/vietnamese-trade-ceramics-from-the-14th-century-to-the-17th-century-through-materials" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38333.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">269</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">1406</span> The Perception on 21st Century Skills of Nursing Instructors and Nursing Students at Boromarajonani College of Nursing, Chonburi </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kamolrat%20Turner">Kamolrat Turner</a>, <a href="https://publications.waset.org/abstracts/search?q=Somporn%20Rakkwamsuk"> Somporn Rakkwamsuk</a>, <a href="https://publications.waset.org/abstracts/search?q=Ladda%20Leungratanamart"> Ladda Leungratanamart</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this descriptive study was to determine the perception of 21<sup>st</sup> century skills among nursing professors and nursing students at Boromarajonani College of Nursing, Chonburi. A total of 38 nursing professors and 75 second year nursing students took part in the study. Data were collected by 21<sup>st</sup> century skills questionnaires comprised of 63 items. Descriptive statistics were used to describe the findings. The results have shown that the overall mean scores of the perception of nursing professors on 21<sup>st</sup> century skills were at a high level. The highest mean scores were recorded for computing and ICT literacy, and career and leaning skills. The lowest mean scores were recorded for reading and writing and mathematics. The overall mean scores on perception of nursing students on 21<sup>st</sup> century skills were at a high level. The highest mean scores were recorded for computer and ICT literacy, for which the highest item mean scores were recorded for competency on computer programs. The lowest mean scores were recorded for the reading, writing, and mathematics components, in which the highest item mean score was reading Thai correctly, and the lowest item mean score was English reading and translate to other correctly. The findings from this study have shown that the perceptions of nursing professors were consistent with those of nursing students. Moreover, any activities aiming to raise capacity on English reading and translate information to others should be taken into the consideration. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=21st%20century%20skills" title="21st century skills">21st century skills</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20instructor" title=" nursing instructor"> nursing instructor</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20student" title=" nursing student"> nursing student</a> </p> <a href="https://publications.waset.org/abstracts/44293/the-perception-on-21st-century-skills-of-nursing-instructors-and-nursing-students-at-boromarajonani-college-of-nursing-chonburi" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44293.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">316</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">1405</span> Gabriel Mtsire’s "The Golden Spring" and Its Primary Sources, Textual and Content Changes Based on Cultural Development in the Context of the 4th-20th Centuries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Georgi%20Kalandadze">Georgi Kalandadze</a> </p> <p class="card-text"><strong>Abstract:</strong></p> For studying the development of world civilizations, textual sources that have undergone textological and worldview changes are of great importance. The conference will discuss the collection of the XVIII century "The Golden Spring", compiled by Gabriel Mtsire, which includes texts of John Chrysostom. John Chrysostom lived in the 4th century and his writings correspond to the culture of readers of that time. In the 10th-11th centuries, the works of John Chrysostom were translated into Georgian by Euthymius of Athos. These texts correspond to the requirements of the Georgian society of the 10th-11th centuries. In the 18th century, Gabriel Mtsire collected and edited these texts to make them more understandable to his modern readers. In the 20th century, these texts were again adapted. Thus, the present study provides an opportunity to evaluate and outline the linguistic and content transformation process of the same work over 16 centuries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gabriel%20mtsire" title="gabriel mtsire">gabriel mtsire</a>, <a href="https://publications.waset.org/abstracts/search?q=john%20chrysostom" title=" john chrysostom"> john chrysostom</a>, <a href="https://publications.waset.org/abstracts/search?q=euthymius%20the%20athonite" title=" euthymius the athonite"> euthymius the athonite</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20golden%20spring" title=" the golden spring"> the golden spring</a> </p> <a href="https://publications.waset.org/abstracts/166769/gabriel-mtsires-the-golden-spring-and-its-primary-sources-textual-and-content-changes-based-on-cultural-development-in-the-context-of-the-4th-20th-centuries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166769.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">85</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1404</span> Newly-Rediscovered Manuscripts Talking about Seventeenth-Century French Harpsichord Pedagogy </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=David%20Chung">David Chung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The development of seventeenth-century French harpsichord music is enigmatic in several respects. Although little is known about the formation of this style before 1650 (we have names of composers, but no surviving music), the style has attained a high degree of refinement and sophistication in the music of the earliest known masters (e.g. Chambonnières, Louis Couperin and D’Anglebert). In fact, how the seventeenth-century musicians acquired the skills of their art remains largely steeped in mystery, as the earliest major treatise on French keyboard pedagogy was not published until 1702 by Saint Lambert. This study fills this lacuna by surveying some twenty recently-rediscovered manuscripts, which offer ample materials for revisiting key issues pertaining to seventeenth-century harpsichord pedagogy. By analyzing the musical contents, the verbal information and explicit notation (such as written-out ornaments and rhythmic effects), this study provides a rich picture of the process of learning at the time, with engaging details of performance nuances often lacking in tutors and treatises. Of even greater significance, that creative skills (such as continuo and ornamentation) were taught alongside fundamental knowledge (solfèges, note values, etc.) at the earliest stage of learning offers fresh challenge for modern pedagogues to rethink how harpsichord pedagogy can be revamped to cater for our own pedagogical and aesthetic needs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=French" title="French">French</a>, <a href="https://publications.waset.org/abstracts/search?q=harpsichord" title=" harpsichord"> harpsichord</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=seventeenth%20century" title=" seventeenth century"> seventeenth century</a> </p> <a href="https://publications.waset.org/abstracts/45089/newly-rediscovered-manuscripts-talking-about-seventeenth-century-french-harpsichord-pedagogy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45089.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">258</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">1403</span> Fashion Magazines in Spain: History and Evolution </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ana%20Mar%C3%ADa%20Velasco%20Molpeceres">Ana María Velasco Molpeceres</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With this work, we try to offer a complete digest of female fashion magazines edited in Spain from the XVIII century to today. During the XIX century Spain developed an important journalistic industry and the feminine press was very popular. In addition, a lot of women wrote and directed fashion magazines which tried to improve women’s status and education. In the XX century, fashion magazines reflected the ideological conflicts and the history of Spain. Before the Civil War (1936-1939), women get many rights and the modernization was clear. In the Franco’s dictatorship, fashion magazines portrayed ideals of a conservative femininity. But, in the sixties, the media helped to connect Spain with the rest of the world, being at the same time under the censorship of the regime. After the dictatorship, fashion was a very important part of the Transition’s culture and the ‘Movida’ (reflected in Almodovar’s films) contributed and expressed the new ideals of citizenship for men and women. Fashion magazines showed the changes of the society. In the XXI century, today, these magazines are a part of a global culture and Vogue or Elle live with Spanish magazines as Telva or Hola. The objective of this research is to study the history, meaning and evolution of the fashion magazines in Spain. And, of course, the ideal of women reflected on them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fashion" title="fashion">fashion</a>, <a href="https://publications.waset.org/abstracts/search?q=Spain" title=" Spain"> Spain</a>, <a href="https://publications.waset.org/abstracts/search?q=magazines" title=" magazines"> magazines</a>, <a href="https://publications.waset.org/abstracts/search?q=women" title=" women"> women</a> </p> <a href="https://publications.waset.org/abstracts/85298/fashion-magazines-in-spain-history-and-evolution" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85298.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">325</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">1402</span> Craft Development in the 19th Century Sokoto City: A Lesson towards Economic Diversification in the 21st Century Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nura%20Bello">Nura Bello</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sokoto caliphate is the product of a hectic revolutionary movement that took place in the first decade of the nineteenth century under the leadership of Seikh Usmanu Danfodio. The movement led to the overthrow of the Sarauta system in Hausa Land, leading to the emergence of the Sokoto caliphate and Sokoto city as its headquarters. This development led to the collapse of Alkalawa (headquarters of the Gobir Kingdom) in 1808. A year later, in 1809, Sokoto city emerged as the headquarter of the Sokoto Caliphate. Due to the open door policy adopted by the leaders, the city came to experience an influx of people especially craft manufacturers from all over Hausa Land and beyond, who occupied many areas of the city and engaged in different craft production. This paper aims to highlight the development of crafts manufacturing in the 19th century Sokoto city and its contribution to transforming the city into a major economic base of the caliphate. In dealing with the above issue, qualitative research methods that mainly involve the use of oral and archival data will be adopted. Finally, the paper identified that the expansion of craft manufacturing in the 19th century Sokoto city could have resulted from the role played by the leadership of the caliphate, which favoured such development. The paper argues that if those industries were revived in Nigeria today, they would ultimately create various jobs among the younger generations, which would result in economic prosperity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=craft%20manufacturing" title="craft manufacturing">craft manufacturing</a>, <a href="https://publications.waset.org/abstracts/search?q=diversification" title=" diversification"> diversification</a>, <a href="https://publications.waset.org/abstracts/search?q=economy" title=" economy"> economy</a>, <a href="https://publications.waset.org/abstracts/search?q=migration" title=" migration"> migration</a> </p> <a href="https://publications.waset.org/abstracts/157549/craft-development-in-the-19th-century-sokoto-city-a-lesson-towards-economic-diversification-in-the-21st-century-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157549.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">110</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">1401</span> Study and Historical Rooting the Causes of the Decline of Islamic Civilization (Case Study: From the 11th Century to the Contemporary Era)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sajjad%20Shalsouz">Sajjad Shalsouz</a>, <a href="https://publications.waset.org/abstracts/search?q=Hamid%20karamipour"> Hamid karamipour</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Islamic civilization after a period of glory in the ninth and tenth centuries AD, known as the Islamic Renaissance, stagnated and declined from the eleventh century, despite the political and military power of Islamic governments, faced a scientific and cultural decline in later, foreign invaders such as the Mongol invasion, the Crusades, and Timur invasions also caused severe political, social, and economic instability, some of which were never remedied. Lack of growth of intellectual sciences in Islamic societies, which is necessary for the growth and development of any civilization, and lack of attention of the ruling class and the masses to this important factor, the tyranny of kings, social and economic turmoil from the thirteenth century onwards, absence of Islamic societies from global developments all intensified and stabilized the decline Islamic civilizations, the consequences of which are still evident. This article tries to deal with the historical factors of this decline and decadence from the 11th century to the contemporary era by examining historical events and issues and achieves a desirable and efficient result in this field. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Islamic%20civilization" title="Islamic civilization">Islamic civilization</a>, <a href="https://publications.waset.org/abstracts/search?q=decline" title=" decline"> decline</a>, <a href="https://publications.waset.org/abstracts/search?q=historical%20factors" title=" historical factors"> historical factors</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20sciences" title=" intellectual sciences"> intellectual sciences</a> </p> <a href="https://publications.waset.org/abstracts/157169/study-and-historical-rooting-the-causes-of-the-decline-of-islamic-civilization-case-study-from-the-11th-century-to-the-contemporary-era" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157169.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">99</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1400</span> From Ritual City to Modern City: The City Space Transformation of Xi’an in the Early 20th Century</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhang%20Bian">Zhang Bian</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhao%20Jijun"> Zhao Jijun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The urban layout of Xi’an city (the capital Chang’an in the Tang dynasty) was shaped by feudal etiquette, but this dominant factor was replaced by modern city planning during the period of the Republic of China. This makes Xi’an a representative case to explore the transformation process of Chinese cities in the early 20<sup>th</sup> century. By analyzing the contrast and connection between the historical texts of city planning and the realistic construction activities recorded by the maps and images, this paper reviews the transformation process of the urban space of Xi’an in the early 20<sup>th</sup> century and divides it into four phases according to important events that significantly impacted planning and construction activities. Based on this, the entire transformation of Xi’an’s city planning and practices can be characterized by three aspects: 1) the dominant force of the city plan and construction changed with the establishment of modern city administrations; 2) the layout of the city was continuously broadened to meet the demand of modern economy and city life; and, 3) the ritual space was transformed into practical space for commercial and recreational activities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=city%20space" title="city space">city space</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20early%2020th%20century" title=" the early 20th century"> the early 20th century</a>, <a href="https://publications.waset.org/abstracts/search?q=transformation" title=" transformation"> transformation</a>, <a href="https://publications.waset.org/abstracts/search?q=Xi%E2%80%99an%20city" title=" Xi’an city"> Xi’an city</a> </p> <a href="https://publications.waset.org/abstracts/132478/from-ritual-city-to-modern-city-the-city-space-transformation-of-xian-in-the-early-20th-century" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132478.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">164</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">1399</span> Learning Object Repositories as Developmental Resources for Educational Institutions in the 21st Century</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hanan%20A.%20Algamdi">Hanan A. Algamdi</a>, <a href="https://publications.waset.org/abstracts/search?q=Huda%20Y.%20Alyami"> Huda Y. Alyami</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning object repositories contribute to developing educational process through its advantages; as they employ technology effectively, and use it to create new resources for effective learning, as well as they provide opportunities for collaboration in content through providing the ability for editing, modifying and developing it. This supports the relationships between communities that benefit from these repositories, and reflects positively on the content quality. Therefore, this study aims at exploring the most prominent learning topics in the 21st century, which should be included in learning object repositories, and identifying the necessary set of learning skills that the repositories should develop among today students. For conducting this study, the analytical descriptive method will be employed, and study sample will include a group of leaders, experts, and specialists in curricula and e-learning at ministry of education in Kingdom of Saudi Arabia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20object" title="learning object">learning object</a>, <a href="https://publications.waset.org/abstracts/search?q=repositories" title=" repositories"> repositories</a>, <a href="https://publications.waset.org/abstracts/search?q=21st%20century" title=" 21st century"> 21st century</a>, <a href="https://publications.waset.org/abstracts/search?q=quality" title=" quality"> quality</a> </p> <a href="https://publications.waset.org/abstracts/50500/learning-object-repositories-as-developmental-resources-for-educational-institutions-in-the-21st-century" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50500.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">306</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">1398</span> A Study of Binding Methods and Techniques in Safavid Era Emphasizing on Iran Shahnamehs (16-18th Century AD/10-12th Century AH)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ashrafosadat%20Mousavi%20Laer">Ashrafosadat Mousavi Laer</a>, <a href="https://publications.waset.org/abstracts/search?q=Elaheh%20Moravej"> Elaheh Moravej</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The art of binding was simple and elementary at the beginning of Islam. This art thrived gradually and continued its development as an independent art. Identification of the binding techniques and used materials in covers and investigation of the arrays give us indexes for the better identification of different doctrines and methods of that time. The catalogers of the manuscripts usually pay attention to four items: gender, color, art elegances, injury, and exquisiteness of the cover. The criterion for classification of the covers is their art nature and gender. 15th century AD (9th century AH) was the period of the binding art development in which the most beautiful covers were produced by the so-called method of ‘burning’. At 16th century AD (10th century AH), in Safavid era, art changed completely and a fundamental evolution occurred in the technique and method of binding. The greatest change in this art was the extensive use of stamp that was made mostly of steel and copper. Theses stamps were presses against leather. These covers were called ‘beat’. In this paper, writing and bookbinding of about 32 Shahnamehs of Safavid era available in the Iranian libraries and museums are studied. An analytical-statistical study shows that four methods have been used including beat, burning, mosaic, and oily. 69 percent of the covers of these copies are cardboards with a leathery coating (goatskin) and have been produced by burning and beat methods. Its reasons are that these two methods have been common methods in Safavid era and performing them was only feasible on leather and the most desirable and commonly used leather of that time was goatskin which was the best option for cover legend durability and preserving the book and it was more durable because it had been made of goat skin. In addition, it had prepared a suitable opportunity for the binding artist’s creativity and innovation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shahnameh" title="Shahnameh">Shahnameh</a>, <a href="https://publications.waset.org/abstracts/search?q=Safavid%20era" title=" Safavid era"> Safavid era</a>, <a href="https://publications.waset.org/abstracts/search?q=bookbinding" title=" bookbinding"> bookbinding</a>, <a href="https://publications.waset.org/abstracts/search?q=beat%20cover" title=" beat cover"> beat cover</a>, <a href="https://publications.waset.org/abstracts/search?q=burning%20cover" title=" burning cover"> burning cover</a> </p> <a href="https://publications.waset.org/abstracts/34892/a-study-of-binding-methods-and-techniques-in-safavid-era-emphasizing-on-iran-shahnamehs-16-18th-century-ad10-12th-century-ah" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34892.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">238</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">1397</span> 21st Century Islam: Global Challenges of Islamic Representation and Knowledge Acquisition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20M.%20Muhammed">M. M. Muhammed</a>, <a href="https://publications.waset.org/abstracts/search?q=O.%20Khuzaima"> O. Khuzaima</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research examined and outlined some of the challenges facing Islam and Muslims in the 21<sup>st</sup> century, considering global Islamic representation and knowledge acquisition as key objectives. It was observed that the Western media misrepresentation of Islam and the Western ethos embodied by the acquisition of western civilisation are major challenges faced by Islam and Muslims today. The problem of sectarianism, decline in the socio-economic power of Muslim communities and the archaic nature of the Islamic creed were recorded as major actors to the evolving global Islamic issues. It was therefore concluded that Islam is not the reason for these challenges, rather the action of some Muslims and non-Muslims were the contributing factors to the pandemics faced by Islam and Muslims. Some relevant recommendations were made to the Islamic world that could serve as effectual solutions to these lingering problems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Islam" title="Islam">Islam</a>, <a href="https://publications.waset.org/abstracts/search?q=challenges" title=" challenges"> challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=representation" title=" representation"> representation</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge" title=" knowledge"> knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=century" title=" century"> century</a>, <a href="https://publications.waset.org/abstracts/search?q=global" title=" global"> global</a>, <a href="https://publications.waset.org/abstracts/search?q=twenty-first" title=" twenty-first"> twenty-first</a> </p> <a href="https://publications.waset.org/abstracts/105057/21st-century-islam-global-challenges-of-islamic-representation-and-knowledge-acquisition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/105057.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">232</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">1396</span> Bottling the Darkness of Inner Life: Considering the Origins of Model Psychosis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Matthew%20Perkins-McVey">Matthew Perkins-McVey</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The pharmacological arm of mental health treatment is in a state of crisis. The promises of the Prozac century have fallen short; the number of different therapeutically significant medications that successfully complete development shrinks with every passing year, and the demand for better treatments only grows. Answering these hardships is a renewed optimism concerning the efficacy of controlled psychedelic therapy, a renaissance that has seen the return of a familiar concept: intoxication as a model psychosis. First appearing in the mid-19th century and featuring in an array of 20th century efforts in psychedelic research, model psychosis has, once more, come to the foreground of psychedelic research. And yet, little has been made of where this peculiar, perhaps even intoxicatingly mad, the idea originates. This paper seeks to uncover the conceptual foundations underlying the early emergence of model psychosis. This narrative will explore the conceptual foundations behind their independent development of the concept of model psychosis, considering their similarities and differences. In the course of this examination, it becomes apparent that the definition of endogenous psychosis, which formed in the mid-19th century, is the direct product of emerging understandings of exogenous psychosis, or model psychosis. Ultimately, the goal is not merely to understand how and why model psychosis became thinkable but to examine how seemingly secondary concept changes can engender new ways of being a psychiatric subject. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=history%20of%20psychiatry" title="history of psychiatry">history of psychiatry</a>, <a href="https://publications.waset.org/abstracts/search?q=model%20psychosis" title=" model psychosis"> model psychosis</a>, <a href="https://publications.waset.org/abstracts/search?q=history%20of%20medicine" title=" history of medicine"> history of medicine</a>, <a href="https://publications.waset.org/abstracts/search?q=history%20of%20science" title=" history of science"> history of science</a> </p> <a href="https://publications.waset.org/abstracts/163370/bottling-the-darkness-of-inner-life-considering-the-origins-of-model-psychosis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163370.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">88</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">1395</span> Historiography of European Urbanism in the 20th Century in Slavic Languages</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aliaksandr%20Shuba">Aliaksandr Shuba</a>, <a href="https://publications.waset.org/abstracts/search?q=Max%20Welch%20Guerra"> Max Welch Guerra</a>, <a href="https://publications.waset.org/abstracts/search?q=Martin%20Pekar"> Martin Pekar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research is dedicated to the Historiography of European urbanism in the 20th century with its critical analysis of transnational oriented sources in Slavic languages. The goal of this research was to give an overview of Slavic sources on this subject. In the research, historians, who wrote in influential historiographies on architecture and urbanism in the 20th century history in Slavic languages from Eastern, Central and South-eastern Europe, are analysed. The analysis of historiographies in Slavic languages includes diverse sources from around Europe with authors, who examined European Urbanism in the 20th century through a global prism of or their own perspectives. The main publications are from the second half of the 20th century and the early 21st century with Soviet and Post-Soviet discourses. The necessity to analyse Slavic sources was a result of historiography of urbanism establishment as a discipline in the 20th century and by the USSR, Czechslovak, and Yugoslavian academics, who created strong historiographic bases for a development of their urban historiographic schools for wide studies and analysis of architectural and urban ideas and projects with their history in the early 1970s. That is analyzed in this research within Slavic publications, which often have different perspectives and discourses to Anglo-Saxon, and these bibliographic sources can bring a diversity of new ideas in contemporary academic discourse of the European urban historiography. The publications in Slavic languages are analyzed according to the following aspects: where, when, which types, by whom, and to whom the sources were written. The critical analysis of essential sources on the Historiography of European urbanism in the 20th century with an accomplishment through their comparison and interpretation. The authors’ autonomy is analysed as a central point, along with the influence of the Communist Party and state control on the interpretation of the history of urbanism in Central, Eastern and South-eastern Europe with the main dominant topics and ideas from the second half of the 20th century. Cross-national Slavic Historiographic sources and their perspectives are compared to the main transnational Anglo-Saxon Historiographic topics as some of the dominant subjects are hypothetically similar and others have more local or national oriented directions. Some of the dominant subjects, topics, and subtopics are hypothetically similar, while the others have more local or national oriented directions because of the authors’ autonomy and influences of the Communist Party with the state control in Slavic Socialists countries that were illustrated in this research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=European%20urbanism" title="European urbanism">European urbanism</a>, <a href="https://publications.waset.org/abstracts/search?q=historiography" title=" historiography"> historiography</a>, <a href="https://publications.waset.org/abstracts/search?q=different%20perspectives" title=" different perspectives"> different perspectives</a>, <a href="https://publications.waset.org/abstracts/search?q=20th%20century" title=" 20th century"> 20th century</a> </p> <a href="https://publications.waset.org/abstracts/83144/historiography-of-european-urbanism-in-the-20th-century-in-slavic-languages" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83144.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">174</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1394</span> Big Data: Appearance and Disappearance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=James%20Moir">James Moir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The mainstay of Big Data is prediction in that it allows practitioners, researchers, and policy analysts to predict trends based upon the analysis of large and varied sources of data. These can range from changing social and political opinions, patterns in crimes, and consumer behaviour. Big Data has therefore shifted the criterion of success in science from causal explanations to predictive modelling and simulation. The 19th-century science sought to capture phenomena and seek to show the appearance of it through causal mechanisms while 20th-century science attempted to save the appearance and relinquish causal explanations. Now 21st-century science in the form of Big Data is concerned with the prediction of appearances and nothing more. However, this pulls social science back in the direction of a more rule- or law-governed reality model of science and away from a consideration of the internal nature of rules in relation to various practices. In effect Big Data offers us no more than a world of surface appearance and in doing so it makes disappear any context-specific conceptual sensitivity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=big%20data" title="big data">big data</a>, <a href="https://publications.waset.org/abstracts/search?q=appearance" title=" appearance"> appearance</a>, <a href="https://publications.waset.org/abstracts/search?q=disappearance" title=" disappearance"> disappearance</a>, <a href="https://publications.waset.org/abstracts/search?q=surface" title=" surface"> surface</a>, <a href="https://publications.waset.org/abstracts/search?q=epistemology" title=" epistemology"> epistemology</a> </p> <a href="https://publications.waset.org/abstracts/28815/big-data-appearance-and-disappearance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28815.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">420</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">1393</span> Climate Change Scenario Phenomenon in Malaysia: A Case Study in MADA Area</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shaidatul%20Azdawiyah%20Abdul%20Talib">Shaidatul Azdawiyah Abdul Talib</a>, <a href="https://publications.waset.org/abstracts/search?q=Wan%20Mohd%20Razi%20Idris"> Wan Mohd Razi Idris</a>, <a href="https://publications.waset.org/abstracts/search?q=Liew%20Ju%20Neng"> Liew Ju Neng</a>, <a href="https://publications.waset.org/abstracts/search?q=Tukimat%20Lihan"> Tukimat Lihan</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Zamir%20Abdul%20Rasid"> Muhammad Zamir Abdul Rasid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Climate change has received great attention worldwide due to the impact of weather causing extreme events. Rainfall and temperature are crucial weather components associated with climate change. In Malaysia, increasing temperatures and changes in rainfall distribution patterns lead to drought and flood events involving agricultural areas, especially rice fields. Muda Agricultural Development Authority (MADA) is the largest rice growing area among the 10 granary areas in Malaysia and has faced floods and droughts in the past due to changing climate. Changes in rainfall and temperature patter affect rice yield. Therefore, trend analysis is important to identify changes in temperature and rainfall patterns as it gives an initial overview for further analysis. Six locations across the MADA area were selected based on the availability of meteorological station (MetMalaysia) data. Historical data (1991 to 2020) collected from MetMalaysia and future climate projection by multi-model ensemble of climate model from CMIP5 (CNRM-CM5, GFDL-CM3, MRI-CGCM3, NorESM1-M and IPSL-CM5A-LR) have been analyzed using Mann-Kendall test to detect the time series trend, together with standardized precipitation anomaly, rainfall anomaly index, precipitation concentration index and temperature anomaly. Future projection data were analyzed based on 3 different periods; early century (2020 – 2046), middle century (2047 – 2073) and late-century (2074 – 2099). Results indicate that the MADA area does encounter extremely wet and dry conditions, leading to drought and flood events in the past. The Mann-Kendall (MK) trend analysis test discovered a significant increasing trend (p < 0.05) in annual rainfall (z = 0.40; s = 15.12) and temperature (z = 0.61; s = 0.04) during the historical period. Similarly, for both RCP 4.5 and RCP 8.5 scenarios, a significant increasing trend (p < 0.05) was found for rainfall (RCP 4.5: z = 0.15; s = 2.55; RCP 8.5: z = 0.41; s = 8.05;) and temperature (RCP 4.5: z = 0.84; s = 0.02; RCP 8.5: z = 0.94; s = 0.05). Under the RCP 4.5 scenario, the average temperature is projected to increase up to 1.6 °C in early century, 2.0 °C in the middle century and 2.4 °C in the late century. In contrast, under RCP 8.5 scenario, the average temperature is projected to increase up to 1.8 °C in the early century, 3.1 °C in the middle century and 4.3 °C in late century. Drought is projected to occur in 2038 and 2043 (early century); 2052 and 2069 (middle century); and 2095, 2097 to 2099 (late century) under RCP 4.5 scenario. As for RCP 8.5 scenario, drought is projected to occur in 2021, 2031 and 2034 (early century); and 2069 (middle century). No drought is projected to occur in the late century under the RCP 8.5 scenario. Thus, this information can be used for the analysis of the impact of climate change scenarios on rice growth and yield besides other crops found in MADA area. Additionally, this study, it would be helpful for researchers and decision-makers in developing applicable adaptation and mitigation strategies to reduce the impact of climate change. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=climate%20projection" title="climate projection">climate projection</a>, <a href="https://publications.waset.org/abstracts/search?q=drought" title=" drought"> drought</a>, <a href="https://publications.waset.org/abstracts/search?q=flood" title=" flood"> flood</a>, <a href="https://publications.waset.org/abstracts/search?q=rainfall" title=" rainfall"> rainfall</a>, <a href="https://publications.waset.org/abstracts/search?q=RCP%204.5" title=" RCP 4.5"> RCP 4.5</a>, <a href="https://publications.waset.org/abstracts/search?q=RCP%208.5" title=" RCP 8.5"> RCP 8.5</a>, <a href="https://publications.waset.org/abstracts/search?q=temperature" title=" temperature"> temperature</a> </p> <a href="https://publications.waset.org/abstracts/159296/climate-change-scenario-phenomenon-in-malaysia-a-case-study-in-mada-area" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159296.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">77</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">1392</span> Revitalising Warsaw: The Significance of Incorporating 18th Century Art in Post-War Architecture Reconstruction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aleksandra%20Kondraciuk">Aleksandra Kondraciuk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The reconstruction of post-war architecture in Warsaw is an important and complex project that requires physical restoration and cultural preservation. The incorporation of 18th-century art within the renovated structures of the urban area forms a crucial aspect of the reconstruction procedure. Information was gathered by interviewing current residents, examining additional data, and researching archival materials. This form of art was once a thriving cultural centre in Warsaw, playing a significant role in its history. Adding it to the rebuilt structures links them to the city’s vibrant past, making them more meaningful for locals and visitors. The reconstructed buildings showcase 18th-century art forms, including sketches, drawings, and paintings, accurately replicating the original buildings’ architectural details and decorative elements. These art forms elevate the buildings from mere functional spaces to works of art themselves, thus augmenting the beauty and distinctiveness of the city, setting it apart from other cities worldwide. Furthermore, this art form symbolises the city’s tenacity in adversity and destruction. Revitalising Warsaw requires rebuilding its physical structures, restoring its cultural identity, and preserving its rich history. Incorporating 18th-century art into the post-war architectural reconstruction process is a powerful way to achieve these goals and maintain the city. This approach acknowledges the city’s history and cultural significance, fostering a sense of continuity between the past and present, which is crucial for the city’s future growth and prosperity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=18th-century%20art" title="18th-century art">18th-century art</a>, <a href="https://publications.waset.org/abstracts/search?q=building%20reconstruction" title=" building reconstruction"> building reconstruction</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20preservation" title=" cultural preservation"> cultural preservation</a>, <a href="https://publications.waset.org/abstracts/search?q=post-war%20architecture" title=" post-war architecture"> post-war architecture</a> </p> <a href="https://publications.waset.org/abstracts/168403/revitalising-warsaw-the-significance-of-incorporating-18th-century-art-in-post-war-architecture-reconstruction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168403.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">74</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=Twenty-First%20Century&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Twenty-First%20Century&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Twenty-First%20Century&page=4">4</a></li> <li class="page-item"><a class="page-link" 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