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parents</title> <meta name="description" content="Search results for: parents"> <meta name="keywords" content="parents"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" 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<i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="parents"> <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> 139</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: parents</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">139</span> Barriers and Strategies for Effective Communication between Parents and Children in the Family</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sadhana%20Ghnayiem">Sadhana Ghnayiem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This article deals with the issue of effective communication between parents and children and its impact on the family in general and on the child in particular. The aim of this article is to provide information to parents, students, anyone interested in family communication between parents and children, and to provide them with tools to deal with barriers to communication in the family unit. The article presented a literature review of the importance of effective communication in the family, the definition of the concept of communication, and was a reference to factors and barriers in communication between parents and children leading to conflict destructive to the extent that barriers to effective communication in the family unit. At the end of the article, strategies were introduced to motivate children to behave appropriately, and to equip parents best to foster the healthy development of their children when they can create an atmosphere of effective communication. From the literature review, it's found that effective communication between parents and children prevents problematic behavior and helps children understand how to communicate effectively with others. Communication between parents and children is the cornerstone of a happy family life and is the basis for positive interactions between parents and children and increases self-esteem in children.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Children" title="Children">Children</a>, <a href="https://publications.waset.org/search?q=communication" title=" communication"> communication</a>, <a href="https://publications.waset.org/search?q=conflict" title=" conflict"> conflict</a>, <a href="https://publications.waset.org/search?q=family." title=" family."> family.</a> </p> <a href="https://publications.waset.org/10009301/barriers-and-strategies-for-effective-communication-between-parents-and-children-in-the-family" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10009301/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10009301/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10009301/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10009301/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10009301/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10009301/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10009301/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10009301/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10009301/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10009301/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10009301.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">4084</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">138</span> Emotional, Behavioural and Social Development: Modality of Hierarchy of Needs in Supporting Parents with Special Needs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Fadzilah%20Abdul%20Rahman">Fadzilah Abdul Rahman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Emotional development is developed between the parents and their child. Behavioural development is also developed between the parents and their child. Social Development is how parents can help their special needs child to adapt to society and to face challenges. In promoting a lifelong learning mindset, enhancing skill sets and readiness to face challenges, parents would be able to counter balance these challenges during their care giving process and better manage their expectations through understanding the hierarchy of needs modality towards a positive attitude, and in turn, improve their quality of life and participation in society. This paper aims to demonstrate how the hierarchy of needs can be applied in various situations of caregiving for parents with a special needs child.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Hierarchy%20of%20needs" title="Hierarchy of needs">Hierarchy of needs</a>, <a href="https://publications.waset.org/search?q=parents" title=" parents"> parents</a>, <a href="https://publications.waset.org/search?q=special%20needs" title=" special needs"> special needs</a>, <a href="https://publications.waset.org/search?q=care-giving." title=" care-giving. "> care-giving. </a> </p> <a href="https://publications.waset.org/10007362/emotional-behavioural-and-social-development-modality-of-hierarchy-of-needs-in-supporting-parents-with-special-needs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10007362/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10007362/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10007362/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10007362/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10007362/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10007362/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10007362/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10007362/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10007362/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10007362/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10007362.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">2292</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">137</span> A Study of Primary School Parents’ Interaction with Teachers’ in Malaysia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Shireen%20Simon">Shireen Simon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study explores the interactions between primary school parents-teachers in Malaysia. Schools in the country are organized to promote participation between parents and teachers. Exchanges of dialogue are most valued between parents and teachers because teachers are in daily contact with pupils’ and the first line of communication with parents. Teachers are considered by parents as the most important connection to improve children learning and well-being. Without a good communication, interaction or involvement between parent-teacher might tarnish a pupils’ performance in school. This study tries to find out multiple emotions among primary school parents-teachers, either estranged or cordial, when they communicate in a multi-cultured society in Malaysia. Important issues related to parent-teacher interactions are discussed further. Parents’ involvement in an effort to boost better education in school is significantly more effective with parents’ involvement. Lastly, this article proposes some suggestions for parents and teachers to build a positive relationship with effective communication and establish more democratic open door policy.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Multi-cultured%20society" title="Multi-cultured society">Multi-cultured society</a>, <a href="https://publications.waset.org/search?q=parental%20involvement" title=" parental involvement"> parental involvement</a>, <a href="https://publications.waset.org/search?q=parent-teacher%20relationships" title=" parent-teacher relationships"> parent-teacher relationships</a>, <a href="https://publications.waset.org/search?q=parents%E2%80%99%20interaction." title=" parents’ interaction."> parents’ interaction.</a> </p> <a href="https://publications.waset.org/10006339/a-study-of-primary-school-parents-interaction-with-teachers-in-malaysia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10006339/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10006339/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10006339/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10006339/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10006339/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10006339/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10006339/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10006339/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10006339/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10006339/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10006339.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">2687</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">136</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/search?q=Beata%20Horn%C3%ADckova">Beata Horníckova</a>, <a href="https://publications.waset.org/search?q=Sona%20Lorencova"> Sona Lorencova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <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 preschool 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> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=compulsory%20pre-school%20education" title="compulsory pre-school education">compulsory pre-school education</a>, <a href="https://publications.waset.org/search?q=education%20of%20preschool%20children" title=" education of preschool children"> education of preschool children</a>, <a href="https://publications.waset.org/search?q=kindergarten" title=" kindergarten"> kindergarten</a>, <a href="https://publications.waset.org/search?q=parents" title=" parents"> parents</a> </p> <a href="https://publications.waset.org/10012233/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/10012233/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012233/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012233/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012233/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012233/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012233/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012233/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012233/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012233/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012233/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012233.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">590</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">135</span> Factors Affecting Access to Education: The Experiences of Parents of Children Who Are Deaf or Hard of Hearing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Hanh%20Thi%20My%20Nguyen">Hanh Thi My Nguyen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purpose of this research is to examine the experiences of parents of children who are deaf or hard of hearing in supporting their children to access education in Vietnam. Parents play a crucial role in supporting their children to gain full access to education. It was widely reported that parents of those children confronted a range of problems to support their children to access education. To author’s best knowledge, there has been a lack of research exploring the experiences of those parents in literature. This research examines factors affecting those parents in supporting their children to access education. To conduct the study, qualitative approach using a phenomenological research design was chosen to explore the central phenomena. Ten parents of children who were diagnosed as deaf or hard of hearing and aged 6-9 years were recruited through the support of the Association of Parents of Children with Hearing Impairment. Participants were interviewed via telephone with a mix of open and closed questions; interviews were audio recorded, transcribed and thematically analysed. The research results show that there are nine main factors that affected the parents in this study in making decisions relating to education for their children including: lack of information resources, perspectives of those parents on communication approaches, the families’ financial capacity, the psychological impact on the participants after their children’ diagnosis, the attitude of family members, attitude of school administrators, lack of local schools and qualified teachers, and current education system for the deaf in Vietnam. Apart from those factors, the lack of knowledge of the participants’ partners about deaf education and the partners’ employment are barriers to educational access and successful communication with their child.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Access%20to%20education" title="Access to education">Access to education</a>, <a href="https://publications.waset.org/search?q=deaf" title=" deaf"> deaf</a>, <a href="https://publications.waset.org/search?q=hard%20of%20hearing" title=" hard of hearing"> hard of hearing</a>, <a href="https://publications.waset.org/search?q=parents%20experience." title=" parents experience."> parents experience.</a> </p> <a href="https://publications.waset.org/10009834/factors-affecting-access-to-education-the-experiences-of-parents-of-children-who-are-deaf-or-hard-of-hearing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10009834/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10009834/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10009834/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10009834/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10009834/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10009834/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10009834/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10009834/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10009834/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10009834/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10009834.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">1389</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">134</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/search?q=Beata%20Hornickova">Beata Hornickova</a>, <a href="https://publications.waset.org/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/search?q=Compulsory%20pre-school%20education" title="Compulsory pre-school education">Compulsory pre-school education</a>, <a href="https://publications.waset.org/search?q=education%20of%20preschool%20children" title=" education of preschool children"> education of preschool children</a>, <a href="https://publications.waset.org/search?q=kindergarten" title=" kindergarten"> kindergarten</a>, <a href="https://publications.waset.org/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/10011883/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/10011883/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011883/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011883/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011883/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011883/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011883/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011883/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011883/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011883/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011883/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011883.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">597</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">133</span> The Effect of Parents' Ethnic Socialization Practices on Ethnic Identity, Self-Esteem and Psychological Adjustment of Multi Ethnic Children in Malaysia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Chua%20Bee%20Seok">Chua Bee Seok</a>, <a href="https://publications.waset.org/search?q=Rosnah%20Ismail"> Rosnah Ismail</a>, <a href="https://publications.waset.org/search?q=Jasmine%20Adela%20Mutang"> Jasmine Adela Mutang</a>, <a href="https://publications.waset.org/search?q=Shaziah%20Iqbal"> Shaziah Iqbal</a>, <a href="https://publications.waset.org/search?q=Nur%20Farhana%20Ardillah%20Aftar"> Nur Farhana Ardillah Aftar</a>, <a href="https://publications.waset.org/search?q=Alfred%20Chan%20Huan%20Zhi"> Alfred Chan Huan Zhi</a>, <a href="https://publications.waset.org/search?q=Ferlis%20Bin%20Bahari"> Ferlis Bin Bahari</a>, <a href="https://publications.waset.org/search?q=Lailawati%20Madlan"> Lailawati Madlan</a>, <a href="https://publications.waset.org/search?q=Hon%20Kai%20Yee"> Hon Kai Yee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study aims to explore the role of parents' ethnic socialization practices contributes to the ethnic identity development, self-esteem and psychological adjustment of multi ethnic children in Sabah, Malaysia. A total of 342 multi ethnic children (age range = 10 years old to 14 years old; mean age = 12.65 years, SD = 0.88) and their parents participated in the present study. The modified version of Multi group Ethnic Identity Measure (MEIM), The Familial Ethnic Socialization Measure (FESM). The Rosenberg Self-Esteem Scale (RSE) and Behavioral and Emotional Rating Scale Edition 2 (BERS-2) were used in this study. The results showed that: i) parents' ethnic socialization practice was a strong predictor of ethnic identity development of multi ethnic children; ii) parents' ethnic socialization practice also was a significant predictor of self-esteem of multi ethnic children; iii) parents' ethnic socialization practice was not a significant predictor of psychological adjustment of multi ethnic children. The results of this study showed the implications parents' ethnic socialization practices and ethnic identity development in successful multi ethnic families. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Ethnic%20Identity%20development" title="Ethnic Identity development">Ethnic Identity development</a>, <a href="https://publications.waset.org/search?q=multi%20ethnic%20children%20Parents%27%20Ethnic%20Socialization%20Practices" title=" multi ethnic children Parents' Ethnic Socialization Practices"> multi ethnic children Parents' Ethnic Socialization Practices</a>, <a href="https://publications.waset.org/search?q=psychological%20adjustment" title=" psychological adjustment"> psychological adjustment</a>, <a href="https://publications.waset.org/search?q=self-esteem." title=" self-esteem."> self-esteem.</a> </p> <a href="https://publications.waset.org/5685/the-effect-of-parents-ethnic-socialization-practices-on-ethnic-identity-self-esteem-and-psychological-adjustment-of-multi-ethnic-children-in-malaysia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/5685/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/5685/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/5685/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/5685/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/5685/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/5685/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/5685/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/5685/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/5685/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/5685/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/5685.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">2105</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">132</span> The Impact of Socio-Economic and Type of Religion on the Behavior of Obedience among Arab-Israeli Teenagers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sadhana%20Ghnayem">Sadhana Ghnayem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This article examines the relationship between several socio-economic and background variables of Arab-Israeli families and their effect on the conflict management style of <em>forcing</em>, where teenage children are expected to obey their parents without questioning. The article explores the inter-generational gap and the desire of Arab-Israeli parents to force their teenage children to obey without questioning. The independent variables include: the sex of the parent, religion (Christian or Muslim), income of the parent, years of education of the parent, and the sex of the teenage child. We use the dependent variable of “Obedience Without Questioning” that is reported twice: by each of the parents as well as by the children. We circulated a questionnaire and collected data from a sample of 180 parents and their adolescent child living in the Galilee area during 2018. In this questionnaire we asked each of the parent and his/her teenage child about whether the latter is expected to follow the instructions of the former without questioning. The outcome of this article indicates, first, that Christian-Arab families are less authoritarian than Muslims families in demanding sheer obedience from their children. Second, female parents indicate more than male parents that their teenage child indeed obeys without questioning. Third, there is a negative correlation between the variable “Income” and “Obedience without Questioning.” Yet, the regression coefficient of this variable is close zero. Fourth, there is a positive correlation between years of education and obedience reported by the children. In other words, more educated parents are more likely to demand obedience from their children.  Finally, after running the regression, the study also found that the impact of the variables of religion as well as the sex of the child on the dependent variable of <em>obedience</em> is also significant at above 95 and 90%, respectively.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Arab-Israeli%20parents" title="Arab-Israeli parents">Arab-Israeli parents</a>, <a href="https://publications.waset.org/search?q=Obedience" title=" Obedience"> Obedience</a>, <a href="https://publications.waset.org/search?q=Forcing" title=" Forcing"> Forcing</a>, <a href="https://publications.waset.org/search?q=Inter-generational%20gap." title=" Inter-generational gap."> Inter-generational gap.</a> </p> <a href="https://publications.waset.org/10010293/the-impact-of-socio-economic-and-type-of-religion-on-the-behavior-of-obedience-among-arab-israeli-teenagers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010293/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010293/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010293/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010293/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010293/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010293/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010293/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010293/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010293/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010293/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010293.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">798</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">131</span> Ideal School of the Future from the Parents´ View: Quantitative Research of Faculty of Education of the University of Hradec Králové</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Yveta%20Pohn%C4%9Btalov%C3%A1">Yveta Pohnětalová </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The topic of possible forms of future schools according to rapid changes of life in the 21st century has become to reach several economic and social prognoses. In our research, we have tried to find out what the future school form is according to pupils’ parent’s view. School is a part of life of each person and based on own experience there is a certain individual picture created about a possible look of future education. The aim of our quantitative research was to find out how parents of first grade primary school pupils see the ideal school of the future. The quantitative research realized at the Faculty of Education of the University of Hradec Králové (Czech Republic). By statistical analysis of gained data from 120 respondents, there have been several views of schools of future identified in terms of mission and also the way of education. But a common indicator according to addressed parents would be more focused on the overall personality development rather than the field practice which is related to a realistic idea that school of the future is not and will not be the only source of education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Parents%E2%80%99%20approach" title="Parents’ approach">Parents’ approach</a>, <a href="https://publications.waset.org/search?q=school%20of%20the%20future" title=" school of the future"> school of the future</a>, <a href="https://publications.waset.org/search?q=survey" title=" survey"> survey</a>, <a href="https://publications.waset.org/search?q=ways%20of%20education." title=" ways of education."> ways of education.</a> </p> <a href="https://publications.waset.org/10005185/ideal-school-of-the-future-from-the-parents-view-quantitative-research-of-faculty-of-education-of-the-university-of-hradec-kralove" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005185/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005185/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005185/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005185/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005185/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005185/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005185/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005185/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005185/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005185/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005185.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">1910</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">130</span> A Study on Teachers’, Students’ and Their Parents’ Views on the FATIH Project</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=%C5%9Eemsettin%20%C5%9Eahin">Şemsettin Şahin</a>, <a href="https://publications.waset.org/search?q=Ahmet%20O%C4%9Fuz%20Akt%C3%BCrk"> Ahmet Oğuz Aktürk</a>, <a href="https://publications.waset.org/search?q=%C4%B0smail%20%C3%87elik"> İsmail Çelik</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study investigated the views of teachers, students and their parents on the FATIH (Movement of Enhancing Opportunities and Improving Technology) Project, which was put into service by the Ministry of National Education in cooperation with the Ministry of Transportation in Turkey in November 2010 for the purpose of increasing students’ success and planned to be completed within 5 years. The study group consisted of teachers employed in a pilot school in the province of Karaman in central Turkey included within the scope of the FATIH Project, students attending this school and parents whose children are students in that school. The research data were collected through forms developed by the researchers to determine the views of teachers, students and parents on the FATIH Project. The descriptive analysis method, one of the qualitative research methods, was used in the study. An analysis of the data revealed that a large majority of the teachers and the students believed that if computers were used to serve their set purpose, then they could make considerable contributions to education. A large majority of the parents, on the other hand, regard the use of computers in education as a great opportunity for the students. The views of the teachers, students and parents on the FATIH Project usually overlap. Most of the participants in the study pointed out that the FATIH Project was intended to use technology effectively in education. Moreover, each individual participant described their role in the FATIH Project in accordance with their relative position and stated that they could perform whatever was expected of them for the effective and efficient use and progress of the Project. The views of the participants regarding the FATIH Project vary according to the kind of the participants.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Education" title="Education">Education</a>, <a href="https://publications.waset.org/search?q=FATIH%20Project" title=" FATIH Project"> FATIH Project</a>, <a href="https://publications.waset.org/search?q=technology." title=" technology."> technology.</a> </p> <a href="https://publications.waset.org/9996873/a-study-on-teachers-students-and-their-parents-views-on-the-fatih-project" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9996873/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9996873/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9996873/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9996873/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9996873/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9996873/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9996873/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9996873/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9996873/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9996873/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9996873.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">1596</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">129</span> Differences in the Perception of Behavior Problems in Pre-school Children among the Teachers and Parents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Jana%20Ko%C5%BE%C3%A1rov%C3%A1">Jana Kožárová</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Even the behavior problems in pre-school children might be considered as a transitional problem which may disappear by their transition into elementary school; it is an issue that needs a lot of attention because of the fact that the behavioral patterns are adopted in the children especially in this age. Common issue in the process of elimination of the behavior problems in the group of pre-school children is a difference in the perception of the importance and gravity of the symptoms. The underestimation of the children's problems by parents often result into conflicts with kindergarten teachers. Thus, the child does not get the support that his/her problems require and this might result into a school failure and can negatively influence his/her future school performance and success. The research sample consisted of 4 children with behavior problems, their teachers and parents. To determine the most problematic area in the child's behavior, Child Behavior Checklist (CBCL) filled by parents and Caregiver/Teacher Form (CTF-R) filled by teachers were used. Scores from the CBCL and the CTR-F were compared with Pearson correlation coefficient in order to find the differences in the perception of behavior problems in pre-school children.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Behavior%20problems" title="Behavior problems">Behavior problems</a>, <a href="https://publications.waset.org/search?q=child%20behavior%20checklist" title=" child behavior checklist"> child behavior checklist</a>, <a href="https://publications.waset.org/search?q=caregiver%2Fteacher%20form" title=" caregiver/teacher form"> caregiver/teacher form</a>, <a href="https://publications.waset.org/search?q=Pearson%20correlation%20coefficient" title=" Pearson correlation coefficient"> Pearson correlation coefficient</a>, <a href="https://publications.waset.org/search?q=pre-school%20age." title=" pre-school age."> pre-school age.</a> </p> <a href="https://publications.waset.org/10004197/differences-in-the-perception-of-behavior-problems-in-pre-school-children-among-the-teachers-and-parents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004197/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004197/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004197/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004197/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004197/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004197/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004197/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004197/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004197/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004197/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004197.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">1662</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">128</span> A Study on How Newlyweds Handle the Difference with Parents on Wedding Arrangements and Its Implication for Services in Hong Kong</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=K.%20M.%20Yuen">K. M. Yuen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This research examined the literature review of wedding preparation’s challenges and its developmental tasks of family transition under family life cycle. Five interviewees were invited to share their experiences on the differences with their parents in regard to wedding preparations and coping strategies. Some coping strategies and processes were highlighted for facilitating the family to achieve the developmental tasks during the wedding preparation. However, those coping strategies and processes may only act as the step and the behavior, while “concern towards parents” was found to be the essential element behind these behaviors. In addition to pre-marital counseling, a developmental group was suggested to develop under the framework of family life cycle and its related coping strategies on working with the newlyweds who encountered intergenerational differences in regard to their wedding preparations.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Coping%20strategies" title="Coping strategies">Coping strategies</a>, <a href="https://publications.waset.org/search?q=difference" title=" difference"> difference</a>, <a href="https://publications.waset.org/search?q=family%20life%20cycle" title=" family life cycle"> family life cycle</a>, <a href="https://publications.waset.org/search?q=developmental%20tasks" title=" developmental tasks"> developmental tasks</a>, <a href="https://publications.waset.org/search?q=wedding%20preparation." title=" wedding preparation."> wedding preparation.</a> </p> <a href="https://publications.waset.org/10008711/a-study-on-how-newlyweds-handle-the-difference-with-parents-on-wedding-arrangements-and-its-implication-for-services-in-hong-kong" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10008711/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10008711/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10008711/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10008711/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10008711/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10008711/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10008711/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10008711/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10008711/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10008711/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10008711.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">867</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">127</span> Encouraging the Development of Scientific Literacy in Early Childhood Institutions: Croatian Experience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=L.%20Vuji%C4%8Di%C4%87">L. Vujičić</a>, <a href="https://publications.waset.org/search?q=%C5%BD.%20Ivkovi%C4%87"> Ž. Ivković</a>, <a href="https://publications.waset.org/search?q=%C5%BD.%20Boneta"> Ž. Boneta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>There is a widespread belief in everyday discourse that science subjects (physics, chemistry and biology) are, along with math, the most difficult school subjects in the education of an individual. This assumption is usually justified by the following facts: low GPA in these subjects, the number of pupils who fail these subjects is high in comparison to other subjects, and the number of pupils interested in continuing their studies in the fields with a focus on science subjects is lower compared to non-science-oriented fields. From that perspective, the project: “Could it be different? How do children explore it?” becomes extremely interesting because it is focused on young children and on the introduction of new methods, with aim of arousing interest in scientific literacy development in 10 kindergartens by applying the methodology of an action research, with an ethnographic approach. We define scientific literacy as a process of encouraging and nurturing the research and explorative spirit in children, as well as their natural potential and abilities that represent an object of scientific research: to learn about exploration by conducting exploration. Upon project completion, an evaluation questionnaire was created for the parents of the children who had participated in the project, as well as for those whose children had not been involved in the project. The purpose of the first questionnaire was to examine the level of satisfaction with the project implementation and its outcomes among those parents whose children had been involved in the project (N=142), while the aim of the second questionnaire was to find out how much the parents of the children not involved (N=154) in this activity were interested in this topic.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Documenting" title="Documenting">Documenting</a>, <a href="https://publications.waset.org/search?q=early%20childhood%20education" title=" early childhood education"> early childhood education</a>, <a href="https://publications.waset.org/search?q=evaluation%20questionnaire%20for%20parents" title=" evaluation questionnaire for parents"> evaluation questionnaire for parents</a>, <a href="https://publications.waset.org/search?q=scientific%20literacy%20development." title=" scientific literacy development."> scientific literacy development.</a> </p> <a href="https://publications.waset.org/10004448/encouraging-the-development-of-scientific-literacy-in-early-childhood-institutions-croatian-experience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004448/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004448/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004448/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004448/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004448/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004448/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004448/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004448/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004448/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004448/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004448.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">1414</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">126</span> Identification of Common Indicators of Family Environment of Pupils of Alternative Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Yveta%20Pohn%C4%9Btalov%C3%A1">Yveta Pohnětalová</a>, <a href="https://publications.waset.org/search?q=Veronika%20Nov%C3%A1kov%C3%A1"> Veronika Nováková</a>, <a href="https://publications.waset.org/search?q=Lucie%20Hra%C5%A1ov%C3%A1"> Lucie Hrašová</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper presents the results of research in which we were looking for common characteristics of the family environment of students alternative and innovative education systems. Topicality comes from the fact that nowadays in the Czech Republic there are several civic and parental initiatives held with the aim to establish schools for their children. The goal of our research was to reveal key aspects of these families and to identify their common indicators. Among other things, we were interested what reasons lead parents to decide to enroll their child into different education than standard (common). The survey was qualitative and there were eighteen respondents of parents of alternative schools´ pupils. The reason to implement qualitative design was the opportunity to gain deeper insight into the essence of phenomena and to obtain detailed information, which would become the basis for subsequent quantitative research. There have been semi structured interviews done with the respondents which had been recorded and transcribed. By an analysis of gained data (categorization and by coding), we found out that common indicator of our respondents is higher education and higher economic level. This issue should be at the forefront of the researches because there is lack of analysis which would provide a comparison of common and alternative schools in the Czech Republic especially with regard to quality of education. Based on results, we consider questions whether approaches of these parents towards standard education come from their own experience or from the lack of knowledge of current goals and objectives of education policy of the Czech Republic. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Alternative%20schools" title="Alternative schools">Alternative schools</a>, <a href="https://publications.waset.org/search?q=family%20environment" title=" family environment"> family environment</a>, <a href="https://publications.waset.org/search?q=quality%20of%20education" title=" quality of education"> quality of education</a>, <a href="https://publications.waset.org/search?q=parents%C2%B4%20approach." title=" parents´ approach. "> parents´ approach. </a> </p> <a href="https://publications.waset.org/10005184/identification-of-common-indicators-of-family-environment-of-pupils-of-alternative-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005184/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005184/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005184/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005184/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005184/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005184/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005184/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005184/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005184/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005184/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005184.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">1002</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">125</span> Web-GIS based Outdoor Education Program for Elementary Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Noriyoshi%20Hosoya">Noriyoshi Hosoya</a>, <a href="https://publications.waset.org/search?q=Kayoko%20Yamamoto"> Kayoko Yamamoto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study, focusing on the importance of encouraging outdoor activities for children, aims to propose and implement a Web-GIS based outdoor education program for elementary schools, which will then be evaluated by users. Specifically, for the purpose of improved outdoor activities in the elementary school education, the outdoor education program, with chiefly using the Web-GIS that provides a good information provision and sharing tool, is proposed and implemented before being evaluated by users. Conclusions of the study boil down to: (1) An eight-staged outdoor education program based on the Web-GIS was proposed for a “second school" of an elementary school that was then implemented before being evaluated by users (teachers, instructors, students, and their parents). (2) The program generally received a good evaluation, while a lot of students and their parents evaluated negatively for the degree of discovery and for the degree of interest, respectively, in the questionnaire survey of students and their parents conducted after the “second school". The surveys clearly show that an issue to be solved, from the viewpoint of teachers in particular, is the establishment of the GIS that will easily represent teaching materials developed by teachers and of Web-GIS, and improved significance of the use of GIS and Web-GIS for their widespread. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Elementary%20Schools" title="Elementary Schools">Elementary Schools</a>, <a href="https://publications.waset.org/search?q=School%20Education" title=" School Education"> School Education</a>, <a href="https://publications.waset.org/search?q=Outdooreducation" title=" Outdooreducation"> Outdooreducation</a>, <a href="https://publications.waset.org/search?q=Web-GIS" title=" Web-GIS"> Web-GIS</a> </p> <a href="https://publications.waset.org/12543/web-gis-based-outdoor-education-program-for-elementary-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/12543/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/12543/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/12543/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/12543/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/12543/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/12543/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/12543/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/12543/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/12543/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/12543/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/12543.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">1633</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">124</span> Two Individual Genetic Algorithm</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Younis%20R.%20Elhaddad">Younis R. Elhaddad</a>, <a href="https://publications.waset.org/search?q=Aiman%20S.Gannous"> Aiman S.Gannous</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The particular interests of this paper is to explore if the simple Genetic Algorithms (GA) starts with population of only two individuals and applying different crossover technique over these parents to produced 104 children, each one has different attributes inherited from their parents; is better than starting with population of 100 individuals; and using only one type crossover (order crossover OX). For this reason we implement GA with 52 different crossover techniques; each one produce two children; which means 104 different children will be produced and this may discover more search space, also we implement classic GA with order crossover and many experiments were done over 3 Travel Salesman Problem (TSP) to find out which method is better, and according to the results we can say that GA with Multi-crossovers is much better.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Artificial%20intelligence" title="Artificial intelligence">Artificial intelligence</a>, <a href="https://publications.waset.org/search?q=genetic%20algorithm" title=" genetic algorithm"> genetic algorithm</a>, <a href="https://publications.waset.org/search?q=order%20crossover" title=" order crossover"> order crossover</a>, <a href="https://publications.waset.org/search?q=travel%20salesman%20problem." title=" travel salesman problem."> travel salesman problem.</a> </p> <a href="https://publications.waset.org/12605/two-individual-genetic-algorithm" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/12605/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/12605/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/12605/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/12605/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/12605/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/12605/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/12605/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/12605/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/12605/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/12605/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/12605.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">1418</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">123</span> Turkish Adolescents' Subjective Well-Being with Respect to Age, Gender and SES of Parents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ali%20Ery%C4%B1lmaz">Ali Eryılmaz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In this research it is aimed that the effect of some demographic factors on Turkish Adolescents' subjective well being is investigated. 432 adolescents who are 247 girls and 185 boys are participated in this study. They are ages 15-17, and also are high school students. The Positive and Negative Affect Scale and Life Satisfaction Scale are used for measuring adolescents' subjective well being. The ANOVA method is used in order to examine the effect of ages. For gender differences, independent t-test method is used, and finally the Pearson Correlation method is used so as to examine the effect of socio economic statues of adolescents' parents. According to results, there is no gender difference on adolescents' subjective well being. On the other hand, SES and age are effect significantly lover level on adolescents' subjective well being.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Subjective%20wellbeing" title="Subjective wellbeing">Subjective wellbeing</a>, <a href="https://publications.waset.org/search?q=adolescents" title=" adolescents"> adolescents</a>, <a href="https://publications.waset.org/search?q=and%20age" title=" and age"> and age</a>, <a href="https://publications.waset.org/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/search?q=SES." title=" SES."> SES.</a> </p> <a href="https://publications.waset.org/545/turkish-adolescents-subjective-well-being-with-respect-to-age-gender-and-ses-of-parents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/545/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/545/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/545/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/545/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/545/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/545/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/545/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/545/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/545/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/545/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/545.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">2948</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">122</span> Family and Young Learners´ Scholastic Success</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Helena%20Vomackova">Helena Vomackova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This contribution examines the relationship between the family environment and the level of young pupils’ scholastic success. It comments on the partial results of a research probe carried out in the year 2012 on a sample of 412 Czech Republic primary school pupils of the fourth, fifth and sixths forms within the Project IGA 43 201 15 0004 01. The key links of this project were monitored in relation to the highest education level achieved by the learners´ parents, as well as to the type of family it is (in particular its ability to function), to component factors specific to the family climate (their willingness to share information, communication, parental control) and, finally, to the number of children in the family as an important socialization constituent.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Family%20environment%20factors" title="Family environment factors">Family environment factors</a>, <a href="https://publications.waset.org/search?q=scholastic%20success" title=" scholastic success"> scholastic success</a>, <a href="https://publications.waset.org/search?q=parents%E2%80%99%20education" title=" parents’ education"> parents’ education</a>, <a href="https://publications.waset.org/search?q=family%20type" title=" family type"> family type</a>, <a href="https://publications.waset.org/search?q=family%20climate." title=" family climate."> family climate.</a> </p> <a href="https://publications.waset.org/17385/family-and-young-learners-scholastic-success" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/17385/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/17385/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/17385/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/17385/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/17385/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/17385/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/17385/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/17385/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/17385/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/17385/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/17385.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">1455</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">121</span> The Role of Parents in Teaching Entrepreneurship Culture to Their Children in Family Businesses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ahmet%20Diken">Ahmet Diken</a>, <a href="https://publications.waset.org/search?q=Meral%20Erdiren%C3%A7elebi"> Meral Erdirençelebi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Similar to economies in many countries; family-owned enterprises have a significant role in the development of Turkish economy. Although they have a large share in economic terms, their lifetime is limited to working life of their founders. Failure in achieving their sustainability deeply affects not only these businesses but also the economy. Therefore, two basic elements of family owned enterprises, family and organizational culture and especially entrepreneurship culture, should be examined closely. The degree of effectiveness of parents in instilling their children with entrepreneurship culture and their effects on children's profession choices are examined through face-to-face surveys with the managers owning family businesses randomly chosen among family-owned enterprises registered in Konya Chamber of Industry, which are active in specific sectors and which had different generations in their management. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Family-owned%20enterprises" title="Family-owned enterprises">Family-owned enterprises</a>, <a href="https://publications.waset.org/search?q=entrepreneurship" title=" entrepreneurship"> entrepreneurship</a>, <a href="https://publications.waset.org/search?q=entrepreneurship%20culture." title=" entrepreneurship culture."> entrepreneurship culture.</a> </p> <a href="https://publications.waset.org/10004992/the-role-of-parents-in-teaching-entrepreneurship-culture-to-their-children-in-family-businesses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004992/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004992/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004992/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004992/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004992/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004992/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004992/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004992/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004992/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004992/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004992.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">1294</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">120</span> Contextual Variables Affecting Frustration Level in Reading: An Integral Inquiry </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Mae%20C.%20Pavilario">Mae C. Pavilario</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study employs a sequential explanatory mixed method. Quantitatively it investigated the profile of grade VII students. Qualitatively, the prevailing contextual variables that affect their frustration-level were sought based on their perspective and that of their parents and teachers. These students were categorized as frustration-level in reading based on the data on word list of the Philippine Informal Reading Inventory (Phil-IRI). The researcher-made reading factor instrument translated to local dialect (Hiligaynon) was subjected to cross-cultural translation to address content, semantic, technical, criterion, or conceptual equivalence, the open-ended questions, and one unstructured interview was utilized. In the profile of the 26 participants, the 12 males are categorized as grade II and grade III frustration-levels. The prevailing contextual variables are personal-“having no interest in reading”, “being ashamed and fear of having to read in front of others” for extremely high frustration level; social environmental-“having no regular reading schedule at home” for very high frustration level and personal- “having no interest in reading” for high frustration level. Kendall Tau inferential statistical tool was used to test the significant relationship in the prevailing contextual variables that affect frustration-level readers when grouped according to perspective. Result showed that significant relationship exists between students-parents perspectives; however, there is no significant relationship between students’ and teachers’, and parents’ and teachers’ perspectives. The themes in the narratives of the participants on frustration-level readers are existence of speech defects, undesirable attitude, insufficient amount of reading materials, lack of close supervision from parents, and losing time and focus on task. Intervention was designed.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Contextual%20variables" title="Contextual variables">Contextual variables</a>, <a href="https://publications.waset.org/search?q=frustration-level%20readers" title=" frustration-level readers"> frustration-level readers</a>, <a href="https://publications.waset.org/search?q=perspective" title=" perspective"> perspective</a>, <a href="https://publications.waset.org/search?q=inquiry." title=" inquiry."> inquiry.</a> </p> <a href="https://publications.waset.org/10009075/contextual-variables-affecting-frustration-level-in-reading-an-integral-inquiry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10009075/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10009075/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10009075/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10009075/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10009075/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10009075/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10009075/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10009075/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10009075/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10009075/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10009075.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">1137</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">119</span> Assessment of the Illustrated Language Activities of the Portage Guide to Early Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ofelia%20A.%20Damag">Ofelia A. Damag</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The study was focused on the development and assessment of the illustrated language activities of the 1996 Edition of the Portage Guide to Early Education. It determined the extent of appropriateness, applicability, time efficiency and aesthetics of the illustrated language activities to be used as instructional material not only by teachers, but parents and caregivers as well. The eclectic research design was applied in this study using qualitative and quantitative methods. To determine the applicability and time efficiency of the study, a try out was done. Since the eclectic research design was used, it made use of a researcher-made survey questionnaire and focus group discussion. Analysis of the data was done through weighted mean and ANOVA. The respondents of the study were representatives of Special Education (SPED) teachers, caregivers and parents of a special-needs child, particularly with difficulties in learning basic language skills. The results of the study show that a large number of respondents are SPED teachers and caregivers and are mostly college graduates. Many of them have earned units towards Master’s studies. Moreover, a majority of the respondents have not attended seminars or in-service training in early intervention for them to be more competent in the area of specialization. It is concluded that the illustrated language activities under review in this study are appropriate, applicable, time efficient and aesthetic for use as a tool in teaching. The recommendations are focused on the advocacy for SPED teachers, caregivers and parents of special-needs children to be more consistent in the implementation of the new instructional materials as an aid in an intervention program.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Illustrated%20language%20activities" title="Illustrated language activities">Illustrated language activities</a>, <a href="https://publications.waset.org/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/search?q=portage%20guide%20to%20early%20education" title=" portage guide to early education"> portage guide to early education</a>, <a href="https://publications.waset.org/search?q=special%20educational%20needs." title=" special educational needs."> special educational needs.</a> </p> <a href="https://publications.waset.org/10010217/assessment-of-the-illustrated-language-activities-of-the-portage-guide-to-early-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010217/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010217/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010217/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010217/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010217/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010217/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010217/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010217/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010217/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010217/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010217.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">1427</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">118</span> Identity Formation and Autobiographical Memory: Two Interrelated Concepts of Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Anna%20R.%20Alyusheva">Anna R. Alyusheva</a>, <a href="https://publications.waset.org/search?q=Veronika%20V.%20Nourkova"> Veronika V. Nourkova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the present paper is to investigate the interdependency among ego-identity status, autobiographical memory and cultural life story schema. The study shows considerable differences between autobiographical memory characteristics and “family script", which is typical for participants (adolescents, M age years = 17.84, SD = 1.18, N = 58), with different ego-identity statuses. Participants with diffused ego-identity status recalled fewer autobiographical memories. Additionally, this group of participants recalled fewer events from their parents- life. Participants with moratorium ego-identity status dated their first recollections to a later age than others, and recalled fewer memories relating to their childhood. Participants with achieved identity status recalled more self-defining memories and events from their parents- life. They used more functions from the autobiographical memory. There weren-t any significant differences between the foreclosed identity status group and the others. These findings support the idea of a bidirectional relation between culture, memory and self. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Autobiographical%20memory" title="Autobiographical memory">Autobiographical memory</a>, <a href="https://publications.waset.org/search?q=autobiographical%0Anarrative" title=" autobiographical narrative"> autobiographical narrative</a>, <a href="https://publications.waset.org/search?q=cultural%20life%20script" title=" cultural life script"> cultural life script</a>, <a href="https://publications.waset.org/search?q=ego-identity" title=" ego-identity"> ego-identity</a> </p> <a href="https://publications.waset.org/9359/identity-formation-and-autobiographical-memory-two-interrelated-concepts-of-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9359/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9359/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9359/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9359/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9359/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9359/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9359/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9359/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9359/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9359/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9359.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">2274</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">117</span> Family Functionality in Mexican Children with Congenital and Non-Congenital Deafness</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=D.%20Estrella">D. Estrella</a>, <a href="https://publications.waset.org/search?q=A.%20Silva"> A. Silva</a>, <a href="https://publications.waset.org/search?q=R.%20Zapata"> R. Zapata</a>, <a href="https://publications.waset.org/search?q=H.%20Rubio"> H. Rubio</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>A total of 100 primary caregivers (mothers, fathers, grandparents) with at least one child or grandchild with a diagnosis of congenital bilateral profound deafness were assessed in order to evaluate the functionality of families with a deaf member, who was evaluated by specialists in audiology, molecular biology, genetics and psychology. After confirmation of the clinical diagnosis, DNA from the patients and parents were analyzed in search of the 35delG deletion of the GJB2 gene to determine who possessed the mutation. All primary caregivers were provided psychological support, regardless of whether or not they had the mutation, and prior and subsequent, the family APGAR test was applied. All parents, grandparents were informed of the results of the genetic analysis during the psychological intervention. The family APGAR, after psychological and genetic counseling, showed that 14% perceived their families as functional, 62% moderately functional and 24% dysfunctional. This shows the importance of psychological support in family functionality that has a direct impact on the quality of life of these families.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Deafness" title="Deafness">Deafness</a>, <a href="https://publications.waset.org/search?q=psychological%20support" title=" psychological support"> psychological support</a>, <a href="https://publications.waset.org/search?q=family" title=" family"> family</a>, <a href="https://publications.waset.org/search?q=adaptation%20to%20disability." title=" adaptation to disability."> adaptation to disability.</a> </p> <a href="https://publications.waset.org/10007453/family-functionality-in-mexican-children-with-congenital-and-non-congenital-deafness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10007453/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10007453/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10007453/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10007453/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10007453/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10007453/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10007453/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10007453/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10007453/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10007453/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10007453.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">980</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">116</span> Explanatory of Relationship between Learning Motivation and Learning Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Chih%20Chin%20Yang">Chih Chin Yang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, the relationship between learning motivation and learning performance is explored by using exchange theory. The relationship is concluded that external performance can raise learning motivation and then increase learning performance. The internal performance should be not completely neglected and the external performance should be not attached important excessively. The parents need self-study and must be also reeducated. The existing education must be improved in raise of internal performance. The incorrect learning thinking will mislead the students, parents, and educators of next generation, when the students obtain good learning performance in the learning environment with excess stimulants. Over operation of external performance will result abnormal learning thinking and violating learning goal. Learning is not only to obtain performance. Learning quality and learning performance will be limited as without learning motivation. The best learning motivation is, the best learning performance is. The learning for reward is not good for learning performance. Strategies of promoting life-long learning are including the encouraging for learner, establishment of good interaction learning environment, and the advertisement of the merit and the importance of life-long learning, which can let the learner with the correct learning motivation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=exchange%20theory" title="exchange theory">exchange theory</a>, <a href="https://publications.waset.org/search?q=learning%20motivation" title=" learning motivation"> learning motivation</a>, <a href="https://publications.waset.org/search?q=learning%0Aperformance" title=" learning performance"> learning performance</a>, <a href="https://publications.waset.org/search?q=learning%20quality" title=" learning quality"> learning quality</a> </p> <a href="https://publications.waset.org/10416/explanatory-of-relationship-between-learning-motivation-and-learning-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10416/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10416/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10416/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10416/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10416/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10416/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10416/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10416/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10416/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10416/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10416.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">1626</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">115</span> The Net as a Living Experience of Distance Motherhood within Italian Culture</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=C.%20Papapicco">C. Papapicco</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Motherhood is an existential human relationship that lasts for the whole life and is always interwoven with subjectivity and culture. As a result of the brain drain, the motherhood becomes motherhood at distance. Starting from the hypothesis that re-signification of the mother at distance practices is culturally relevant; the research aims to understand the experience of mother at a distance in order to extrapolate the strategies of management of the empty nest. Specifically, the research aims to evaluate the experience of a brain drain’s mother, who created a blog that intends to take care of other parents at a distance. Actually, the blog is the only artifact symbol of the Italian culture of motherhood at distance. In the research, a Netnographic Analysis of the blog mammedicervelliinfuga.com is offered with the aim of understanding if the online world becomes an opportunity to manage the role of mother at a distance. A narrative interview with the blog creator was conducted and then the texts were analyzed by means of a Diatextual Analysis approach. It emerged that the migration projects of talented children take on different meanings and representations for parents. Thus, it is shown that the blog becomes a new form of understanding and practicing motherhood at a distance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Brain%20drain" title="Brain drain">Brain drain</a>, <a href="https://publications.waset.org/search?q=diatextual%20analysis" title=" diatextual analysis"> diatextual analysis</a>, <a href="https://publications.waset.org/search?q=distance%20motherhood%20blog" title=" distance motherhood blog"> distance motherhood blog</a>, <a href="https://publications.waset.org/search?q=online%20and%20offline%20narrations." title=" online and offline narrations."> online and offline narrations.</a> </p> <a href="https://publications.waset.org/10011499/the-net-as-a-living-experience-of-distance-motherhood-within-italian-culture" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011499/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011499/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011499/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011499/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011499/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011499/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011499/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011499/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011499/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011499/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011499.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">467</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">114</span> Inheritance of Primary Yield Component Traits of Common Beans (Phaseolus vulgaris L.): Number of Seeds per Pod and 1000 Seed Weight in an 8X8 Diallel Cross Population</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Atnaf%20Tiruneh%20Mulugeta">Atnaf Tiruneh Mulugeta</a>, <a href="https://publications.waset.org/search?q=Mohammed%20Ali%20Hussein"> Mohammed Ali Hussein</a>, <a href="https://publications.waset.org/search?q=Zelleke%20Habtamu"> Zelleke Habtamu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Thirty six genotypes (8 parents and 28 F1 diallel crosses) were grown in randomized complete block design during 2006 at Mandura, North western Ethiopia. The experiment was executed to study the inheritance of two primary yield component traits: number of seeds per pod and 1000 seed weight. Statistical significant difference was observed between genotypes, parents, and crosses for these traits. The mean square due to GCA was significant for the two traits. However, SCA mean square was significant only for number of seeds per pod. Thus both additive and non-additive types of gene actions were important in the inheritance of number of seeds per pod. Significant b1 component was obtained for this trait. The b2 and b3 components, however, were not significant, suggesting the absence of gene asymmetry. From Wr/Vr graph, inheritance of seeds per pod was governed by partial dominance with additive gene action.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Diallel%20crosses" title="Diallel crosses">Diallel crosses</a>, <a href="https://publications.waset.org/search?q=General%20combining%20ability" title=" General combining ability"> General combining ability</a>, <a href="https://publications.waset.org/search?q=Phaseolus%20vulgaris%20L." title=" Phaseolus vulgaris L."> Phaseolus vulgaris L.</a>, <a href="https://publications.waset.org/search?q=Specific%20combining%20ability" title=" Specific combining ability"> Specific combining ability</a> </p> <a href="https://publications.waset.org/16893/inheritance-of-primary-yield-component-traits-of-common-beans-phaseolus-vulgaris-l-number-of-seeds-per-pod-and-1000-seed-weight-in-an-8x8-diallel-cross-population" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/16893/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/16893/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/16893/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/16893/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/16893/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/16893/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/16893/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/16893/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/16893/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/16893/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/16893.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">2496</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">113</span> Maternal Smoking and Risk of Childhood Overweight and Obesity: A Meta-Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Martina%20Kanciruk">Martina Kanciruk</a>, <a href="https://publications.waset.org/search?q=Jac%20W.%20Andrews"> Jac W. Andrews</a>, <a href="https://publications.waset.org/search?q=Tyrone%20Donnon"> Tyrone Donnon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purpose of this study was to determine the significance of maternal smoking for the development of childhood overweight and/or obesity. Accordingly, a systematic literature review of English-language studies published from 1980 to 2012 using the following data bases: MEDLINE, PsychINFO, Cochrane Database of Systematic Reviews, and Dissertation Abstracts International was conducted. The following terms were used in the search: pregnancy, overweight, obesity, smoking, parents, childhood, risk factors. Eighteen studies of maternal smoking during pregnancy and obesity conducted in Europe, Asia, North America, and South America met the inclusion criteria. A meta-analysis of these studies indicated that maternal smoking during pregnancy is a significant risk factor for overweight and obesity; mothers who smoke during pregnancy are at a greater risk for developing obesity or overweight; the quantity of cigarettes consumed by the mother during pregnancy influenced the odds of offspring overweight and/or obesity. In addition, the results from moderator analyses suggest that part of the heterogeneity discovered between the studies can be explained by the region of world that the study occurred in and the age of the child at the time of weight assessment.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Childhood%20obesity" title="Childhood obesity">Childhood obesity</a>, <a href="https://publications.waset.org/search?q=overweight" title=" overweight"> overweight</a>, <a href="https://publications.waset.org/search?q=smoking" title=" smoking"> smoking</a>, <a href="https://publications.waset.org/search?q=parents" title=" parents"> parents</a>, <a href="https://publications.waset.org/search?q=risk%20factors." title=" risk factors."> risk factors.</a> </p> <a href="https://publications.waset.org/9998181/maternal-smoking-and-risk-of-childhood-overweight-and-obesity-a-meta-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9998181/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9998181/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9998181/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9998181/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9998181/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9998181/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9998181/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9998181/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9998181/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9998181/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9998181.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">2034</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">112</span> Parental Restriction and Children’s Appetitive Traits: A Study among Children Aged 5-11 Years Old in Dubai Private Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Hajar%20Aman%20Key%20Yekani">Hajar Aman Key Yekani</a>, <a href="https://publications.waset.org/search?q=Yusra%20Mushtaq"> Yusra Mushtaq</a>, <a href="https://publications.waset.org/search?q=Behnaz%20Farahani"> Behnaz Farahani</a>, <a href="https://publications.waset.org/search?q=Hamed%20Abdi"> Hamed Abdi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study explores associations between parental restriction and children's appetitive traits, putting to test the hypothesis that parental “restriction” is associated with having a child with stronger food approach tendencies (food enjoyment (FE) and food over responsiveness (FR)). The participants, from 55 nationalities, targeting 1081 parents of 5- to 11-year-old children from 7 private schools in Dubai, UAE, who completed self-reported questionnaires over the 2011-2012 school year. The questionnaire has been a tailored amalgamation of CEBQ and CFQ in order to measure the children’s appetitive traits and parental restriction, respectively. The findings of this quantitative, descriptive, cross-sectional analysis confirmed the hypothesis in that “parental restriction” was positively associated with child food responsiveness (r, 0.183), food enjoyment (r, 0.102). To conclude, as far as the figures depict, the parents controlling their children’s food intake would seemingly a reverse impact on their eating behavior in the short term.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Parental%20Restriction" title="Parental Restriction">Parental Restriction</a>, <a href="https://publications.waset.org/search?q=Children%20Eating%20Behavior" title=" Children Eating Behavior"> Children Eating Behavior</a>, <a href="https://publications.waset.org/search?q=Approach%20Tendency" title=" Approach Tendency"> Approach Tendency</a>, <a href="https://publications.waset.org/search?q=Avoidance%20Tendency." title=" Avoidance Tendency."> Avoidance Tendency.</a> </p> <a href="https://publications.waset.org/9996631/parental-restriction-and-childrens-appetitive-traits-a-study-among-children-aged-5-11-years-old-in-dubai-private-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9996631/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9996631/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9996631/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9996631/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9996631/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9996631/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9996631/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9996631/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9996631/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9996631/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9996631.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">1721</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">111</span> GPS and SMS-Based Child Tracking System Using Smart Phone</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=A.%20Al-Mazloum">A. Al-Mazloum</a>, <a href="https://publications.waset.org/search?q=E.%20Omer"> E. Omer</a>, <a href="https://publications.waset.org/search?q=M.%20F.%20A.%20Abdullah"> M. F. A. Abdullah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Recently many cases of missing children between ages 14 and 17 years are reported. Parents always worry about the possibility of kidnapping of their children. This paper proposes an Android based solution to aid parents to track their children in real time. Nowadays, most mobile phones are equipped with location services capabilities allowing us to get the device’s geographic position in real time. The proposed solution takes the advantage of the location services provided by mobile phone since most of kids carry mobile phones. The mobile application use the GPS and SMS services found in Android mobile phones. It allows the parent to get their child’s location on a real time map. The system consists of two sides, child side and parent side. A parent’s device main duty is to send a request location SMS to the child’s device to get the location of the child. On the other hand, the child’s device main responsibility is to reply the GPS position to the parent’s device upon request.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Child%20Tracking%20System" title="Child Tracking System">Child Tracking System</a>, <a href="https://publications.waset.org/search?q=Global%20Positioning%20System%20%28GPS%29" title=" Global Positioning System (GPS)"> Global Positioning System (GPS)</a>, <a href="https://publications.waset.org/search?q=SMS-based%20Mobile%20Application." title=" SMS-based Mobile Application. "> SMS-based Mobile Application. </a> </p> <a href="https://publications.waset.org/9996929/gps-and-sms-based-child-tracking-system-using-smart-phone" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9996929/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9996929/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9996929/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9996929/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9996929/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9996929/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9996929/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9996929/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9996929/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9996929/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9996929.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">15519</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">110</span> Parental and Related Factors Affecting Students’ Academic Achievement in Oyo State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Oladele%20K.%20Ogunsola">Oladele K. Ogunsola</a>, <a href="https://publications.waset.org/search?q=Kazeem%20A.%20Osuolale"> Kazeem A. Osuolale</a>, <a href="https://publications.waset.org/search?q=Akintayo%20O.%20Ojo"> Akintayo O. Ojo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many factors influence the educational outcome of students. Some of these have been studied by researchers with many emphasizing the role of students, schools, governments, peer groups and so on. More often than not, some of these factors influencing the academic achievement of the students have been traced back to parents and family; being the primary platform on which learning not only begins but is nurtured, encouraged and developed which later transforms to the performance of the students. This study not only explores parental and related factors that predict academic achievement through the review of relevant literatures but also, investigates the influence of parental background on the academic achievement of senior secondary school students in Ibadan North Local Government Area of Oyo State, Nigeria. As one of the criteria of the quality of education, students’ academic achievement was investigated because it is most often cited as an indicator of school effectiveness by school authorities and educationists. The data collection was done through interviews and use of well-structured questionnaires administered to one hundred students (100) within the target local government. This was statistically analysed and the result showed that parents’ attitudes towards their children’s education had significant effect(s) on students’ self-reporting of academic achievement. However, such factors as parental education and socioeconomic background had no significant relationship with the students’ self-reporting of academic achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Academic%20attainment" title="Academic attainment">Academic attainment</a>, <a href="https://publications.waset.org/search?q=Parental%20factors" title=" Parental factors"> Parental factors</a>, <a href="https://publications.waset.org/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/search?q=Oyo%0D%0AState" title=" Oyo State"> Oyo State</a>, <a href="https://publications.waset.org/search?q=Nigeria." title=" Nigeria."> Nigeria.</a> </p> <a href="https://publications.waset.org/10001503/parental-and-related-factors-affecting-students-academic-achievement-in-oyo-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10001503/apa" target="_blank" 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