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schooling system</title> <meta name="description" content="Search results for: compulsory schooling system"> <meta name="keywords" content="compulsory schooling system"> <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 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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="compulsory schooling system"> <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> 17788</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: compulsory schooling system</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17788</span> A Short History of Recorder Education in Taiwan: A Qualitative Research about the Process of the Recorder Move into the Compulsory Schooling System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jen-Fu%20Lee">Jen-Fu Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> From the 1980s, the ministry of education in Taiwan moves the instrument ‘Recorder’ into the 9-year compulsory schooling system. The recorder is widely popularized successfully in Taiwan. The research aims to document the history of how the recorder came into Taiwan, what the process of the recorder moving into the schooling system is; what the meaning for the recorder moving into the schooling system is by searching the papers about the recorder in Taiwan and interviewing the people who had participated the process. The research discovers that the recorder in Taiwan was popularized nongovernmental by Shang-Ren, Wang. Shang-Ren, Wang imported 200 recorders from Japan in 1982 and then founded a publishing house which publishes the books and sheets about the recorder in 1983. The reason of Shang-Ren, Wang committed to popularizing the recorder is to spread the Orff Approach in Taiwan. Except for the technique of playing the recorder, the knowledge of the history of the recorder and the role that it plays in Early Music is not available in school. The recorder only plays a ‘Cheap and Easy’ instrument which is suitable for the schooling system in Taiwan, cannot develop to a professional instrument. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=recorder" title="recorder">recorder</a>, <a href="https://publications.waset.org/abstracts/search?q=Taiwan" title=" Taiwan"> Taiwan</a>, <a href="https://publications.waset.org/abstracts/search?q=Shang-Ren" title=" Shang-Ren"> Shang-Ren</a>, <a href="https://publications.waset.org/abstracts/search?q=Wang" title=" Wang"> Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=compulsory%20schooling%20system" title=" compulsory schooling system"> compulsory schooling system</a> </p> <a href="https://publications.waset.org/abstracts/57663/a-short-history-of-recorder-education-in-taiwan-a-qualitative-research-about-the-process-of-the-recorder-move-into-the-compulsory-schooling-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57663.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">376</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">17787</span> The Importance of Compulsory Pre-School Education from the Parents’ Perspective in the Czech Republic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Beata%20Horn%C3%ADckova">Beata Horníckova</a>, <a href="https://publications.waset.org/abstracts/search?q=Sona%20Lorencova"> Sona Lorencova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study deals with the presentation of the results of quantitatively oriented research. The research was conducted as part of a questionnaire survey with the aim to find out what are the attitudes of parents to compulsory preschool education in the Czech Republic. This research presents results from the area of importance of compulsory pre-school education from the parents’ perspective. The research method was a questionnaire, which was distributed to respondents through an online platform. The research involved 107 parents, who answered a total of 36 questions that found out their attitudes to last year’s compulsory preschool attendance. The results show that compulsory pre-school attendance has increased the importance of pre-school education. However, the results also show that the compulsory last year of pre-school education is not more important according to parents than in previous years. Most participants consider compulsory pre-school attendance to be important and are happy that their child attends it. The results reveal the fact that the introduction of compulsory pre-school attendance has contributed to the importance of parents’ perceptions of pre-primary education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=compulsory%20pre-school%20education" title="compulsory pre-school education">compulsory pre-school education</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20of%20pre-school%20children" title=" education of pre-school children"> education of pre-school children</a>, <a href="https://publications.waset.org/abstracts/search?q=kindergarten" title=" kindergarten"> kindergarten</a>, <a href="https://publications.waset.org/abstracts/search?q=parents" title=" parents"> parents</a> </p> <a href="https://publications.waset.org/abstracts/130970/the-importance-of-compulsory-pre-school-education-from-the-parents-perspective-in-the-czech-republic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130970.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">17786</span> Parents' Expectations from Compulsory Pre-School Education in the Slovak Republic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sona%20Lorencova">Sona Lorencova</a>, <a href="https://publications.waset.org/abstracts/search?q=Beata%20Hornickova"> Beata Hornickova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study deals with the presentation of the results of qualitatively oriented research, the aim of which was to find out the attitudes of parents to the planned compulsory pre-school education in the Slovak Republic. The research was conceived as an entry into the field of the researched issue and its aim was to support the validity and effectiveness of items in the questionnaire, which was created based on the statements of parents. The research method was an interview with 15 parents whose children attended kindergarten. The main question of the interviews was to find out what are the parents' expectations from compulsory pre-school education, which will be compulsory in the Slovak Republic from 2021 for all 5-year-old children. From the introduction of compulsory pre-school education, the professional public expects in particular greater participation of children from marginalized Roma communities in pre-school education, as well as children from socially disadvantaged backgrounds, better preparation of children for primary school and better results in international testing. The research found that the expectations of parents are different and depend on their socio-economic status, in accordance with which they place greater importance on the upbringing and education of children. The findings from interviews with parents contributed to the formulation of items in the questionnaire, which will be distributed to parents whose children will attend compulsory pre-school education in the Slovak Republic from 2021. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=compulsory%20pre-school%20education" title="compulsory pre-school education">compulsory pre-school education</a>, <a href="https://publications.waset.org/abstracts/search?q=kindergarten" title=" kindergarten"> kindergarten</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20of%20pre-school%20children" title=" education of pre-school children"> education of pre-school children</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20expectations%20from%20pre-school%20education" title=" parental expectations from pre-school education"> parental expectations from pre-school education</a> </p> <a href="https://publications.waset.org/abstracts/127311/parents-expectations-from-compulsory-pre-school-education-in-the-slovak-republic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/127311.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">179</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17785</span> Virtual Schooling as a Collaboration between Public Schools and the Scientific Community</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thomas%20A.%20Fuller">Thomas A. Fuller</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Over the past fifteen years, virtual schooling has been introduced and implemented in varying degrees throughout the public education system in the United States. It is possible in some states for students to voluntarily take all of their course load online, without ever having to step in a classroom. Experts foresee a dramatic rise in the number of courses taken online by public school students in the United States, with some predicting that by 2019 as many as 50% of public high school courses will be delivered online. This electronic delivery of public education offers tremendous potential to the scientific community because it calls for innovation and is funded by public school revenue. Public accountability provides a ready supply of statistical data for measuring the progress of virtual schools as they are implemented into the public school arena. This allows for a survey of the current use of virtual schooling through examination of past statistical data, as well as forecasting forward for future years based upon this past data. Virtual schooling is on the rise in the United States, but its growth has been tempered by practical problems of implementation. The greatest and best use of virtual schooling thus far has been to supplement the courses offered by public schools (e.g., offering unique language courses, elective courses, and games-based math and science courses). The weaknesses of virtual schooling lay in the problematic accountability in allowing students to take courses online at home and the lack of supportive infrastructure in the public school arena. Virtual schooling holds great promise for the public school education system in the United States, as well as the scientific community. Online courses allow students access to a much greater catalog of courses than is offered through classroom instruction in their local public school. This promising sector needs assistance from the scientific community in implementing new pedagogical methodologies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20schools" title="virtual schools">virtual schools</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20classroom" title=" online classroom"> online classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=electronic%20delivery" title=" electronic delivery"> electronic delivery</a>, <a href="https://publications.waset.org/abstracts/search?q=technological%20innovation" title=" technological innovation"> technological innovation</a> </p> <a href="https://publications.waset.org/abstracts/24383/virtual-schooling-as-a-collaboration-between-public-schools-and-the-scientific-community" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24383.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">383</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">17784</span> Parents' Attitude toward Compulsory Pre-School Education in Slovakia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sona%20Lorencova">Sona Lorencova</a>, <a href="https://publications.waset.org/abstracts/search?q=Beata%20Hornickova"> Beata Hornickova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Compulsory pre-school education in Slovakia will be established by the Education Act for all five-year-old children from September 2021. The implementation of this law will change pre-school education in our country from optional to compulsory, and children will be able to complete this education either in institutional form school facilities or in the form of individual education at the request of the parent. The primary purpose of this change is that all children achieve pre-school education before entering primary school, thus eliminating differences between children before entering primary school. The benefits of introducing compulsory pre-school education are obvious to the professional public. However, as this fundamental change in children's education is perceived by parents who have a prime position in the upbringing and education of their children, research pays minimal attention. The aim of the study is to interpret the findings of quantitatively oriented research, which was focused on finding out the attitudes of parents to the planned introduction of compulsory preschool education in Slovakia. The data were obtained through questionnaires primarily intended for parents of preschool children. In the distributed questionnaire, the degree of agreement or disagreement with individual items could be expressed on a 5-point Likert scale. The results of the research present how perceived compulsory pre-school education is perceived by the parental public in Slovakia and what perspectives and limitations parents anticipate after its introduction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=compulsory%20pre-school%20education" title="compulsory pre-school education">compulsory pre-school education</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20act" title=" education act"> education act</a>, <a href="https://publications.waset.org/abstracts/search?q=childs%27%20learning%20and%20development" title=" childs' learning and development"> childs' learning and development</a>, <a href="https://publications.waset.org/abstracts/search?q=kindergarten" title=" kindergarten"> kindergarten</a>, <a href="https://publications.waset.org/abstracts/search?q=parents%27%20perspectives" title=" parents' perspectives"> parents' perspectives</a> </p> <a href="https://publications.waset.org/abstracts/131418/parents-attitude-toward-compulsory-pre-school-education-in-slovakia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131418.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">160</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">17783</span> Achievement Goal Orientations of Schooling Adolescents in Bayelsa State, Nigeria: Implications for Sustainable Development </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Iniye%20Irene%20Wodi">Iniye Irene Wodi</a>, <a href="https://publications.waset.org/abstracts/search?q=Allen%20A.%20Agih"> Allen A. Agih</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Goal theory perspective as an emerging trend in students’ motivation explores reasons why students engage in achievement related behaviour. While previous research typifies students’ goal orientations into two dimensions of mastery and performance orientations in various other parts of the world, not much has been done in this regard in Nigeria and specifically in Bayelsa state to the best of the researcher’s knowledge. To this end, the study explores the achievement goal orientations of schooling adolescents in Bayelsa State. The sample of the study consists of 220 schooling adolescents drawn from four urban schools in the state. A modified form of the Patterns of Adaptive learning survey (PALS) questionnaire was used to elicit data. Results indicated that schooling adolescents in Bayelsa state are mastery as well as performance oriented. The students also did not differ in goal orientations by gender. The implications of this for sustainable development were highlighted. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=achievement%20goals" title="achievement goals">achievement goals</a>, <a href="https://publications.waset.org/abstracts/search?q=goal%20orientations" title=" goal orientations"> goal orientations</a>, <a href="https://publications.waset.org/abstracts/search?q=schooling%20adolescents" title=" schooling adolescents"> schooling adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development" title=" sustainable development"> sustainable development</a> </p> <a href="https://publications.waset.org/abstracts/58072/achievement-goal-orientations-of-schooling-adolescents-in-bayelsa-state-nigeria-implications-for-sustainable-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58072.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">275</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">17782</span> Parents’ Opinions on Compulsory Pre-school Attendance in the Czech Republic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Beata%20Hornickova">Beata Hornickova</a>, <a href="https://publications.waset.org/abstracts/search?q=Sona%20Lorencova"> Sona Lorencova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study deals with the presentation of the results of qualitatively oriented research, which was carried out in the scope of determining the attitudes of parents to preschool education in the Czech Republic. The research is conceived as an entry into the field of the researched issue and aimed to support the effectiveness of the items of the questionnaire, which was subsequently created based on the parents’ statements from interviews. The research method was interview with 15 parents of preschool children. The main aim of the interviews was to find out their views on the compulsory attendance of their children in kindergarten. Compulsory pre-school attendance has been introduced in the Czech Republic since 2017/18 with the aim of reducing delays in the entry of children into primary school and eliminating subsequent school failures. The findings offered a look at the differing views on compulsory kindergarten school influenced by the different socio-economic status of parents. Parents with a higher socio-economic status attached greater importance to the educational component of compulsory preschool attendance as a preparation for primary school, while parents with a lower socio-economic status emphasized the educational component. An interesting finding is also a statement from interviews of a parent who does not find benefits in compulsory preschool attendance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=compulsory%20pre-school%20education" title="compulsory pre-school education">compulsory pre-school education</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20of%20pre-school%20children" title=" education of pre-school children"> education of pre-school children</a>, <a href="https://publications.waset.org/abstracts/search?q=kindergarten" title=" kindergarten"> kindergarten</a>, <a href="https://publications.waset.org/abstracts/search?q=parents%E2%80%99%20opinions%20on%20pre-school%20education" title=" parents’ opinions on pre-school education"> parents’ opinions on pre-school education</a> </p> <a href="https://publications.waset.org/abstracts/127291/parents-opinions-on-compulsory-pre-school-attendance-in-the-czech-republic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/127291.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">167</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">17781</span> The Right of Taiwanese Individuals with Mental Illnesses to Participate in Medical Decision-Making</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ying-Lun%20Tseng%20Chiu-Ying%20Chen">Ying-Lun Tseng Chiu-Ying Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Taiwan's Mental Health Act was amended at the end of 2022; they added regulations regarding refusing compulsory treatment by patients with mental illnesses. In addition, not only by an examination committee, the judge must also assess the patient's need for compulsory treatment. Additionally, the maximum of compulsory hospitalization has been reduced from an unlimited period to a maximum of 60 days. They aim to promote the healthcare autonomy of individuals with mental illnesses in Taiwan and prevent their silenced voice in medical decision-making while they still possess rationality. Furthermore, they plan to use community support and social care networks to replace the current practice of compulsory treatment in Taiwan. This study uses qualitative research methodology, utilizing interview guidelines to inquire about the experiences of Taiwanese who have undergone compulsory hospitalization, compulsory community treatment, and compulsory medical care. The interviews aimed to explore their feelings when they were subjected to compulsory medical intervention, the inside of their illness, their opinions after treatments, and whether alternative medical interventions proposed by them were considered. Additionally, participants also asked about their personal life history and their support networks in their lives. We collected 12 Taiwanese who had experienced compulsory medical interventions and were interviewed 14 times. The findings indicated that participants still possessed rationality during the onset of their illness. However, when they have other treatments to replace compulsory medical, they sometimes diverge from those of the doctors and their families. Finally, doctors prefer their professional judgment and patients' families' option. Therefore, Taiwanese mental health patients' power of decision-making still needs to improve. Because this research uses qualitative research, so difficult to find participants, and the sample size rate was smaller than Taiwan's population, it may have biases in the analysis. So, Taiwan still has significant progress in enhancing the decision-making rights of participants in the study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=medical%20decision%20making" title="medical decision making">medical decision making</a>, <a href="https://publications.waset.org/abstracts/search?q=compulsory%20treatment" title=" compulsory treatment"> compulsory treatment</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20ethics" title=" medical ethics"> medical ethics</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health%20act" title=" mental health act"> mental health act</a> </p> <a href="https://publications.waset.org/abstracts/168659/the-right-of-taiwanese-individuals-with-mental-illnesses-to-participate-in-medical-decision-making" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168659.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">80</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">17780</span> A Survey on Protests Against Compulsory Hejab in Iran From Iranian Women’s Point of View After Mahsa Amini`S Death: A Grounded Theory Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shirin%20Arefi">Shirin Arefi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Iran, women and girls are treated as second class citizens and suffer from many discrimination and inequality such as compulsory Hejab, a phenomena which has required all women to wear the hijab head-covering since the 1979 Islamic revolution. Now, the crackdown of new government has caused a massive uproar in the country. The morality police also continue to curb the choices of women, and the latest unfortunate incidents accelerate the hardened rules. The author is going to survey the views and of women against compulsory Hejab and morality and chastity police arrests. The methodology is a qualitative one in which narratives of them are coded based on grounded theory and horizons of the process is explained by phenomenological research as well. The findings and results will show the current attitudes of women of Hejab and their reactions against morality police behaviors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=compulsory%20hejab" title="compulsory hejab">compulsory hejab</a>, <a href="https://publications.waset.org/abstracts/search?q=morality%20police" title=" morality police"> morality police</a>, <a href="https://publications.waset.org/abstracts/search?q=people" title=" people"> people</a>, <a href="https://publications.waset.org/abstracts/search?q=arrest" title=" arrest"> arrest</a> </p> <a href="https://publications.waset.org/abstracts/161572/a-survey-on-protests-against-compulsory-hejab-in-iran-from-iranian-womens-point-of-view-after-mahsa-aminis-death-a-grounded-theory-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161572.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">111</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">17779</span> Prevalence of Over-Schooling Preschoolers as Perceived by Teachers in Kwara Central, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rachael%20Ojima%20Agarry">Rachael Ojima Agarry</a>, <a href="https://publications.waset.org/abstracts/search?q=Raheemat%20Opeyemi%20Omosidi"> Raheemat Opeyemi Omosidi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Over-schooling children is an abuse of the fundamental provisions of the National Policy on Education in Nigeria. The practice overburdens or places unwarranted academic demands on children, particularly preschoolers. This study was carried out to ascertain the prevalence of over-schooling preschoolers as perceived by teachers in the Kwara Central Senatorial District. One research question and two null hypotheses were formulated to guide the study. A descriptive survey design was employed. The population of the study consists of all preschool teachers in both private and public schools in Kwara Central. A validated instrument tagged “Questionnaire on Prevalence of Over-schooling of Preschoolers (QPOP)” with a reliability index of 0.76 was used for data collection. The questionnaire consists of sections A and B. Section A solicited the respondents’ demographic information, and Section B sought the prevalence of over-schooling as perceived by teachers. Data collected were analyzed using descriptive statistics of frequency and percentage. Mean and standard deviation were used to analyze the demographic information and the research question. The two research hypotheses were analyzed using a t-test and Analysis of Variance (ANCOVA) at a 0.05 level of significance. The results revealed that there is a high level of prevalence of over-schooling of preschoolers in Kwara Central. Also, there is a significant difference in teachers' perception of the prevalence of over-schooling preschoolers based on school type and school location. It was concluded that both private and public schools in Kwara Central practice over-schooling of preschoolers at a high level. Hence, it was recommended that the government, through the State and/or Federal Ministry of Education, should enact and enforce a law that would ensure children in this category spend only the stipulated time in school as well as strict adherence to the recommended curriculum contents by proprietors and teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=over-schooling" title="over-schooling">over-schooling</a>, <a href="https://publications.waset.org/abstracts/search?q=preschoolers" title=" preschoolers"> preschoolers</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20type" title=" school type"> school type</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20location" title=" school location"> school location</a> </p> <a href="https://publications.waset.org/abstracts/183050/prevalence-of-over-schooling-preschoolers-as-perceived-by-teachers-in-kwara-central-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183050.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">55</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">17778</span> The Importance of Artificial Intelligence on Arts and Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mariam%20Adel%20Hakim%20Fouad">Mariam Adel Hakim Fouad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This quantitative examine investigates innovative arts teachers' perceptions regarding the implementation of an Inclusive innovative Arts curriculum. The study employs a descriptive method utilizing a 5-point Likert scale questionnaire comprising 15 objects to acquire data from innovative arts educators. The Census, with a disproportionate stratified sampling approach, became utilized to pick out 226 teachers from five academic circuits (Circuit A, B, C, D & E) within Offinso Municipality, Ghana. The findings suggest that most innovative arts instructors maintain a wonderful belief in enforcing an inclusive, innovative arts curriculum. Wonderful perceptions and attitudes amongst teachers are correlated with improved scholar engagement and participation in class sports. This has a look at recommends organizing workshops and in-carrier schooling periods centered on inclusive innovative arts schooling for creative Arts instructors. Moreover, it shows that colleges of education and universities accountable for trainer schooling integrate foundational guides in creative arts and special schooling into their number one schooling teacher training packages. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=arts-in-health" title="arts-in-health">arts-in-health</a>, <a href="https://publications.waset.org/abstracts/search?q=evidence%20based%20medicine" title=" evidence based medicine"> evidence based medicine</a>, <a href="https://publications.waset.org/abstracts/search?q=arts%20for%20health" title=" arts for health"> arts for health</a>, <a href="https://publications.waset.org/abstracts/search?q=expressive%20arts%20therapiesarts" title=" expressive arts therapiesarts"> expressive arts therapiesarts</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20heritage" title=" cultural heritage"> cultural heritage</a>, <a href="https://publications.waset.org/abstracts/search?q=digitalization" title=" digitalization"> digitalization</a>, <a href="https://publications.waset.org/abstracts/search?q=ICTarts" title=" ICTarts"> ICTarts</a>, <a href="https://publications.waset.org/abstracts/search?q=design" title=" design"> design</a>, <a href="https://publications.waset.org/abstracts/search?q=font" title=" font"> font</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a> </p> <a href="https://publications.waset.org/abstracts/189742/the-importance-of-artificial-intelligence-on-arts-and-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189742.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">23</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17777</span> Schooling Culture in Egyptian Public Schools: Reform in Professional Development for Equity and hope in Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nora%20El-Bilawia">Nora El-Bilawia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discovers the challenges and/or opportunities to implementing multiple intelligence (MI) practices in English as foreign language (EFL) classrooms at Egyptian public schools as part of the government’s educational reform plan. It is found that Egyptian EFL teachers value the use of MI’s ways of teaching as means for active and higher order thinking. However, teachers believed they were underprivileged, as the government did not provide appropriate trainings, tools, or means to integrate MI in their daily lessons. They also conferred challenges they face due to some Egyptian schooling cultural practices. At the end of this chapter, a proposed need for a paradigm shift in the schooling culture in Egypt to implement practical changes in schools to promote hope in education such as the use of MI teaching tools. This study promotes cross-cultural understanding of educational opportunities and efforts for equal learning outcomes around the globe. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title="professional development">professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=schooling%20culture" title=" schooling culture"> schooling culture</a>, <a href="https://publications.waset.org/abstracts/search?q=acculturation" title=" acculturation"> acculturation</a>, <a href="https://publications.waset.org/abstracts/search?q=equitable%20education" title=" equitable education"> equitable education</a> </p> <a href="https://publications.waset.org/abstracts/156742/schooling-culture-in-egyptian-public-schools-reform-in-professional-development-for-equity-and-hope-in-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156742.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">101</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">17776</span> Queering Alterity: Engaging Pluralism to Move Beyond Gender Binaries in the Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20K.%20O%27Loughlin">A. K. O'Loughlin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Simone de Beauvoir’s climatic 1959 meditation, The Second Sex, she avows that 'On ne naît pas femme; on le devient,' translated most recently in the unabridged text (2010) as 'One is not born, but rather becomes, woman.' The signifier ‘woman’ in this context, signifies Beauvoir’s contemplation of the institution, the concept of woman(ness) defined in relation to the binary and hegemonic man(ness.) She is 'the other.' This paper is a theoretical contemplation of (1) how we actively teach 'othering' in the institution of schooling and (2) new considerations of pluralism for self-reflection and subversion that teachers, in particular, are faced with. How, in schooling, do we learn one’s options for racialized, classed and sexualized gender identification and the hierarchical signification that define these signifiers? Just like the myth of apolitical schooling, we cannot escape teaching social organization in the classroom. Yet, we do have a choice. How do we as educators learn about our own embodied intersectionalities? How do we unlearn our own binaries? How do we teach about intersectional gender? How do we teach 'the other'? We posit the processes of these reflections by educators may move our classrooms beyond binaries, engage pluralism and queer alterity itself. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=othering" title="othering">othering</a>, <a href="https://publications.waset.org/abstracts/search?q=alterity" title=" alterity"> alterity</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=schooling" title=" schooling"> schooling</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a>, <a href="https://publications.waset.org/abstracts/search?q=racialization" title=" racialization"> racialization</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=intersectionality" title=" intersectionality"> intersectionality</a>, <a href="https://publications.waset.org/abstracts/search?q=pluralism" title=" pluralism"> pluralism</a> </p> <a href="https://publications.waset.org/abstracts/87951/queering-alterity-engaging-pluralism-to-move-beyond-gender-binaries-in-the-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87951.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">248</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">17775</span> Conscription or Constriction: Perception of Students on the Reinforcement of Compulsory Military Service</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Krista%20Mae%20F.%20Ramos">Krista Mae F. Ramos</a>, <a href="https://publications.waset.org/abstracts/search?q=Lance%20Micaiah%20C.%20Dauz"> Lance Micaiah C. Dauz</a>, <a href="https://publications.waset.org/abstracts/search?q=Gylza%20Nicole%20D.%20Bautista"> Gylza Nicole D. Bautista</a>, <a href="https://publications.waset.org/abstracts/search?q=Rua%20R.%20Galang"> Rua R. Galang</a>, <a href="https://publications.waset.org/abstracts/search?q=Jeric%20Xyrus%20G.%20Karganilla"> Jeric Xyrus G. Karganilla</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the recent proclamation of the possible reinforcement of Compulsory Military Service in the Philippines, debates and societal talks rose and circulated as opinions and perceptions regarding the topic continue to clash. This study aims to determine the perception of the youth on its reimplementation and identify various advantages and disadvantages based on their perspective. The responses were gathered through a virtual call interview, underwent the process of thematization, and were categorized into different themes. Results reflect that the students perceive compulsory military service as a necessity for national defense but requires a long time that can hinder their education and needs a strong foundation to be implemented and sustained. The participants acknowledged that the practice would instill discipline, patriotism, and nationalism, develop an individual’s physical abilities, provide skills and knowledge and improve a person’s self-defense. However, there are also concerns regarding the prominent military shaping and abuse, their loss of freedom of choice, and the chances of health deterioration. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=compulsory" title="compulsory">compulsory</a>, <a href="https://publications.waset.org/abstracts/search?q=military" title=" military"> military</a>, <a href="https://publications.waset.org/abstracts/search?q=service" title=" service"> service</a>, <a href="https://publications.waset.org/abstracts/search?q=reinforcement" title=" reinforcement"> reinforcement</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a> </p> <a href="https://publications.waset.org/abstracts/150480/conscription-or-constriction-perception-of-students-on-the-reinforcement-of-compulsory-military-service" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150480.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">170</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17774</span> Parental Involvement in Schooling of Female Students and its Impact on Their Achievement at Elementary Level</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aroona%20Hashmi">Aroona Hashmi </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Parental Involvement is a strategic key to both traditional and contemporary way of ‘face-to-face’ schooling, including public/private schools and home schooling. Present research is destined to find out whether this connection happens in Pakistani schools, a land which faces educational hurdles. This study aims to find out the parental involvement in schooling of female students and its impact on their achievement at elementary level. In this study quantitative research approach is used. Survey is conducted by utilizing reliable and valid instrument named as Parental Involvement Project Questionnaire (PIP). A stratified random sampling technique applied to select twenty schools in total from District Lahore. Schools were selected from public and private sectors. All selected schools were registered with Punjab Examination Commission (PEC), therefore standardized tests are conducted by PEC for class 8 every year in Punjab province, Pakistan. In total 1000 students and their 1000 parents constituted the sample. Data were analyzed by using SPSS version 17. T-test and Regression was applied to independent samples to test the null hypotheses. The result of this study indicated that parents of female students showed more involvement as compared to parents of male students at elementary level. There was significant difference in the impact of parental involvement on achievement of female students and male students i.e. there was more impact of parental involvement found on achievement of female students as compared to male students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=parental%20involvement" title="parental involvement">parental involvement</a>, <a href="https://publications.waset.org/abstracts/search?q=achievement" title=" achievement"> achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=schooling" title=" schooling"> schooling</a>, <a href="https://publications.waset.org/abstracts/search?q=elementary%20level" title=" elementary level"> elementary level</a>, <a href="https://publications.waset.org/abstracts/search?q=PEC" title=" PEC"> PEC</a> </p> <a href="https://publications.waset.org/abstracts/19591/parental-involvement-in-schooling-of-female-students-and-its-impact-on-their-achievement-at-elementary-level" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19591.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">369</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17773</span> Lateralisation of Visual Function in Yellow-Eyed Mullet (Aldrichetta forsteri) and Its Role in Schooling Behaviour</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Karen%20L.%20Middlemiss">Karen L. Middlemiss</a>, <a href="https://publications.waset.org/abstracts/search?q=Denham%20G.%20Cook"> Denham G. Cook</a>, <a href="https://publications.waset.org/abstracts/search?q=Peter%20Jaksons"> Peter Jaksons</a>, <a href="https://publications.waset.org/abstracts/search?q=Alistair%20Jerrett"> Alistair Jerrett</a>, <a href="https://publications.waset.org/abstracts/search?q=William%20Davison"> William Davison</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Lateralisation of cognitive function is a common phenomenon found throughout the animal kingdom. Strong biases in functional behaviours have evolved from asymmetrical brain hemispheres which differ in structure and/or cognitive function. In fish, lateralisation is involved in visually mediated behaviours such as schooling, predator avoidance, and foraging, and is considered to have a direct impact on species fitness. Currently, there is very little literature on the role of lateralisation in fish schools. The yellow-eyed mullet (Aldrichetta forsteri), is an estuarine and coastal species found commonly throughout temperate regions of Australia and New Zealand. This study sought to quantify visually mediated behaviours in yellow-eyed mullet to identify the significance of lateralisation, and the factors which influence functional behaviours in schooling fish. Our approach to study design was to conduct a series of tank based experiments investigating; a) individual and population level lateralisation, b) schooling behaviour, and d) optic lobe anatomy. Yellow-eyed mullet showed individual variation in direction and strength of lateralisation in juveniles, and trait specific spatial positioning within the school was evidenced in strongly lateralised fish. In combination with observed differences in schooling behaviour, the possibility of ontogenetic plasticity in both behavioural lateralisation and optic lobe morphology in adults is suggested. These findings highlight the need for research into the genetic and environmental factors (epigenetics) which drive functional behaviours such as schooling, feeding and aggression. Improved knowledge on collective behaviour could have significant benefits to captive rearing programmes through improved culture techniques and will add to the limited body of knowledge on the complex ecophysiological interactions present in our inshore fisheries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cerebral%20asymmetry" title="cerebral asymmetry">cerebral asymmetry</a>, <a href="https://publications.waset.org/abstracts/search?q=fisheries" title=" fisheries"> fisheries</a>, <a href="https://publications.waset.org/abstracts/search?q=schooling" title=" schooling"> schooling</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20bias" title=" visual bias"> visual bias</a> </p> <a href="https://publications.waset.org/abstracts/55826/lateralisation-of-visual-function-in-yellow-eyed-mullet-aldrichetta-forsteri-and-its-role-in-schooling-behaviour" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55826.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">214</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">17772</span> Pre-Grade R Numerosity Levels and Gaps: A Case of South African Learners in the Eastern Cape</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nellie%20Nosisi%20Feza">Nellie Nosisi Feza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Developing young students' number sense is a priority if the aim is to build a rich mathematical foundation for successful schooling and future innovative careers. Capturing students’ interests is crucial while mediating counting concepts. This paper reports South African young children number concepts demonstrated before entering the reception class. It indicates the diverse knowledge attained in different settings before entering formal schooling. The findings indicate that their start is uneven with fully and partly attained number concepts. The findings suggest pre-schooling stimulation that provides rich mathematical experiences and purposeful play towards the attainment of core foundational concepts. Literature directs practice on important core concepts that are foundational in developing number sense. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=numeracy" title="numeracy">numeracy</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20trajectories" title=" learning trajectories"> learning trajectories</a>, <a href="https://publications.waset.org/abstracts/search?q=innate%20abilities" title=" innate abilities"> innate abilities</a>, <a href="https://publications.waset.org/abstracts/search?q=counting" title=" counting"> counting</a>, <a href="https://publications.waset.org/abstracts/search?q=Grade%20R%2Freception%20class" title=" Grade R/reception class"> Grade R/reception class</a> </p> <a href="https://publications.waset.org/abstracts/147512/pre-grade-r-numerosity-levels-and-gaps-a-case-of-south-african-learners-in-the-eastern-cape" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147512.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">17771</span> A Critique of Contemporary Sexual Liberation: A Third Way Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sydelle%20Barreto">Sydelle Barreto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sexual liberation has been thought of as a movement, an idea, and an antithesis of material oppression. Within feminism it has consistently resisted definition - different feminist schools of thought had entirely different constructions of what liberated feminine sexuality could look like and how we might get there. This paper will critique the current definition of sexual liberation as being limited and carceral in its perspectives of sexual assault and extremely reductive in its imaginings of sexual liberation. The ultimate goal of this assessment is to potentially outline what true sexual liberation might look like in a way that is inclusive but not ignorant of the realities of the patriarchy. The first critique of sexual liberation included in the paper centers around the limits of consent, carceral feminism and sexual subjectivity. The argument will build off the traditionally sex-negative critiques of consent as being limited in scope by explaining how a lack of nuance is even more dangerous to victims of sexual violations. The discussion will also expand an interrogant of consent to an interrogation of wantedness and desire. If we understand that critiquing the conditions of consent is important, we must also critique the way patriarchy and compulsory sexuality have affected desire. Using the aforementioned concept of compulsory sexuality, the paper will argue that while sexual liberation has begun to include queer and transgender individuals, it is still overwhelmingly allonormative. Sex positivity and its opponents both fail to include asexuality. This ultimately leads to a conflation of sexual liberation with genuine material liberation. Just as we cannot divorce our constructions of sexual liberation from the realities of the patriarchy and rape culture, we should consider compulsory sexuality as its own system of social regulation. The conclusion will begin to construct an alternative vision of sexual liberation, leveraging concepts of sexual subjectivity, including a rejection of carceral feminism as a response to sexual violence, and finally, leading to the beginnings of a deconstruction of compulsory sexuality. The paper concludes with a vision of sexual liberation that does not confuse itself with material liberation or mere sexual oppression, but rather a key way stops on the road to constructing our most authentic sexual selves. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=feminism" title="feminism">feminism</a>, <a href="https://publications.waset.org/abstracts/search?q=sexual%20assault" title=" sexual assault"> sexual assault</a>, <a href="https://publications.waset.org/abstracts/search?q=sexual%20liberation" title=" sexual liberation"> sexual liberation</a>, <a href="https://publications.waset.org/abstracts/search?q=consent" title=" consent"> consent</a> </p> <a href="https://publications.waset.org/abstracts/136376/a-critique-of-contemporary-sexual-liberation-a-third-way-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136376.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">253</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">17770</span> Understanding the Multilingualism of the Mauritian Multilingual Primary School Learner and Translanguaging: A Linguistic Ethnographic Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yesha%20Devi%20Mahadeo-Doorgakant">Yesha Devi Mahadeo-Doorgakant</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Mauritian landscape is well-known for its multilingualism with the daily interaction of the number of languages that are used in the island; namely Kreol Morisien, the European languages (English and French) and the Oriental/Asian languages (Hindi, Arabic/Urdu, Tamil, Telegu, Marathi, Mandarin, etc.). However, within Mauritius’ multilingual educational system, English is the official medium of instruction while French is taught as compulsory subject till upper secondary and oriental languages are offered as optional languages at primary level. Usually, Mauritians choose one oriental language based on their ethnic/religious identity, when they start their primary schooling as an additional language to learn. In January 2012, Kreol Morisien, which is the considered the language of daily interaction of the majority of Mauritians, was introduced as an optional subject at primary level, taught at the same time as the oriental languages. The introduction of Kreol Morisien has spurred linguistic debates about the issue of multilingualism within the curriculum. Taking this into account, researchers have started pondering on the multilingual educational system of the country and questioning whether the current language curriculum caters for the complex everyday linguistic reality of the multilingual Mauritian learner, given most learners are embedded within an environment where the different languages interact with each other daily. This paper, therefore, proposes translanguaging as being a more befitting theoretical lens through which the multilingualism and the linguistic repertoire of Mauritian learners’ can best be understood. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multilingualism" title="multilingualism">multilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=translanguaging" title=" translanguaging"> translanguaging</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingual%20learner" title=" multilingual learner"> multilingual learner</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20ethnography" title=" linguistic ethnography"> linguistic ethnography</a> </p> <a href="https://publications.waset.org/abstracts/82152/understanding-the-multilingualism-of-the-mauritian-multilingual-primary-school-learner-and-translanguaging-a-linguistic-ethnographic-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82152.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">171</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17769</span> Home Education in the Australian Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abeer%20Karaali">Abeer Karaali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper will seek to clarify important key terms such as home schooling and home education as well as the legalities attached to such terms. It will reflect on the recent proposed changes to terminology in NSW, Australia. The various pedagogical approaches to home education will be explored including their prominence in the Australian context. There is a strong focus on literature from Australia. The historical background of home education in Australia will be explained as well as the difference between distance education and home education. The statistics related to home education in Australia will be explored in the scope and compared to the US. The future of home education in Australia will be discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=alternative%20education" title="alternative education">alternative education</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=home%20education" title=" home education"> home education</a>, <a href="https://publications.waset.org/abstracts/search?q=home%20schooling" title=" home schooling"> home schooling</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20resources" title=" online resources"> online resources</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/34419/home-education-in-the-australian-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34419.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">405</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17768</span> Empowering 21st Century Students with Self-Employability Skill Competencies in an Era of Uncertainties of Paid Employment Jobs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pac%20Ordu">Pac Ordu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper was conceived on the premise that employment of tertiary education graduates has become an endemic problem in Nigeria. Recognizing the objective of current education as schooling for paid employment, the paper identified that the basic objective of present-day education should be schooling to become self-employed. While schooling to become a successful employee was identified as the focus for the older generation, schooling to become self-employed was defined as the focus for 21st-century teaching and learning. Hence, the paper condemned the inability of curriculum implementers to teach creative trends to enable students to acquire practical skills and small business operation-oriented competencies. A review of some disciplines was made to show the new trend of education that would empower Nigerian students with small business enterprise operation skills for self-employment on graduation. This was further made to draw the attention of institutions and curriculum designers to the need for our curriculum to be functional in line with demands of the innovative economic environment. The paper also noted that at periods of recession with its attendant effects, was the best period for students of entrepreneurship to dream and create their small business enterprises. It highlighted the role of Federal College of Education (Technical) Omoku, Rivers State, Nigeria and the national recognition it has received for developing an innovative, practical model of teaching entrepreneurship education in Nigeria Colleges of Education system. In order to equip students for economic survival on graduation, the introduction of innovative teaching can only be successful if lecturers shift their focus away from the conventional emphasis on theory to students’ energy quotients. While the paper obviously recommended that lecturers should be creative and teach outside the curriculum box, it further recommended that students should use this period of their studentship to dream, create and operate their own small business enterprises. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=21st%20century%20students" title="21st century students">21st century students</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum" title=" curriculum"> curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship" title=" entrepreneurship"> entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=hands-on-training" title=" hands-on-training"> hands-on-training</a>, <a href="https://publications.waset.org/abstracts/search?q=innovative" title=" innovative"> innovative</a> </p> <a href="https://publications.waset.org/abstracts/98620/empowering-21st-century-students-with-self-employability-skill-competencies-in-an-era-of-uncertainties-of-paid-employment-jobs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98620.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">116</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">17767</span> Indigenous Childhood: Upbringing and Schooling in Two Indigenous Communities from Argentina (Qom and Mbyá)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ana%20Carolina%20Hecht">Ana Carolina Hecht</a>, <a href="https://publications.waset.org/abstracts/search?q=Noelia%20Enriz"> Noelia Enriz</a>, <a href="https://publications.waset.org/abstracts/search?q=Mariana%20Garcia%20Palacios"> Mariana Garcia Palacios</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The South American anthropology has been recently focused to research with children in different contexts. In our researches with children from indigenous communities in the lowlands and highlands of South America (Qom and Mbyá), we especially considered social categories that define the different ways of being a boy and a girl. In this way, we built an approach to disrupt monolithic models of childhood. The aim of this paper is to tackle the first stage of life, demarcated from their nominal references and from the upbringing and formative experiences in which children participate. So, we will focus on the network of social relations in the period of childhood, making especial focus on language develops, religion, schooling and games. The crossing of our different thematic interests allows us to consider the complexity of knowledge and skills that come into play during the development of children. Methodologically, this text is based on an ethnographic approach, with frequent visits and periods of cohabitation, for more than a decade with Mbyá and Qom people, who lives within indigenous communities in the provinces of Chaco, Buenos Aires and Misiones, in Argentina. We made participant observation and interviews with children and their families, with the objective to include children's voices in our researches about the whole community. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chidhood" title="chidhood">chidhood</a>, <a href="https://publications.waset.org/abstracts/search?q=indigenous%20people" title=" indigenous people"> indigenous people</a>, <a href="https://publications.waset.org/abstracts/search?q=schooling" title=" schooling"> schooling</a>, <a href="https://publications.waset.org/abstracts/search?q=upbringing" title=" upbringing"> upbringing</a> </p> <a href="https://publications.waset.org/abstracts/29459/indigenous-childhood-upbringing-and-schooling-in-two-indigenous-communities-from-argentina-qom-and-mbya" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29459.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">339</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">17766</span> Social Skills as a Significant Aspect of a Successful Start of Compulsory Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eva%20%C5%A0melov%C3%A1">Eva Šmelová</a>, <a href="https://publications.waset.org/abstracts/search?q=Alena%20Ber%C4%8D%C3%ADkov%C3%A1"> Alena Berčíková</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The issue of school maturity and readiness of a child for a successful start of compulsory education is one of the long-term monitored areas, especially in the context of education and psychology. In the context of the curricular reform in the Czech Republic, the issue has recently gained importance. Analyses of research in this area suggest a lack of a broader overview of indicators informing about the current level of children’s school maturity and school readiness. Instead, various studies address partial issues. Between 2009 and 2013 a research study was performed at the Faculty of Education, Palacký University Olomouc (Czech Republic) focusing on children’s maturity and readiness for compulsory education. In this study, social skills were of marginal interest; the main focus was on the mental area. This previous research is smoothly linked with the present study, the objective of which is to identify the level of school maturity and school readiness in selected characteristics of social skills as part of the adaptation process after enrolment in compulsory education. In this context, the following research question has been formulated: During the process of adaptation to the school environment, which social skills are weakened? The method applied was observation, for the purposes of which the authors developed a research tool – record sheet with 11 items – social skills that a child should have by the end of preschool education. The items were assessed by first-grade teachers at the beginning of the school year. The degree of achievement and intensity of the skills were assessed for each child using an assessment scale. In the research, the authors monitored a total of three independent variables (gender, postponement of school attendance, participation in inclusive education). The effect of these independent variables was monitored using 11 dependent variables. These variables are represented by the results achieved in selected social skills. Statistical data processing was assisted by the Computer Centre of Palacký University Olomouc. Statistical calculations were performed using SPSS v. 12.0 for Windows and STATISTICA: StatSoft STATISTICA CR, Cz (software system for data analysis). The research sample comprised 115 children. In their paper, the authors present the results of the research and at the same time point to possible areas of further investigation. They also highlight possible risks associated with weakened social skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=compulsory%20education" title="compulsory education">compulsory education</a>, <a href="https://publications.waset.org/abstracts/search?q=curricular%20reform" title=" curricular reform"> curricular reform</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20diagnostics" title=" educational diagnostics"> educational diagnostics</a>, <a href="https://publications.waset.org/abstracts/search?q=pupil" title=" pupil"> pupil</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20curriculum" title=" school curriculum"> school curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20maturity" title=" school maturity"> school maturity</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20readiness" title=" school readiness"> school readiness</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20skills" title=" social skills"> social skills</a> </p> <a href="https://publications.waset.org/abstracts/58714/social-skills-as-a-significant-aspect-of-a-successful-start-of-compulsory-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58714.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">251</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">17765</span> Software Quality Measurement System for Telecommunication Industry in Malaysia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nor%20Fazlina%20Iryani%20Abdul%20Hamid">Nor Fazlina Iryani Abdul Hamid</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamad%20Khatim%20Hasan"> Mohamad Khatim Hasan </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Evolution of software quality measurement has been started since McCall introduced his quality model in year 1977. Starting from there, several software quality models and software quality measurement methods had emerged but none of them focused on telecommunication industry. In this paper, the implementation of software quality measurement system for telecommunication industry was compulsory to accommodate the rapid growth of telecommunication industry. The quality value of the telecommunication related software could be calculated using this system by entering the required parameters. The system would calculate the quality value of the measured system based on predefined quality metrics and aggregated by referring to the quality model. It would classify the quality level of the software based on Net Satisfaction Index (NSI). Thus, software quality measurement system was important to both developers and users in order to produce high quality software product for telecommunication industry. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=software%20quality" title="software quality">software quality</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20measurement" title=" quality measurement"> quality measurement</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20model" title=" quality model"> quality model</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20metric" title=" quality metric"> quality metric</a>, <a href="https://publications.waset.org/abstracts/search?q=net%20satisfaction%20index" title=" net satisfaction index"> net satisfaction index</a> </p> <a href="https://publications.waset.org/abstracts/15875/software-quality-measurement-system-for-telecommunication-industry-in-malaysia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15875.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">592</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">17764</span> The Mental Health Policy in the State of EspíRito Santo, Brazil: Judicialization</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fabiola%20Xavier%20Leal">Fabiola Xavier Leal</a>, <a href="https://publications.waset.org/abstracts/search?q=Lara%20Campanharo"> Lara Campanharo</a>, <a href="https://publications.waset.org/abstracts/search?q=Sueli%20Aparecida%20Rodrigues%20Lucas"> Sueli Aparecida Rodrigues Lucas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The phenomenon of judicialization in health policy brings with it a great deal of problematization, but in general, it means that some issues that were previously solved by traditional political bodies are being decided by the Judiciary bodies. It is, therefore, a controversial topic that has generated many reflections both in the academic and political fields, considering that not only a dispute of public funds is at stake, but also the debate on access to social rights provided for in the Brazilian Federal Constitution of 1988 and in the various public policies, such as healthcare. With regard to the phenomenon in the Mental Health Policy focusing on people who use drugs, the disputes that permeate this scenario are evident: moral, cultural, sanitary, economic, psychological aspects. There are also the individual and collective dimensions of suffering. And in this process, we all question: What is the role of the Brazilian State in this matter? In this context, another question that needs to be answered is the amount spent on this procedure in the state of Espírito Santo (ES), Brazil (in the last 04 years, around R$121,978,591.44 were paid only for compulsory hospitalization of individuals) in the field in question, which is the financing of the services of the Psychosocial Care Network (RAPS). Therefore, this article aims to problematize the phenomenon of judicialization in Mental Health Policy through the compulsory hospitalization of people who use drugs in Espírito Santo (ES). We proposed a study that sought to understand how this has been occurring and making an impact on the provision of RAPS services in the Espírito Santo scenario. Therefore, the general objective of this study is to analyze the expenses with compulsory hospitalizations for drug use carried out by the State Health Department (SESA) between 2014 and 2019, in which we will seek to identify its destination and the impact of these actions on public health policy. For the purposes of this article, we will present the preliminary data of this study, such as the amount spent by the state and the receiving institutions. For data collection, the following data sources were used: documents available publicly on the Transparency Portal (payments made per year, institutions that received, subjects hospitalized, period and the amount of the daily rates paid); as well as the processes generated by SESA through its own system - ONBASE. For qualitative analysis, content analysis was used; and for quantitative analysis, descriptive statistics was used. Thus, we seek to problematize the issue of judicialization for compulsory hospitalizations, considering the current situation in which this resource has been widely requested to legitimize the war on drugs. This scenario highlights the moral-legal discourse, pointing out strategies through the control of bodies and through faith as an alternative. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=compulsory%20hospitalization" title="compulsory hospitalization">compulsory hospitalization</a>, <a href="https://publications.waset.org/abstracts/search?q=drugs" title=" drugs"> drugs</a>, <a href="https://publications.waset.org/abstracts/search?q=judicialization" title=" judicialization"> judicialization</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title=" mental health"> mental health</a> </p> <a href="https://publications.waset.org/abstracts/135100/the-mental-health-policy-in-the-state-of-espirito-santo-brazil-judicialization" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135100.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">170</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17763</span> Hydrodynamics and Hydro-acoustics of Fish Schools: Insights from Computational Models</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ji%20Zhou">Ji Zhou</a>, <a href="https://publications.waset.org/abstracts/search?q=Jung%20Hee%20Seo"> Jung Hee Seo</a>, <a href="https://publications.waset.org/abstracts/search?q=Rajat%20Mittal"> Rajat Mittal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Fish move in groups for foraging, reproduction, predator protection, and hydrodynamic efficiency. Schooling's predator protection involves the "many eyes" theory, which increases predator detection probability in a group. Reduced visual signature in a group scales with school size, offering per-capita protection. The ‘confusion effect’ makes it hard for predators to target prey in a group. These benefits, however, all focus on vision-based sensing, overlooking sound-based detection. Fish, including predators, possess sophisticated sensory systems for pressure waves and underwater sound. The lateral line system detects acoustic waves, while otolith organs sense infrasound, and sharks use an auditory system for low-frequency sounds. Among sound generation mechanisms of fish, the mechanism of dipole sound relates to hydrodynamic pressure forces on the body surface of the fish and this pressure would be affected by group swimming. Thus, swimming within a group could affect this hydrodynamic noise signature of fish and possibly serve as an additional protection afforded by schooling, but none of the studies to date have explored this effect. BAUVs with fin-like propulsors could reduce acoustic noise without compromising performance, addressing issues of anthropogenic noise pollution in marine environments. Therefore, in this study, we used our in-house immersed-boundary method flow and acoustic solver, ViCar3D, to simulate fish schools consisting of four swimmers in the classic ‘diamond’ configuration and discussed the feasibility of yielding higher swimming efficiency and controlling far-field sound signature of the school. We examine the effects of the relative phase of fin flapping of the swimmers and the simulation results indicate that the phase of the fin flapping is a dominant factor in both thrust enhancement and the total sound radiated into the far-field by a group of swimmers. For fish in the “diamond” configuration, a suitable combination of the relative phase difference between pairs of leading fish and trailing fish can result in better swimming performance with significantly lower hydroacoustic noise. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fish%20schooling" title="fish schooling">fish schooling</a>, <a href="https://publications.waset.org/abstracts/search?q=biopropulsion" title=" biopropulsion"> biopropulsion</a>, <a href="https://publications.waset.org/abstracts/search?q=hydrodynamics" title=" hydrodynamics"> hydrodynamics</a>, <a href="https://publications.waset.org/abstracts/search?q=hydroacoustics" title=" hydroacoustics"> hydroacoustics</a> </p> <a href="https://publications.waset.org/abstracts/181485/hydrodynamics-and-hydro-acoustics-of-fish-schools-insights-from-computational-models" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/181485.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">61</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">17762</span> On a Single Server Queue with Arrivals in Batches of Variable Size, Generalized Coxian-2 Service and Compulsory Server Vacations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kailash%20C.%20Madan">Kailash C. Madan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We study the steady state behaviour of a batch arrival single server queue in which the first service with general service times is compulsory and the second service with general service times is optional. We term such a two phase service as generalized Coxian-2 service. Just after completion of a service the server must take a vacation of random length of time with general vacation times. We obtain steady state probability generating functions for the queue size as well as the steady state mean queue size at a random epoch of time in explicit and closed forms. Some particular cases of interest including some known results have been derived. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=batch%20arrivals" title="batch arrivals">batch arrivals</a>, <a href="https://publications.waset.org/abstracts/search?q=compound%20Poisson%20process" title=" compound Poisson process"> compound Poisson process</a>, <a href="https://publications.waset.org/abstracts/search?q=generalized%20Coxian-2%20service" title=" generalized Coxian-2 service"> generalized Coxian-2 service</a>, <a href="https://publications.waset.org/abstracts/search?q=steady%20state" title=" steady state"> steady state</a> </p> <a href="https://publications.waset.org/abstracts/35090/on-a-single-server-queue-with-arrivals-in-batches-of-variable-size-generalized-coxian-2-service-and-compulsory-server-vacations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35090.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">455</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">17761</span> Education as an Important Correlate for Age at Marriage in Bangladesh</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Forhana%20Rahman%20Noor">Forhana Rahman Noor</a>, <a href="https://publications.waset.org/abstracts/search?q=Shafia%20Jannat%20Khanam"> Shafia Jannat Khanam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A girl’s schooling is disrupted by the very act of marriage which requires her to move away from home and her school area to live with her husband’s family, according to custom and practice. Once in her new home, her husband or her in-laws decide her continuation of schooling. A plethora of research has confirmed the inter-relationship between education and age at marriage of girls. The primary data was collected from both urban and rural area in Bangladesh. The study revealed that mean age at marriage for girls was 15.69 years, as a whole and it was lower (15.21 years) in the rural area than that of the urban area (17.13 years). These readings confirm early marriage still exists. The most important determinant of age at marriage was found as low education level of the girls. The bi-variate analysis of this study discovered the relationship or association between education and age at marriage. The study also found the education level of husbands of girls has a significant effect on age at marriage of a girl. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=girl" title=" girl"> girl</a>, <a href="https://publications.waset.org/abstracts/search?q=age%20at%20marriage" title=" age at marriage"> age at marriage</a>, <a href="https://publications.waset.org/abstracts/search?q=correlate" title=" correlate"> correlate</a>, <a href="https://publications.waset.org/abstracts/search?q=Bangladesh" title=" Bangladesh"> Bangladesh</a> </p> <a href="https://publications.waset.org/abstracts/24125/education-as-an-important-correlate-for-age-at-marriage-in-bangladesh" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24125.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">329</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17760</span> Working Memory Growth from Kindergarten to First Grade: Considering Impulsivity, Parental Discipline Methods and Socioeconomic Status</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ayse%20Cobanoglu">Ayse Cobanoglu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Working memory can be defined as a workspace that holds and regulates active information in mind. This study investigates individual changes in children's working memory from kindergarten to first grade. The main purpose of the study is whether parental discipline methods and child impulsive/overactive behaviors affect children's working memory initial status and growth rate, controlling for gender, minority status, and socioeconomic status (SES). A linear growth curve model with the first four waves of the Early Childhood Longitudinal Study-Kindergarten Cohort of 2011 (ECLS-K:2011) is performed to analyze the individual growth of children's working memory longitudinally (N=3915). Results revealed that there is a significant variation among students' initial status in the kindergarten fall semester as well as the growth rate during the first two years of schooling. While minority status, SES, and children's overactive/impulsive behaviors influenced children's initial status, only SES and minority status were significantly associated with the growth rate of working memory. For parental discipline methods, such as giving a warning and ignoring the child's negative behavior, are also negatively associated with initial working memory scores. Following that, students' working memory growth rate is examined, and students with lower SES as well as minorities showed a faster growth pattern during the first two years of schooling. However, the findings of parental disciplinary methods on working memory growth rates were mixed. It can be concluded that schooling helps low-SES minority students to develop their working memory. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=growth%20curve%20modeling" title="growth curve modeling">growth curve modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=impulsive%2Foveractive%20behaviors" title=" impulsive/overactive behaviors"> impulsive/overactive behaviors</a>, <a href="https://publications.waset.org/abstracts/search?q=parenting" title=" parenting"> parenting</a>, <a href="https://publications.waset.org/abstracts/search?q=working%20memory" title=" working memory"> working memory</a> </p> <a href="https://publications.waset.org/abstracts/114758/working-memory-growth-from-kindergarten-to-first-grade-considering-impulsivity-parental-discipline-methods-and-socioeconomic-status" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114758.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">135</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">17759</span> 5iD Viewer: Observation of Fish School Behaviour in Labyrinths and Use of Semantic and Syntactic Entropy for School Structure Definition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dalibor%20%C5%A0tys">Dalibor Štys</a>, <a href="https://publications.waset.org/abstracts/search?q=Kry%C5%A1tof%20M.%20Stys"> Kryštof M. Stys</a>, <a href="https://publications.waset.org/abstracts/search?q=Maryia%20Chkalova"> Maryia Chkalova</a>, <a href="https://publications.waset.org/abstracts/search?q=Petr%20Kouba"> Petr Kouba</a>, <a href="https://publications.waset.org/abstracts/search?q=Aliaxandr%20Pautsina"> Aliaxandr Pautsina</a>, <a href="https://publications.waset.org/abstracts/search?q=Dalibor%20%C5%A0tys%20Jr."> Dalibor Štys Jr.</a>, <a href="https://publications.waset.org/abstracts/search?q=Jana%20Pe%C4%8Denkov%C3%A1"> Jana Pečenková</a>, <a href="https://publications.waset.org/abstracts/search?q=Denis%20Durniev"> Denis Durniev</a>, <a href="https://publications.waset.org/abstracts/search?q=Tom%C3%A1%C5%A1%20N%C3%A1hl%C3%ADk"> Tomáš Náhlík</a>, <a href="https://publications.waset.org/abstracts/search?q=Petr%20C%C3%ADsa%C5%99"> Petr Císař</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this article, a construction and some properties of the 5iD viewer, the system recording simultaneously five views of a given experimental object is reported. Properties of the system are demonstrated on the analysis of fish schooling behavior. It is demonstrated the method of instrument calibration which allows inclusion of image distortion and it is proposed and partly tested also the method of distance assessment in the case that only two opposite cameras are available. Finally, we demonstrate how the state trajectory of the behavior of the fish school may be constructed from the entropy of the system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=3D%20positioning" title="3D positioning">3D positioning</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20behavior" title=" school behavior"> school behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20calibration" title=" distance calibration"> distance calibration</a>, <a href="https://publications.waset.org/abstracts/search?q=space%20vision" title=" space vision"> space vision</a>, <a href="https://publications.waset.org/abstracts/search?q=space%20distortion" title=" space distortion "> space distortion </a> </p> <a href="https://publications.waset.org/abstracts/15499/5id-viewer-observation-of-fish-school-behaviour-in-labyrinths-and-use-of-semantic-and-syntactic-entropy-for-school-structure-definition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15499.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">390</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=compulsory%20schooling%20system&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=compulsory%20schooling%20system&page=3">3</a></li> <li class="page-item"><a class="page-link" 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