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Ellis</title> <meta name="description" content="Search results for: Naoko Ellis"> <meta name="keywords" content="Naoko Ellis"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="Naoko Ellis"> <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> 27</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Naoko Ellis</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">27</span> Effects of Pre-Task Activities on the Writing Performance of Second Language Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wajiha%20Fatima">Wajiha Fatima</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Based on Rod Ellis’s (2002) the methodology of task-based teaching, this study explored the effects of pre-task activities on the Job Application letter of 102 ESL students (who were female and undergraduate learners). For this purpose, students were divided among three groups (Group A, Group B, and Group C), kept in control and experimental settings as well. Pre-task phase motivates the learners to perform the actual task. Ellis reportedly discussed four pre-task phases: (1) performing a similar task; (2) providing a model; (3) non-task preparation activities and (4) strategic planning. They were taught through above given three pre-task activities. Accordingly, the learners in control setting were supposed to write without any teaching aid while learners in an experimental situation were provided three different pre-task activities in each group. In order to compare the scores of the pre-test and post-test of the three groups, sample paired t-test was utilized. The obtained results of the written job application by the female students revealed that pre-task activities improved their performance in writing. On the other hand, the comparison of the three pre-task activities revealed that 'providing a model' outperformed the other two activities. For this purpose, ANOVA was utilized. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pre-task%20activities" title="pre-task activities">pre-task activities</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20learners" title=" second language learners"> second language learners</a>, <a href="https://publications.waset.org/abstracts/search?q=task%20based%20language%20teaching" title=" task based language teaching"> task based language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=writing" title=" writing"> writing</a> </p> <a href="https://publications.waset.org/abstracts/100283/effects-of-pre-task-activities-on-the-writing-performance-of-second-language-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100283.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">178</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">26</span> Renewable Natural Gas Production from Biomass and Applications in Industry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sarah%20Alamolhoda">Sarah Alamolhoda</a>, <a href="https://publications.waset.org/abstracts/search?q=Kevin%20J.%20Smith"> Kevin J. Smith</a>, <a href="https://publications.waset.org/abstracts/search?q=Xiaotao%20Bi"> Xiaotao Bi</a>, <a href="https://publications.waset.org/abstracts/search?q=Naoko%20Ellis"> Naoko Ellis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> For millennials, biomass has been the most important source of fuel used to produce energy. Energy derived from biomass is renewable by re-growth of biomass. Various technologies are used to convert biomass to potential renewable products including combustion, gasification, pyrolysis and fermentation. Gasification is the incomplete combustion of biomass in a controlled environment that results in valuable products such as syngas, biooil and biochar. Syngas is a combustible gas consisting of hydrogen (H₂), carbon monoxide (CO), carbon dioxide (CO₂), and traces of methane (CH₄) and nitrogen (N₂). Cleaned syngas can be used as a turbine fuel to generate electricity, raw material for hydrogen and synthetic natural gas production, or as the anode gas of solid oxide fuel cells. In this work, syngas as a product of woody biomass gasification in British Columbia, Canada, was introduced to two consecutive fixed bed reactors to perform a catalytic water gas shift reaction followed by a catalytic methanation reaction. The water gas shift reaction is a well-established industrial process and used to increase the hydrogen content of the syngas before the methanation process. Catalysts were used in the process since both reactions are reversible exothermic, and thermodynamically preferred at lower temperatures while kinetically favored at elevated temperatures. The water gas shift reactor and the methanation reactor were packed with Cu-based catalyst and Ni-based catalyst, respectively. Simulated syngas with different percentages of CO, H₂, CH₄, and CO₂ were fed to the reactors to investigate the effect of operating conditions in the unit. The water gas shift reaction experiments were done in the temperature of 150 ˚C to 200 ˚C, and the pressure of 550 kPa to 830 kPa. Similarly, methanation experiments were run in the temperature of 300 ˚C to 400 ˚C, and the pressure of 2340 kPa to 3450 kPa. The Methanation reaction reached 98% of CO conversion at 340 ˚C and 3450 kPa, in which more than half of CO was converted to CH₄. Increasing the reaction temperature caused reduction in the CO conversion and increase in the CH₄ selectivity. The process was designed to be renewable and release low greenhouse gas emissions. Syngas is a clean burning fuel, however by going through water gas shift reaction, toxic CO was removed, and hydrogen as a green fuel was produced. Moreover, in the methanation process, the syngas energy was transformed to a fuel with higher energy density (per volume) leading to reduction in the amount of required fuel that flows through the equipment and improvement in the process efficiency. Natural gas is about 3.5 times more efficient (energy/ volume) than hydrogen and easier to store and transport. When modification of existing infrastructure is not practical, the partial conversion of renewable hydrogen to natural gas (with up to 15% hydrogen content), the efficiency would be preserved while greenhouse gas emission footprint is eliminated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=renewable%20natural%20gas" title="renewable natural gas">renewable natural gas</a>, <a href="https://publications.waset.org/abstracts/search?q=methane" title=" methane"> methane</a>, <a href="https://publications.waset.org/abstracts/search?q=hydrogen" title=" hydrogen"> hydrogen</a>, <a href="https://publications.waset.org/abstracts/search?q=gasification" title=" gasification"> gasification</a>, <a href="https://publications.waset.org/abstracts/search?q=syngas" title=" syngas"> syngas</a>, <a href="https://publications.waset.org/abstracts/search?q=catalysis" title=" catalysis"> catalysis</a>, <a href="https://publications.waset.org/abstracts/search?q=fuel" title=" fuel"> fuel</a> </p> <a href="https://publications.waset.org/abstracts/164317/renewable-natural-gas-production-from-biomass-and-applications-in-industry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164317.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">118</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">25</span> Feature of Employment Injuries and Maintenance Works of Construction Machinery</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Naoko%20Kanazawa">Naoko Kanazawa</a>, <a href="https://publications.waset.org/abstracts/search?q=Tran%20Thi%20Bich%20Nguyet"> Tran Thi Bich Nguyet</a>, <a href="https://publications.waset.org/abstracts/search?q=Yoshiyuki%20Higuchi"> Yoshiyuki Higuchi</a>, <a href="https://publications.waset.org/abstracts/search?q=Hideki%20Hamada"> Hideki Hamada</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Construction machines’ condition is maintained with the regularly inspections, preventive maintenance and repairs by skillful and qualified engineers. If an accident occurs, there will be enormous influence such as human injuries, delays in the term of construction. In this paper, we revealed the characteristics such as inspection, maintenance and repair works for construction machines, and we also clarified the trends of employment injuries based on actual data by simple and cross tabulation methods, and investigated the relation with their works, injured body parts and accident types. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=construction%20machines" title="construction machines">construction machines</a>, <a href="https://publications.waset.org/abstracts/search?q=employment%20injuries" title=" employment injuries"> employment injuries</a>, <a href="https://publications.waset.org/abstracts/search?q=maintenance%20and%20repair" title=" maintenance and repair"> maintenance and repair</a>, <a href="https://publications.waset.org/abstracts/search?q=safety%20and%20health" title=" safety and health"> safety and health</a> </p> <a href="https://publications.waset.org/abstracts/63352/feature-of-employment-injuries-and-maintenance-works-of-construction-machinery" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63352.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">307</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24</span> Effects of Magnetic Field Strength on Fluid Flow Behavior in a Constricted Channel</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ashkan%20Javadzadegan">Ashkan Javadzadegan</a>, <a href="https://publications.waset.org/abstracts/search?q=Aitak%20Javadzadegan"> Aitak Javadzadegan</a>, <a href="https://publications.waset.org/abstracts/search?q=Babak%20Fakhim"> Babak Fakhim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of possible ways to retard movement of fluid is through applying an external magnetic field. In this regard, this study is focused on the effect of a uniform transverse magnetic field on fluid flow behavior inside a channel with a local symmetric constriction. Also, Ellis Non-Newtonian model is implemented to address the effects of shear-dependent viscosity. According to the results, the flow separation downstream of the constriction can be controlled by applying an external magnetic field and/or manipulating the shear-thinning degree of fluid. It is also demonstrated that pressure drop increases by an increase in the strength of the magnetic field. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=magnetic%20field" title="magnetic field">magnetic field</a>, <a href="https://publications.waset.org/abstracts/search?q=non-Newtonian" title=" non-Newtonian"> non-Newtonian</a>, <a href="https://publications.waset.org/abstracts/search?q=separation" title=" separation"> separation</a>, <a href="https://publications.waset.org/abstracts/search?q=shear%20thinning" title=" shear thinning"> shear thinning</a> </p> <a href="https://publications.waset.org/abstracts/3080/effects-of-magnetic-field-strength-on-fluid-flow-behavior-in-a-constricted-channel" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3080.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">432</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">23</span> The Impact of the Great Irish Famine on Irish Mass Migration to the United States at the Turn of the Twentieth Century</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gayane%20Vardanyan">Gayane Vardanyan</a>, <a href="https://publications.waset.org/abstracts/search?q=Gaia%20Narciso"> Gaia Narciso</a>, <a href="https://publications.waset.org/abstracts/search?q=Battista%20Severgnini"> Battista Severgnini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigates the long-run impact of the Great Irish Famine on emigration from Ireland at the turn of the twentieth century. To do it we combine the 1901 and the 1911 Irish Census data sets with the Ellis Island Administrative Records on Irish migrants to the United States. We find that the migrants were more likely to be Catholic, literate, unmarried, young and Gaelic speaking compared to the ones that stay. Running individual level specifications, our preliminary findings suggest that being born in a place where the Famine was more severe increases the probability of becoming a migrant in the long-run. We also intend to explore the mechanisms through which this impact occurs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Great%20Famine" title="Great Famine">Great Famine</a>, <a href="https://publications.waset.org/abstracts/search?q=mass%20migration" title=" mass migration"> mass migration</a>, <a href="https://publications.waset.org/abstracts/search?q=long-run%20impact" title=" long-run impact"> long-run impact</a>, <a href="https://publications.waset.org/abstracts/search?q=mechanisms" title=" mechanisms"> mechanisms</a> </p> <a href="https://publications.waset.org/abstracts/88483/the-impact-of-the-great-irish-famine-on-irish-mass-migration-to-the-united-states-at-the-turn-of-the-twentieth-century" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88483.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">238</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22</span> Observation of Laminar to Turbulent Transition in Micro-Propellers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dake%20Wang">Dake Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Ellis%20Edinkrah"> Ellis Edinkrah</a>, <a href="https://publications.waset.org/abstracts/search?q=Brian%20Wang"> Brian Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Micro-propellers can operate in regimes of small Reynolds numbers where the effect of viscous friction becomes important. In this work, the transition from laminar to turbulent regime in micro-propellers driven by electric motors was observed. The analysis revealed that the lift force was linearly proportional to propeller output power when systems operate in the laminar/viscous regime, while a sublinear relation between the force and the output power was observed in the turbulent/inertial regime. These behaviors appeared to be independent of motor-propeller specifications. The Reynolds number that marks the regime transition was found to be at around 10000. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=UAV" title="UAV">UAV</a>, <a href="https://publications.waset.org/abstracts/search?q=micro-propeller" title=" micro-propeller"> micro-propeller</a>, <a href="https://publications.waset.org/abstracts/search?q=laminar-turbulent" title=" laminar-turbulent"> laminar-turbulent</a>, <a href="https://publications.waset.org/abstracts/search?q=Reynolds%20number" title=" Reynolds number"> Reynolds number</a> </p> <a href="https://publications.waset.org/abstracts/168546/observation-of-laminar-to-turbulent-transition-in-micro-propellers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168546.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">99</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">21</span> Dramatic US Television in the 21st Century: Articulating the Human through Expressions of Violence </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Peter%20Ellis">Peter Ellis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> United States dramatic television in the 21st century is inarguably violent. This violence can be as physical as the gruesome viscera spilled in AMC’s The Walking Dead; it can be as psychological as the suppressive dominance of Tony Soprano over his wife Carmella in HBO’s The Sopranos; and it can sit like shares on the stock market, where investment in violence sits as an economic choice, as with AMC’s Breaking Bad. Violence permeates these narratives, simultaneously threatening and defining the lives of their characters through its use in their relationships. What propels this exploration of humanity through violence is the use of language: the dictation of interaction in an economy in which characters negotiate successful acts of violence, or how they meet with the successful violence of others. Language is the defining force which separates and elucidates characters through conflict, as Slavoj Žižek writes, “it is because of language that we and our neighbours (can) “live in different worlds” even when we live on the same street.” This paper examines three different manifestations that violence takes in US television, specifically through the examples of The Walking Dead, The Sopranos, and Breaking Bad. Through the prism of Žižek’s conception of language as the uniquely human vehicle of violence, I aim to display how these shows sit as expressions of a neo-humanism, in which the complexities of language manipulate violence and define character in the process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=violence" title="violence">violence</a>, <a href="https://publications.waset.org/abstracts/search?q=humanism" title=" humanism"> humanism</a>, <a href="https://publications.waset.org/abstracts/search?q=neoliberalism" title=" neoliberalism"> neoliberalism</a>, <a href="https://publications.waset.org/abstracts/search?q=American%20television" title=" American television"> American television</a> </p> <a href="https://publications.waset.org/abstracts/34340/dramatic-us-television-in-the-21st-century-articulating-the-human-through-expressions-of-violence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34340.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">439</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">20</span> Competencies and Training Needs for School Sport Managers in the North West Province, South Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elriena%20Eksteen">Elriena Eksteen</a>, <a href="https://publications.waset.org/abstracts/search?q=Yolandi%20Willemse"> Yolandi Willemse</a>, <a href="https://publications.waset.org/abstracts/search?q=Dawie%20D.%20J.%20Malan"> Dawie D. J. Malan</a>, <a href="https://publications.waset.org/abstracts/search?q=Suria%20Ellis"> Suria Ellis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is important to understand which competencies are needed for managerial and administrative effectiveness of school sport managers with regard to the design, delivery and direction of school sport programmes. The purpose of this study was to determine the competencies and training needs for secondary school sport managers in the North West Province. Data were gathered from 79 school sport managers in the North West Province by means of a validated self-compiled questionnaire. Descriptive statistics, factor analysis and a dependent t-test were used to compare which competencies school sport managers perceive as important in their work with the competencies they actually perform. Functional competencies and core competencies were both found to be important for managing school sport effectively. There were statistically significant differences between the perceived importance of competencies and the frequency with which competencies were actually performed. Respondents attached greater importance to functional and core competencies than the proportion of time spent actually performing them. Furthermore, results indicated the need to train teachers in managing sport finance, sport facilities and human resources, as well as presenting workshops in public relations, sport marketing and sport organisation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competencies" title="competencies">competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=functional%20competencies" title=" functional competencies"> functional competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=core%20competencies" title=" core competencies"> core competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20sport%20manager" title=" school sport manager"> school sport manager</a>, <a href="https://publications.waset.org/abstracts/search?q=training%20needs" title=" training needs"> training needs</a> </p> <a href="https://publications.waset.org/abstracts/41347/competencies-and-training-needs-for-school-sport-managers-in-the-north-west-province-south-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41347.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">426</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19</span> Exploring the Potential of Chatbots in Higher Education: A Preliminary Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Studente">S. Studente</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Ellis"> S. Ellis</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20F.%20Garivaldis"> S. F. Garivaldis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We report upon a study introducing a chatbot to develop learning communities at a London University, with a largely international student base. The focus of the chatbot was twofold; to ease the transition for students into their first year of university study, and to increase study engagement. Four learning communities were created using the chatbot; level 3 foundation, level 4 undergraduate, level 6 undergraduate and level 7 post-graduate. Students and programme leaders were provided with access to the chat bot via mobile app prior to their study induction and throughout the autumn term of 2019. At the end of the term, data were collected via questionnaires and focus groups with students and teaching staff to allow for identification of benefits and challenges. Findings indicated a positive correlation between study engagement and engagement with peers. Students reported that the chatbot enabled them to obtain support and connect to their programme leader. Both staff and students also made recommendation on how engagement could be further enhanced using the bot in terms of; clearly specified purpose, integration with existing university systems, leading by example and connectivity. Extending upon these recommendations, a second pilot study is planned for September 2020, for which the focus will be upon improving attendance rates, student satisfaction and module pass rates. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chatbot" title="chatbot">chatbot</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20communities" title=" learning communities"> learning communities</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20engagement" title=" student engagement"> student engagement</a> </p> <a href="https://publications.waset.org/abstracts/124050/exploring-the-potential-of-chatbots-in-higher-education-a-preliminary-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/124050.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">124</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18</span> Teacher-Scaffolding vs. Peer-Scaffolding in Task-Based ILP Instruction: Effects on EFL Learners’ Metapragmatic Awareness</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amir%20Zand-Moghadam">Amir Zand-Moghadam</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahnaz%20Alizadeh"> Mahnaz Alizadeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the present study was to investigate the effect of teacher-scaffolding versus peer-scaffolding on EFL learners’ metapragmatic awareness in the paradigm of task-based language teaching (TBLT). To this end, a number of dialogic information-gap tasks requiring two-way interactant relationship were designed for the five speech acts of request, refusal, apology, suggestion, and compliment following Ellis’s (2003) model. Then, 48 intermediate EFL learners were randomly selected, homogenized, and assigned to two groups: 26 participants in the teacher-scaffolding group (Group One) and 22 in the peer-scaffolding group (Group Two). While going through the three phases of pre-task, while-task, and post-task, the participants in the first group completed the designed tasks by the teacher’s interaction, scaffolding, and feedback. On the other hand, the participants in the second group were required to complete the tasks in expert-novice pairs through peer scaffolding in all the three phases of a task-based syllabus. The findings revealed that the participants in the teacher-scaffolding group developed their L2 metapragmatic awareness more than the peer-scaffolding group. Thus, it can be concluded that teacher-scaffolding is more effective than peer scaffolding in developing metapragmatic awareness among EFL learners. It can also be claimed that the use of tasks can be more influential when they are accompanied by teacher-scaffolding. The findings of the present study have implications for language teachers and researchers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ILP" title="ILP">ILP</a>, <a href="https://publications.waset.org/abstracts/search?q=metapragmatic%20awareness" title=" metapragmatic awareness"> metapragmatic awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=scaffolding" title=" scaffolding"> scaffolding</a>, <a href="https://publications.waset.org/abstracts/search?q=task-based%20instruction" title=" task-based instruction"> task-based instruction</a> </p> <a href="https://publications.waset.org/abstracts/19418/teacher-scaffolding-vs-peer-scaffolding-in-task-based-ilp-instruction-effects-on-efl-learners-metapragmatic-awareness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19418.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">584</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17</span> Asian Cinema and Hollywood Remakes: Cultural Hybridization, Convergence and Partition in the Age of Global Capitalism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chan%20Ka%20Lok%20Sobel">Chan Ka Lok Sobel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recently, several famous Asian films have been remade in North America, set in the context of U.S. society and with the financial and cultural scale of Hollywood cinema. Notably, the practice of remaking films is interactive, with famous Hollywood films also being remade in Asia; for example, Charlie’s Angels (McG, 2002) was remade as So Close (Yuen, 2002), Seven (Fincher, 1995) was remade as Double Vision (Fu, 2002), and Cellular (Ellis, 2004) was remade as Connected (Chan, 2008). Conversely, Asian films such as Infernal Affairs (Lau & Mak, 2002), il Mare (Lee, 2000), and Bangkok Dangerous (Pang, 2000) were remade into Hollywood blockbuster films The Departed (Scorsese, 2006), The Lake House (Agresti, 2006), and Bangkok Dangerous (Pang, 2007), respectively. This research examined Asian cinema and Hollywood remakes from the perspective of cultural hybridization and partition in the context of global capitalism and postmodernism. Using Infernal Affairs and The Departed as a case study, key concepts such as crosscultural adaptation, intercultural and global communication competence, and cultural identity and authorship were compared and analyzed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=remake%20and%20originality" title="remake and originality">remake and originality</a>, <a href="https://publications.waset.org/abstracts/search?q=double%20cultural%20identity" title=" double cultural identity"> double cultural identity</a>, <a href="https://publications.waset.org/abstracts/search?q=studio%20system" title=" studio system"> studio system</a>, <a href="https://publications.waset.org/abstracts/search?q=genre%20and%20authorship" title=" genre and authorship"> genre and authorship</a> </p> <a href="https://publications.waset.org/abstracts/159643/asian-cinema-and-hollywood-remakes-cultural-hybridization-convergence-and-partition-in-the-age-of-global-capitalism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159643.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">134</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16</span> Immersing Socio-Affective Instruction within the Constructs of the Academic Curriculum: A Study of Gifted and Talented Programs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=R.%20Granger-Ellis">R. Granger-Ellis</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20B.%20Speaker"> R. B. Speaker</a>, <a href="https://publications.waset.org/abstracts/search?q=Jr."> Jr.</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20J.%20Austin"> P. J. Austin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research study examined more than 340 gifted and talented students enrolled in various gifted and talented programs in a large southeastern United States metropolitan area (creative arts, urban charters, suburban public schools) for socio-affective psychological development and whether a particular curriculum encouraged developmental growth. This study focused on students receiving distinctive gifted and talented curricula (creative arts, arts-integrated, and academic acceleration) and analyzed for (1) socio-affective development levels and (2) whether a particular curriculum encouraged developmental growth. Research questions guiding the study: (1) How do academically and artistically gifted 10th and 11th grade students perform on psychological scales of social and emotional intelligence? (2) Do adolescents receiving distinctive gifted and talented curriculum differ in their socio-affective developmental profiles? Students’ performances on psychometric scales were compared over time and by curriculum type. Over the first semester of the academic year, participants took pre- and post-tests assessing socio-affective intelligence (BarOn EQ-I: YV). Differences in growth on these psychological scales (individuals and programs) were examined. Program artifacts provided insight for curriculum correlation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gifted%20and%20talented%20curriculum" title="gifted and talented curriculum">gifted and talented curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20and%20emotional%20development" title=" social and emotional development"> social and emotional development</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20development" title=" moral development"> moral development</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-affective%20curriculum" title=" socio-affective curriculum"> socio-affective curriculum</a> </p> <a href="https://publications.waset.org/abstracts/83338/immersing-socio-affective-instruction-within-the-constructs-of-the-academic-curriculum-a-study-of-gifted-and-talented-programs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83338.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">370</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15</span> Dialysis Rehabilitation and Muscle Hypertrophy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Itsuo%20Yokoyama">Itsuo Yokoyama</a>, <a href="https://publications.waset.org/abstracts/search?q=Rika%20Kikuti"> Rika Kikuti</a>, <a href="https://publications.waset.org/abstracts/search?q=Naoko%20Watabe"> Naoko Watabe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: It has been known that chronic kidney disease (CKD) patients can benefit from physical exercise during dialysis therapy improving aerobic capacity, muscle function, cardiovascular function, and overall health-related quality of life. This study aimed to evaluate the effectiveness of dialysis rehabilitation. Materials and Methods: A total of 55 patients underwent two-hour resistance exercise training during each hemodialysis session for three consecutive months. Various routine clinical data were collected, including the calculation of the planar dimension of the muscle area in both upper legs at the level of the ischial bone. This area calculation was possible in 26 patients who had yearly plain abdominal computed tomography (CT) scans. DICOM files from the CT scans were used with 3D Slicer software for area calculation. An age and sex-matched group of 26 patients without dialysis rehabilitation also had yearly CT scans during the study period for comparison. Clinical data were compared between the two groups: Group A (rehabilitation) and Group B (non-rehabilitation). Results: There were no differences in basic laboratory data between the two groups. The average muscle area before and after rehabilitation in Group A was 212 cm² and 216 cm², respectively. In Group B, the average areas were 230.0 cm² and 225.8 cm². While there was no significant difference in absolute values, the average percentage increase in muscle area was +1.2% (ranging from -7.6% to 6.54%) for Group A and -2.0% (ranging from -12.1% to 4.9%) for Group B, which was statistically significant. In Group A, 9 of 26 were diabetic (DM), and 13 of 26 in Group B were non-DM. The increase in muscle area for DM patients was 4.9% compared to -0.7% for non-DM patients, which was significantly different. There were no significant differences between the two groups in terms of nutritional assessment, Kt/V, or incidence of clinical complications such as cardiovascular events. Considerations: Dialysis rehabilitation has been reported to prevent muscle atrophy by increasing muscle fibers and capillaries. This study demonstrated that muscle volume increased after dialysis exercise, as evidenced by the increased muscle area in the thighs. Notably, diabetic patients seemed to benefit more from dialysis exercise than non-diabetics. Although this study is preliminary due to its relatively small sample size, it suggests that intradialytic physical training may improve insulin utilization in muscle fiber cells, particularly in type II diabetic patients where insulin receptor function and signaling are altered. Further studies are needed to investigate the detailed mechanisms underlying the muscle hypertrophic effects of dialysis exercise. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dialysis" title="dialysis">dialysis</a>, <a href="https://publications.waset.org/abstracts/search?q=excercise" title=" excercise"> excercise</a>, <a href="https://publications.waset.org/abstracts/search?q=muscle" title=" muscle"> muscle</a>, <a href="https://publications.waset.org/abstracts/search?q=hypertrophy" title=" hypertrophy"> hypertrophy</a>, <a href="https://publications.waset.org/abstracts/search?q=diabetes" title=" diabetes"> diabetes</a>, <a href="https://publications.waset.org/abstracts/search?q=insulin" title=" insulin"> insulin</a> </p> <a href="https://publications.waset.org/abstracts/191261/dialysis-rehabilitation-and-muscle-hypertrophy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/191261.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">19</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14</span> The Underestimation of Cultural Risk in the Execution of Megaprojects</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alan%20Walsh">Alan Walsh</a>, <a href="https://publications.waset.org/abstracts/search?q=Peter%20Walker"> Peter Walker</a>, <a href="https://publications.waset.org/abstracts/search?q=Michael%20Ellis"> Michael Ellis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is a real danger that both practitioners and researchers considering risks associated with megaprojects ignore or underestimate the impacts of cultural risk. The paper investigates the potential impacts of a failure to achieve cultural unity between the principal actors executing a megaproject. The principle relationships include the relationships between the principle Contractors and the project stakeholders or the project stakeholders and their principle advisors, Western Consultants. This study confirms that cultural dissonance between these parties can delay or disrupt the megaproject execution and examines why cultural issues should be prioritized as a significant risk factor in megaproject delivery. This paper addresses the practical impacts and potential mitigation measures, which may reduce cultural dissonance for a megaproject's delivery. This information is retrieved from on-going case studies in live infrastructure megaprojects in Europe and the Middle East's GCC states, from Western Consultants' perspective. The collaborating researchers each have at least 30 years of construction experience and are engaged in architecture, project management and contracts management, dealing with megaprojects in Europe or the GCC. After examining the cultural interfaces they have observed during the execution of megaprojects, they conclude that globally, culture significantly influences their efficient delivery. The study finds that cultural risk is ever-present, where different nationalities co-manage megaprojects and that cultural conflict poses a real threat to the timely delivery of megaprojects. The study indicates that the higher the cultural distance between the principal actors, the more pronounced the risk, with the risk of cultural dissonance more prominent in GCC megaprojects. The findings support a more culturally aware and cohesive team approach and recommend cross-cultural training to mitigate the effects of cultural disparity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cultural%20risk%20underestimation" title="cultural risk underestimation">cultural risk underestimation</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20distance" title=" cultural distance"> cultural distance</a>, <a href="https://publications.waset.org/abstracts/search?q=megaproject%20characteristics" title=" megaproject characteristics"> megaproject characteristics</a>, <a href="https://publications.waset.org/abstracts/search?q=megaproject%20execution" title=" megaproject execution"> megaproject execution</a> </p> <a href="https://publications.waset.org/abstracts/124471/the-underestimation-of-cultural-risk-in-the-execution-of-megaprojects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/124471.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">105</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13</span> Prevalence of Common Mental Disorders and Its Correlation with Mental Toughness among Professional South African Rugby Players</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=H.%20B.%20Grobler">H. B. Grobler</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Du%20Plooy"> K. Du Plooy</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Kruger"> P. Kruger</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Ellis"> S. Ellis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objectives: The primary objective of the study was to determine the common mental disorders (CMD) identified by professional South African rugby players and its correlation with their mental toughness, as a first step towards developing such a programme within a larger research project. Design: Survey research, within the theoretical perspective of field theory, was conducted, utilising an adaptation of an already existing mental health questionnaire. The aim was to obtain feedback from as many possible professional South African rugby players in order to make certain generalizations and come to conclusions with regard to the current mental health experiences of these rugby players. Methods: Non-randomized sampling was done, linking it with internet research in the form of the online completion of a questionnaire. A sample of 215 rugby players participated and completed the online questionnaire. Permission was obtained to make use of an existing questionnaire, previously used by the specific authors with retired professional rugby players. A section on mental toughness was added. Data were descriptively analysed by means of the SPSS software platform. Results: Results indicated that the most significant problem that the players are experiencing, is a problem with alcohol (47.9%). Other problems that featured are distress (16.3%), sleep disturbances (7%), as well as anxiety and depression (4.2%). 4.7% of the players indicated that they smoke. 3.3% of the players experience themselves as not being mentally tough. A positive correlation between mental toughness and sound sleep (0.262) was found while a negative correlation was found between mental toughness and the following: anxiety/depression (-0.401), anxiety/depression positive (-0.423), distress (-0.259) and common mental disorder problems in general (-0.220). Conclusions: Although the presence of CMD at first glance do not seem significantly high amongst all the players, it must be considered that if one player in a team experiences the presence of CMD, it will have an impact on his mental toughness and most likely on his performance, as well as on the performance of the whole team. It is therefore important to ensure mental health in the whole team, by addressing individual CMD problems. A mental health support programme is therefore needed to be implemented to the benefit of these players within the South African context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=common%20mental%20disorders" title="common mental disorders">common mental disorders</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20toughness" title=" mental toughness"> mental toughness</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20athletes" title=" professional athletes"> professional athletes</a>, <a href="https://publications.waset.org/abstracts/search?q=rugby%20players" title=" rugby players"> rugby players</a> </p> <a href="https://publications.waset.org/abstracts/98981/prevalence-of-common-mental-disorders-and-its-correlation-with-mental-toughness-among-professional-south-african-rugby-players" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98981.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">218</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12</span> Beyond Inclusion: The Need for Health Equity for Women with Disabilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jaishree%20Ellis">Jaishree Ellis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The United States Centers for Disease Control tells us that many women with disabilities will not receive regular health screenings, including Pap Smears and mammograms. This article was comprised and written to recognize the barriers to care, gaps in existing healthcare implementation, and viable methodologies for the provision of comprehensive and robust gynecologic care for women with disabilities. According to the World Health Organization, 15% of the world's population, or approximately 1 billion people, have disabilities, most of whom are identified as women. Women with disabilities are described as being multi-disabled, as in some places, they suffer exclusion because of their disabilities as well as their gender. The paucity of information regarding how to create a healthcare system that is inclusive of every woman, regardless of her type of disability (physical, mental, intellectual or medical), has made it challenging to establish an environment that makes it possible for individuals to access care in an equitable, respectful and comprehensive way. A review of the current literature, institutional websites within the United States and American resource guides was implemented to determine where comprehensive models of care for women with disabilities exist, as well as the modalities that are being employed to meet their healthcare needs. The many barriers to care that women with disabilities face were also extracted from various sources within the literature to provide an exhaustive list that can be tackled, one by one. Of the 637 Hospital Systems in the United States, only 7 provide website documentation of health care services that address the unique needs of women with disabilities. The presumption is that if institutions have not marketed such interventions to the community, then it is likely that they do not have a robust suite of services with which to make gynecologic care available to patients with disabilities. Through this review, 7 main barriers to comprehensive gynecologic care were identified, with more than 20 sub-categories existing within those. As with many other areas of community life, inclusion remains lacking in the delivery of healthcare for women with disabilities. There are at least 7 barriers that must be overcome in order to provide equity in the medical office, the exam room, the hospital and the operating room. While few institutions have prioritized this, those few have provided blueprints that can easily be adopted by others. However, as the general population lives longer and ages, the incidence of disabilities increases, as do the healthcare disparities surrounding them. Further compounded by this is a lack of formal education for medical providers in the United States. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=health%20equity" title="health equity">health equity</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=healthcare%20disparities" title=" healthcare disparities"> healthcare disparities</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/183349/beyond-inclusion-the-need-for-health-equity-for-women-with-disabilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183349.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">54</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11</span> A High-Throughput Enzyme Screening Method Using Broadband Coherent Anti-stokes Raman Spectroscopy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ruolan%20Zhang">Ruolan Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Ryo%20Imai"> Ryo Imai</a>, <a href="https://publications.waset.org/abstracts/search?q=Naoko%20Senda"> Naoko Senda</a>, <a href="https://publications.waset.org/abstracts/search?q=Tomoyuki%20Sakai"> Tomoyuki Sakai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Enzymes have attracted increasing attentions in industrial manufacturing for their applicability in catalyzing complex chemical reactions under mild conditions. Directed evolution has become a powerful approach to optimize enzymes and exploit their full potentials under the circumstance of insufficient structure-function knowledge. With the incorporation of cell-free synthetic biotechnology, rapid enzyme synthesis can be realized because no cloning procedure such as transfection is needed. Its open environment also enables direct enzyme measurement. These properties of cell-free biotechnology lead to excellent throughput of enzymes generation. However, the capabilities of current screening methods have limitations. Fluorescence-based assay needs applicable fluorescent label, and the reliability of acquired enzymatic activity is influenced by fluorescent label’s binding affinity and photostability. To acquire the natural activity of an enzyme, another method is to combine pre-screening step and high-performance liquid chromatography (HPLC) measurement. But its throughput is limited by necessary time investment. Hundreds of variants are selected from libraries, and their enzymatic activities are then identified one by one by HPLC. The turn-around-time is 30 minutes for one sample by HPLC, which limits the acquirable enzyme improvement within reasonable time. To achieve the real high-throughput enzyme screening, i.e., obtain reliable enzyme improvement within reasonable time, a widely applicable high-throughput measurement of enzymatic reactions is highly demanded. Here, a high-throughput screening method using broadband coherent anti-Stokes Raman spectroscopy (CARS) was proposed. CARS is one of coherent Raman spectroscopy, which can identify label-free chemical components specifically from their inherent molecular vibration. These characteristic vibrational signals are generated from different vibrational modes of chemical bonds. With the broadband CARS, chemicals in one sample can be identified from their signals in one broadband CARS spectrum. Moreover, it can magnify the signal levels to several orders of magnitude greater than spontaneous Raman systems, and therefore has the potential to evaluate chemical's concentration rapidly. As a demonstration of screening with CARS, alcohol dehydrogenase, which converts ethanol and nicotinamide adenine dinucleotide oxidized form (NAD+) to acetaldehyde and nicotinamide adenine dinucleotide reduced form (NADH), was used. The signal of NADH at 1660 cm⁻¹, which is generated from nicotinamide in NADH, was utilized to measure the concentration of it. The evaluation time for CARS signal of NADH was determined to be as short as 0.33 seconds while having a system sensitivity of 2.5 mM. The time course of alcohol dehydrogenase reaction was successfully measured from increasing signal intensity of NADH. This measurement result of CARS was consistent with the result of a conventional method, UV-Vis. CARS is expected to have application in high-throughput enzyme screening and realize more reliable enzyme improvement within reasonable time. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Coherent%20Anti-Stokes%20Raman%20Spectroscopy" title="Coherent Anti-Stokes Raman Spectroscopy">Coherent Anti-Stokes Raman Spectroscopy</a>, <a href="https://publications.waset.org/abstracts/search?q=CARS" title=" CARS"> CARS</a>, <a href="https://publications.waset.org/abstracts/search?q=directed%20evolution" title=" directed evolution"> directed evolution</a>, <a href="https://publications.waset.org/abstracts/search?q=enzyme%20screening" title=" enzyme screening"> enzyme screening</a>, <a href="https://publications.waset.org/abstracts/search?q=Raman%20spectroscopy" title=" Raman spectroscopy"> Raman spectroscopy</a> </p> <a href="https://publications.waset.org/abstracts/127905/a-high-throughput-enzyme-screening-method-using-broadband-coherent-anti-stokes-raman-spectroscopy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/127905.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">141</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10</span> Geographical Location and the Global Airline Industry: A Delphi Study into the Future of Home Base Requirements </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Darren%20J.%20Ellis">Darren J. Ellis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigates the key industry-level consequences and future prospects for the global airline industry of the requirement for airlines to have a home base. This industry context results in geographical location playing a central role in determining how and where international airlines can operate, and the extent to which their international networks can develop. Data from a five stage mixed-methods Delphi study into the global airline industry’s likely future trajectory conducted in 2013 and 2014 are utilized to better understand the likelihood and consequences of home base requirements changing in future. Expert views and forecasts were collected to gauge core industry trends over a ten year timeframe. Attempts to change or bypass this industry requirement have not been successful to date outside of the European single air market. Europe remains the only prominent exception to the general rule in this regard. Most of the industry is founded on air space sovereignty, the nationality rule, and the bilateral system of traffic rights. Europe’s exceptionalism has seen it evolve into a single air market with characteristics similar to a nation-state, rather than to become a force for wider industry change and regional multilateralism. Europe has indeed become a key actor in global aviation, but Europe seems to now be part of the industry’s status quo, not a vehicle for substantially wider multilateralism around the world. The findings from this research indicate that the bilateral system is not viewed by most study experts as disappearing or substantially weakening in the foreseeable future. However, regional multilateralism was also viewed as progressively taking hold in the industry in future, demonstrating that for most industry experts the two are not seen as mutually exclusive but rather as being able to co-exist with each other. This reality ensures that geographical location will continue to play an important role in the global airline industry in future and that, home base requirements will not disappear any time soon either. Even moves in some aviation jurisdictions to dilute nationality requirements for airlines, and instead replace ownership and control restrictions with principal place of business tests, do not ultimately free airlines from their home base. Likewise, an expansion of what constitutes home base to include a regional grouping of countries – again, a currently uncommon reality in global aviation – does not fundamentally weaken the continued relevance of geographical location to the global industry’s future growth and development realities and prospects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=airline%20industry" title="airline industry">airline industry</a>, <a href="https://publications.waset.org/abstracts/search?q=air%20space%20sovereignty" title=" air space sovereignty"> air space sovereignty</a>, <a href="https://publications.waset.org/abstracts/search?q=geographical%20location" title=" geographical location"> geographical location</a>, <a href="https://publications.waset.org/abstracts/search?q=home%20base" title=" home base "> home base </a> </p> <a href="https://publications.waset.org/abstracts/104189/geographical-location-and-the-global-airline-industry-a-delphi-study-into-the-future-of-home-base-requirements" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104189.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">136</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9</span> Socioeconomic Burden of a Diagnosis of Cervical Cancer in Women in Rural Uganda: Findings from a Phenomenological Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Germans%20Natuhwera">Germans Natuhwera</a>, <a href="https://publications.waset.org/abstracts/search?q=Peter%20Ellis"> Peter Ellis</a>, <a href="https://publications.waset.org/abstracts/search?q=Acuda%20Wilson"> Acuda Wilson</a>, <a href="https://publications.waset.org/abstracts/search?q=Anne%20Merriman"> Anne Merriman</a>, <a href="https://publications.waset.org/abstracts/search?q=Martha%20Rabwoni"> Martha Rabwoni</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: The aim of the study was to diagnose the socio-economic burden and impact of a diagnosis of cervical cancer (CC) in rural women in the context of low-resourced country Uganda, using a phenomenological enquiry. Methods: This was a multi-site phenomenological inquiry, conducted at three hospice settings; Mobile Hospice Mbarara in southwestern, Little Hospice Hoima in Western, and Hospice Africa Uganda Kampala in central Uganda. A purposive sample of women with a histologically confirmed diagnosis of CC was recruited. Data was collected using open-ended audio-recorded interviews conducted in the native languages of participants. Interviews were transcribed verbatim in English, and Braun and Clarke’s (2019) framework of thematic analysis was used. Results: 13 women with a mean age of 49.2 and age range 29-71 participated in the study. All participants were of low socioeconomic status. The majority (84.6%) had advanced disease at diagnosis. A fuller reading of transcripts produced four major themes clustered under; (1) socioeconomic characteristics of women, (2) impact of CC on women’s relationships, (3) disrupted and impaired activities of daily living (ADLs), and (4) economic disruptions. Conclusions: A diagnosis of CC introduces significant socio-economic disruptions in a woman’s and her family’s life. CC causes disability, impairs the woman and her family’s productivity hence exacerbating levels of poverty in the home. High and expensive out-of-pocket expenditure on treatment, investigations, and transport costs further compound the socio-economic burden. Decentralizing cancer care services to regional centers, scaling up screening services, subsidizing costs of cancer care services, or making cervical cancer care treatment free of charge, strengthening monitoring mechanisms in public facilities to curb the vice of healthcare workers soliciting bribes from patients, increased mass awareness campaigns about cancer, training more healthcare professionals in cancer investigation and management, and palliative care, and introducing an introductory course on gynecologic cancers into all health training institutions are recommended. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=activities%20of%20daily%20living" title="activities of daily living">activities of daily living</a>, <a href="https://publications.waset.org/abstracts/search?q=cervical%20cancer" title=" cervical cancer"> cervical cancer</a>, <a href="https://publications.waset.org/abstracts/search?q=out-of-pocket" title=" out-of-pocket"> out-of-pocket</a>, <a href="https://publications.waset.org/abstracts/search?q=expenditure" title=" expenditure"> expenditure</a>, <a href="https://publications.waset.org/abstracts/search?q=phenomenology" title=" phenomenology"> phenomenology</a>, <a href="https://publications.waset.org/abstracts/search?q=socioeconomic" title=" socioeconomic"> socioeconomic</a> </p> <a href="https://publications.waset.org/abstracts/131571/socioeconomic-burden-of-a-diagnosis-of-cervical-cancer-in-women-in-rural-uganda-findings-from-a-phenomenological-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131571.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">216</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8</span> Clinicians' and Nurses' Documentation Practices in Palliative and Hospice Care: A Mixed Methods Study Providing Evidence for Quality Improvement at Mobile Hospice Mbarara, Uganda</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=G.%20Natuhwera">G. Natuhwera</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Rabwoni"> M. Rabwoni</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Ellis"> P. Ellis</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Merriman"> A. Merriman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Aims: Health workers are likely to document patients’ care inaccurately, especially when using new and revised case tools, and this could negatively impact patient care. This study set out to; (1) assess nurses’ and clinicians’ documentation practices when using a new patients’ continuation case sheet (PCCS) and (2) explore nurses’ and clinicians’ experiences regarding documentation of patients’ information in the new PCCS. The purpose of introducing the PCCS was to improve continuity of care for patients attending clinics at which they were unlikely to see the same clinician or nurse consistently. Methods: This was a mixed methods study. The cross-sectional inquiry retrospectively reviewed 100 case notes of active patients on hospice and palliative care program. Data was collected using a structured questionnaire with constructs formulated from the new PCCS under study. The qualitative element was face-to-face audio-recorded, open-ended interviews with a purposive sample of one palliative care clinician, and four palliative care nurse specialists. Thematic analysis was used. Results: Missing patients’ biogeographic information was prevalent at 5-10%. Spiritual and psychosocial issues were not documented in 42.6%, and vital signs in 49.2%. Poorest documentation practices were observed in past medical history part of the PCCS at 40-63%. Four themes emerged from interviews with clinicians and nurses-; (1) what remains unclear and challenges, (2) comparing the past with the present, (3) experiential thoughts, and (4) transition and adapting to change. Conclusions: The PCCS seems to be a comprehensive and simple tool to be used to document patients’ information at subsequent visits. The comprehensiveness and utility of the PCCS does paper to be limited by the failure to train staff in its use prior to introducing. The authors find the PCCS comprehensive and suitable to capture patients’ information and recommend it can be adopted and used in other palliative and hospice care settings, if suitable introductory training accompanies its introduction. Otherwise, the reliability and validity of patients’ information collected by this PCCS can be significantly reduced if some sections therein are unclear to the clinicians/nurses. The study identified clinicians- and nurses-related pitfalls in documentation of patients’ care. Clinicians and nurses need to prioritize accurate and complete documentation of patient care in the PCCS for quality care provision. This study should be extended to other sites using similar tools to ensure representative and generalizable findings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=documentation" title="documentation">documentation</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20case%20sheet" title=" information case sheet"> information case sheet</a>, <a href="https://publications.waset.org/abstracts/search?q=palliative%20care" title=" palliative care"> palliative care</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20improvement" title=" quality improvement"> quality improvement</a> </p> <a href="https://publications.waset.org/abstracts/131572/clinicians-and-nurses-documentation-practices-in-palliative-and-hospice-care-a-mixed-methods-study-providing-evidence-for-quality-improvement-at-mobile-hospice-mbarara-uganda" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131572.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">151</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7</span> Bank Internal Controls and Credit Risk in Europe: A Quantitative Measurement Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ellis%20Kofi%20Akwaa-Sekyi">Ellis Kofi Akwaa-Sekyi</a>, <a href="https://publications.waset.org/abstracts/search?q=Jordi%20Moreno%20Gen%C3%A9"> Jordi Moreno Gené</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Managerial actions which negatively profile banks and impair corporate reputation are addressed through effective internal control systems. Disregard for acceptable standards and procedures for granting credit have affected bank loan portfolios and could be cited for the crises in some European countries. The study intends to determine the effectiveness of internal control systems, investigate whether perceived agency problems exist on the part of board members and to establish the relationship between internal controls and credit risk among listed banks in the European Union. Drawing theoretical support from the behavioural compliance and agency theories, about seventeen internal control variables (drawn from the revised COSO framework), bank-specific, country, stock market and macro-economic variables will be involved in the study. A purely quantitative approach will be employed to model internal control variables covering the control environment, risk management, control activities, information and communication and monitoring. Panel data from 2005-2014 on listed banks from 28 European Union countries will be used for the study. Hypotheses will be tested and the Generalized Least Squares (GLS) regression will be run to establish the relationship between dependent and independent variables. The Hausman test will be used to select whether random or fixed effect model will be used. It is expected that listed banks will have sound internal control systems but their effectiveness cannot be confirmed. A perceived agency problem on the part of the board of directors is expected to be confirmed. The study expects significant effect of internal controls on credit risk. The study will uncover another perspective of internal controls as not only an operational risk issue but credit risk too. Banks will be cautious that observing effective internal control systems is an ethical and socially responsible act since the collapse (crisis) of financial institutions as a result of excessive default is a major contagion. This study deviates from the usual primary data approach to measuring internal control variables and rather models internal control variables in a quantitative approach for the panel data. Thus a grey area in approaching the revised COSO framework for internal controls is opened for further research. Most bank failures and crises could be averted if effective internal control systems are religiously adhered to. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=agency%20theory" title="agency theory">agency theory</a>, <a href="https://publications.waset.org/abstracts/search?q=credit%20risk" title=" credit risk"> credit risk</a>, <a href="https://publications.waset.org/abstracts/search?q=internal%20controls" title=" internal controls"> internal controls</a>, <a href="https://publications.waset.org/abstracts/search?q=revised%20COSO%20framework" title=" revised COSO framework"> revised COSO framework</a> </p> <a href="https://publications.waset.org/abstracts/44022/bank-internal-controls-and-credit-risk-in-europe-a-quantitative-measurement-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44022.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">316</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6</span> Moodle-Based E-Learning Course Development for Medical Interpreters</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Naoko%20Ono">Naoko Ono</a>, <a href="https://publications.waset.org/abstracts/search?q=Junko%20Kato"> Junko Kato</a> </p> <p class="card-text"><strong>Abstract:</strong></p> According to the Ministry of Justice, 9,044,000 foreigners visited Japan in 2010. The number of foreign residents in Japan was over 2,134,000 at the end of 2010. Further, medical tourism has emerged as a new area of business. Against this background, language barriers put the health of foreigners in Japan at risk, because they have difficulty in accessing health care and communicating with medical professionals. Medical interpreting training is urgently needed in response to language problems resulting from the rapid increase in the number of foreign workers in Japan over recent decades. Especially, there is a growing need in medical settings in Japan to speak international languages for communication, with Tokyo selected as the host city of the 2020 Summer Olympics. Due to the limited number of practical activities on medical interpreting, it is difficult for learners to acquire the interpreting skills. In order to eliminate the shortcoming, a web-based English-Japanese medical interpreting training system was developed. We conducted a literature review to identify learning contents, core competencies for medical interpreters by using Pubmed, PsycINFO, Cochrane Library, and Google Scholar. Selected papers were investigated to find core competencies in medical interpreting. Eleven papers were selected through literature review indicating core competencies for medical interpreters. Core competencies in medical interpreting abstracted from the literature review, showed consistency in previous research whilst the content of the programs varied in domestic and international training programs for medical interpreters. Results of the systematic review indicated five core competencies: (a) maintaining accuracy and completeness; (b) medical terminology and understanding the human body; (c) behaving ethically and making ethical decisions; (d) nonverbal communication skills; and (e) cross-cultural communication skills. We developed an e-leaning program for training medical interpreters. A Web-based Medical Interpreter Training Program which cover these competencies was developed. The program included the following : online word list (Quizlet), allowing student to study online and on their smartphones; self-study tool (Quizlet) for help with dictation and spelling; word quiz (Quizlet); test-generating system (Quizlet); Interactive body game (BBC);Online resource for understanding code of ethics in medical interpreting; Webinar about non-verbal communication; and Webinar about incompetent vs. competent cultural care. The design of a virtual environment allows the execution of complementary experimental exercises for learners of medical interpreting and introduction to theoretical background of medical interpreting. Since this system adopts a self-learning style, it might improve the time and lack of teaching material restrictions of the classroom method. In addition, as a teaching aid, virtual medical interpreting is a powerful resource for the understanding how actual medical interpreting can be carried out. The developed e-learning system allows remote access, enabling students to perform experiments at their own place, without being physically in the actual laboratory. The web-based virtual environment empowers students by granting them access to laboratories during their free time. A practical example will be presented in order to show capabilities of the system. The developed web-based training program for medical interpreters could bridge the gap between medical professionals and patients with limited English proficiency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-learning" title="e-learning">e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20education" title=" language education"> language education</a>, <a href="https://publications.waset.org/abstracts/search?q=moodle" title=" moodle"> moodle</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20interpreting" title=" medical interpreting"> medical interpreting</a> </p> <a href="https://publications.waset.org/abstracts/32473/moodle-based-e-learning-course-development-for-medical-interpreters" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32473.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">366</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5</span> A Hybrid LES-RANS Approach to Analyse Coupled Heat Transfer and Vortex Structures in Separated and Reattached Turbulent Flows</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=C.%20D.%20Ellis">C. D. Ellis</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20Xia"> H. Xia</a>, <a href="https://publications.waset.org/abstracts/search?q=X.%20Chen"> X. Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Experimental and computational studies investigating heat transfer in separated flows have been of increasing importance over the last 60 years, as efforts are being made to understand and improve the efficiency of components such as combustors, turbines, heat exchangers, nuclear reactors and cooling channels. Understanding of not only the time-mean heat transfer properties but also the unsteady properties is vital for design of these components. As computational power increases, more sophisticated methods of modelling these flows become available for use. The hybrid LES-RANS approach has been applied to a blunt leading edge flat plate, utilising a structured grid at a moderate Reynolds number of 20300 based on the plate thickness. In the region close to the wall, the RANS method is implemented for two turbulence models; the one equation Spalart-Allmaras model and Menter’s two equation SST k-ω model. The LES region occupies the flow away from the wall and is formulated without any explicit subgrid scale LES modelling. Hybridisation is achieved between the two methods by the blending of the nearest wall distance. Validation of the flow was obtained by assessing the mean velocity profiles in comparison to similar studies. Identifying the vortex structures of the flow was obtained by utilising the λ2 criterion to identify vortex cores. The qualitative structure of the flow compared with experiments of similar Reynolds number. This identified the 2D roll up of the shear layer, breaking down via the Kelvin-Helmholtz instability. Through this instability the flow progressed into hairpin like structures, elongating as they advanced downstream. Proper Orthogonal Decomposition (POD) analysis has been performed on the full flow field and upon the surface temperature of the plate. As expected, the breakdown of POD modes for the full field revealed a relatively slow decay compared to the surface temperature field. Both POD fields identified the most energetic fluctuations occurred in the separated and recirculation region of the flow. Latter modes of the surface temperature identified these levels of fluctuations to dominate the time-mean region of maximum heat transfer and flow reattachment. In addition to the current research, work will be conducted in tracking the movement of the vortex cores and the location and magnitude of temperature hot spots upon the plate. This information will support the POD and statistical analysis performed to further identify qualitative relationships between the vortex dynamics and the response of the surface heat transfer. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=heat%20transfer" title="heat transfer">heat transfer</a>, <a href="https://publications.waset.org/abstracts/search?q=hybrid%20LES-RANS" title=" hybrid LES-RANS"> hybrid LES-RANS</a>, <a href="https://publications.waset.org/abstracts/search?q=separated%20and%20reattached%20flow" title=" separated and reattached flow"> separated and reattached flow</a>, <a href="https://publications.waset.org/abstracts/search?q=vortex%20dynamics" title=" vortex dynamics"> vortex dynamics</a> </p> <a href="https://publications.waset.org/abstracts/61406/a-hybrid-les-rans-approach-to-analyse-coupled-heat-transfer-and-vortex-structures-in-separated-and-reattached-turbulent-flows" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61406.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">231</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4</span> A Formal Microlectic Framework for Biological Circularchy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ellis%20D.%20Cooper">Ellis D. Cooper</a> </p> <p class="card-text"><strong>Abstract:</strong></p> “Circularchy” is supposed to be an adjustable formal framework with enough expressive power to articulate biological theory about Earthly Life in the sense of multi-scale biological autonomy constrained by non-equilibrium thermodynamics. “Formal framework” means specifically a multi-sorted first-order-theorywithequality (for each sort). Philosophically, such a theory is one kind of “microlect,” which means a “way of speaking” (or, more generally, a “way of behaving”) for overtly expressing a “mental model” of some “referent.” Other kinds of microlect include “natural microlect,” “diagrammatic microlect,” and “behavioral microlect,” with examples such as “political theory,” “Euclidean geometry,” and “dance choreography,” respectively. These are all describable in terms of a vocabulary conforming to grammar. As aspects of human culture, they are possibly reminiscent of Ernst Cassirer’s idea of “symbolic form;” as vocabularies, they are akin to Richard Rorty’s idea of “final vocabulary” for expressing a mental model of one’s life. A formal microlect is presented by stipulating sorts, variables, calculations, predicates, and postulates. Calculations (a.k.a., “terms”) may be composed to form more complicated calculations; predicates (a.k.a., “relations”) may be logically combined to form more complicated predicates; and statements (a.k.a., “sentences”) are grammatically correct expressions which are true or false. Conclusions are statements derived using logical rules of deduction from postulates, other assumed statements, or previously derived conclusions. A circularchy is a formal microlect constituted by two or more sub-microlects, each with its distinct stipulations of sorts, variables, calculations, predicates, and postulates. Within a sub-microlect some postulates or conclusions are equations which are statements that declare equality of specified calculations. An equational bond between an equation in one sub-microlect and an equation in either the same sub-microlect or in another sub-microlect is a predicate that declares equality of symbols occurring in a side of one equation with symbols occurring in a side of the other equation. Briefly, a circularchy is a network of equational bonds between sub-microlects. A circularchy is solvable if there exist solutions for all equations that satisfy all equational bonds. If a circularchy is not solvable, then a challenge would be to discover the obstruction to solvability and then conjecture what adjustments might remove the obstruction. Adjustment means changes in stipulated ingredients (sorts, etc.) of sub-microlects, or changes in equational bonds between sub-microlects, or introduction of new sub-microlects and new equational bonds. A circularchy is modular insofar as each sub-microlect is a node in a network of equation bonds. Solvability of a circularchy may be conjectured. Efforts to prove solvability may be thwarted by a counter-example or may lead to the construction of a solution. An automated theorem-proof assistant would likely be necessary for investigating a substantial circularchy, such as one purported to represent Earthly Life. Such investigations (chains of statements) would be concurrent with and no substitute for simulations (chains of numbers). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autonomy" title="autonomy">autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=first-order%20theory" title=" first-order theory"> first-order theory</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=thermodynamics" title=" thermodynamics"> thermodynamics</a> </p> <a href="https://publications.waset.org/abstracts/139961/a-formal-microlectic-framework-for-biological-circularchy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139961.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">220</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3</span> Enhancing Students' Utilization of Written Corrective Feedback through Teacher-Student Writing Conferences: A Case Study in English Writing Instruction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tsao%20Jui-Jung">Tsao Jui-Jung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Previous research findings have shown that most students do not fully utilize the written corrective feedback provided by teachers (Stone, 2014). This common phenomenon results in the ineffective utilization of teachers' written corrective feedback. As Ellis (2010) points out, the effectiveness of written corrective feedback depends on the level of student engagement with it. Therefore, it is crucial to understand how students utilize the written corrective feedback from their teachers. Previous studies have confirmed the positive impact of teacher-student writing conferences on students' engagement in the writing process and their writing abilities (Hum, 2021; Nosratinia & Nikpanjeh, 2019; Wong, 1996; Yeh, 2016, 2019). However, due to practical constraints such as time limitations, this instructional activity is not fully utilized in writing classrooms (Alfalagg, 2020). Therefore, to address this research gap, the purpose of this study was to explore several aspects of teacher-student writing conferences, including the frequency of meaning negotiation (i.e., comprehension checks, confirmation checks, and clarification checks) and teacher scaffolding techniques (i.e., feedback, prompts, guidance, explanations, and demonstrations) in teacher-student writing conferences, examining students’ self-assessment of their writing strengths and weaknesses in post-conference journals and their experiences with teacher-student writing conferences (i.e., interaction styles, communication levels, how teachers addressed errors, and overall perspectives on the conferences), and gathering insights from their responses to open-ended questions in the final stage of the study (i.e., their preferences and reasons for different written corrective feedback techniques used by teachers and their perspectives and suggestions on teacher-student writing conferences). Data collection methods included transcripts of audio recordings of teacher-student writing conferences, students’ post-conference journals, and open-ended questionnaires. The participants of this study were sophomore students enrolled in an English writing course for a duration of one school year. Key research findings are as follows: Firstly, in terms of meaning negotiation, students attempted to clearly understand the corrective feedback provided by the teacher-researcher twice as often as the teacher-researcher attempted to clearly understand the students' writing content. Secondly, the most commonly used scaffolding technique in the conferences was prompting (indirect feedback). Thirdly, the majority of participants believed that teacher-student writing conferences had a positive impact on their writing abilities. Fourthly, most students preferred direct feedback from the teacher-research as it directly pointed out their errors and saved them time in revision. However, some students still preferred indirect feedback, as they believed it encouraged them to think and self-correct. Based on the research findings, this study proposes effective teaching recommendations for English writing instruction aimed at optimizing teaching strategies and enhancing students' writing abilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=written%20corrective%20feedback" title="written corrective feedback">written corrective feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20engagement" title=" student engagement"> student engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher-student%20writing%20conferences" title=" teacher-student writing conferences"> teacher-student writing conferences</a>, <a href="https://publications.waset.org/abstracts/search?q=action%20research" title=" action research"> action research</a> </p> <a href="https://publications.waset.org/abstracts/170910/enhancing-students-utilization-of-written-corrective-feedback-through-teacher-student-writing-conferences-a-case-study-in-english-writing-instruction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170910.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">77</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2</span> Impact of School Environment on Socio-Affective Development: A Quasi-Experimental Longitudinal Study of Urban and Suburban Gifted and Talented Programs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rebekah%20Granger%20Ellis">Rebekah Granger Ellis</a>, <a href="https://publications.waset.org/abstracts/search?q=Richard%20B.%20Speaker"> Richard B. Speaker</a>, <a href="https://publications.waset.org/abstracts/search?q=Pat%20Austin"> Pat Austin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study used two psychological scales to examine the level of social and emotional intelligence and moral judgment of over 500 gifted and talented high school students in various academic and creative arts programs in a large metropolitan area in the southeastern United States. For decades, numerous models and programs purporting to encourage socio-affective characteristics of adolescent development have been explored in curriculum theory and design. Socio-affective merges social, emotional, and moral domains. It encompasses interpersonal relations and social behaviors; development and regulation of emotions; personal and gender identity construction; empathy development; moral development, thinking, and judgment. Examining development in these socio-affective domains can provide insight into why some gifted and talented adolescents are not successful in adulthood despite advanced IQ scores. Particularly whether nonintellectual characteristics of gifted and talented individuals, such as emotional, social and moral capabilities, are as advanced as their intellectual abilities and how these are related to each other. Unique characteristics distinguish gifted and talented individuals; these may appear as strengths, but there is the potential for problems to accompany them. Although many thrive in their school environments, some gifted students struggle rather than flourish. In the socio-affective domain, these adolescents face special intrapersonal, interpersonal, and environmental problems. Gifted individuals’ cognitive, psychological, and emotional development occurs asynchronously, in multidimensional layers at different rates and unevenly across ability levels. Therefore, it is important to examine the long-term effects of participation in various gifted and talented programs on the socio-affective development of gifted and talented adolescents. This quasi-experimental longitudinal study examined students in several gifted and talented education programs (creative arts school, urban charter schools, and suburban public schools) for (1) socio-affective development level and (2) whether a particular gifted and talented program encourages developmental growth. The following research questions guided the study: (1) How do academically and artistically talented gifted 10th and 11th grade students perform on psychometric scales of social and emotional intelligence and moral judgment? Do they differ from their age or grade normative sample? Are their gender differences among gifted students? (2) Does school environment impact 10th and 11th grade gifted and talented students’ socio-affective development? Do gifted adolescents who participate in a particular school gifted program differ in their developmental profiles of social and emotional intelligence and moral judgment? Students’ performances on psychometric instruments were compared over time and by type of program. Participants took pre-, mid-, and post-tests over the course of an academic school year with Defining Issues Test (DIT-2) assessing moral judgment and BarOn EQ-I: YV assessing social and emotional intelligence. Based on these assessments, quantitative differences in growth on psychological scales (individual and school) were examined. Change scores between schools were also compared. If a school showed change, artifacts (culture, curricula, instructional methodology) provided insight as to environmental qualities that produced this difference. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gifted%20and%20talented%20education" title="gifted and talented education">gifted and talented education</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20development" title=" moral development"> moral development</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-affective%20development" title=" socio-affective development"> socio-affective development</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-affective%20education" title=" socio-affective education"> socio-affective education</a> </p> <a href="https://publications.waset.org/abstracts/81815/impact-of-school-environment-on-socio-affective-development-a-quasi-experimental-longitudinal-study-of-urban-and-suburban-gifted-and-talented-programs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81815.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">162</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</span> Effects of School Culture and Curriculum on Gifted Adolescent Moral, Social, and Emotional Development: A Longitudinal Study of Urban Charter Gifted and Talented Programs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rebekah%20Granger%20Ellis">Rebekah Granger Ellis</a>, <a href="https://publications.waset.org/abstracts/search?q=Pat%20J.%20Austin"> Pat J. Austin</a>, <a href="https://publications.waset.org/abstracts/search?q=Marc%20P.%20Bonis"> Marc P. Bonis</a>, <a href="https://publications.waset.org/abstracts/search?q=Richard%20B.%20Speaker"> Richard B. Speaker</a>, <a href="https://publications.waset.org/abstracts/search?q=Jr."> Jr.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Using two psychometric instruments, this study examined social and emotional intelligence and moral judgment levels of more than 300 gifted and talented high school students enrolled in arts-integrated, academic acceleration, and creative arts charter schools in an ethnically diverse large city in the southeastern United States. Gifted and talented individuals possess distinguishable characteristics; these frequently appear as strengths, but often serious problems accompany them. Although many gifted adolescents thrive in their environments, some struggle in their school and community due to emotional intensity, motivation and achievement issues, lack of peers and isolation, identification problems, sensitivity to expectations and feelings, perfectionism, and other difficulties. These gifted students endure and survive in school rather than flourish. Gifted adolescents face special intrapersonal, interpersonal, and environmental problems. Furthermore, they experience greater levels of stress, disaffection, and isolation than non-gifted individuals due to their advanced cognitive abilities. Therefore, it is important to examine the long-term effects of participation in various gifted and talented programs on the socio-affective development of these adolescents. Numerous studies have researched moral, social, and emotional development in the areas of cognitive-developmental, psychoanalytic, and behavioral learning; however, in almost all cases, these three facets have been studied separately leading to many divergent theories. Additionally, various frameworks and models purporting to encourage the different socio-affective branches of development have been debated in curriculum theory, yet research is inconclusive on the effectiveness of these programs. Most often studied is the socio-affective domain, which includes development and regulation of emotions; empathy development; interpersonal relations and social behaviors; personal and gender identity construction; and moral development, thinking, and judgment. Examining development in these domains can provide insight into why some gifted and talented adolescents are not always successful in adulthood despite advanced IQ scores. Particularly whether emotional, social and moral capabilities of gifted and talented individuals are as advanced as their intellectual abilities and how these are related to each other. This mixed methods longitudinal study examined students in urban gifted and talented charter schools for (1) socio-affective development levels and (2) whether a particular environment encourages developmental growth. Research questions guiding the study: (1) How do academically and artistically gifted 10th and 11th grade students perform on psychological scales of social and emotional intelligence and moral judgment? Do they differ from the normative sample? Do gender differences exist among gifted students? (2) Do adolescents who attend distinctive gifted charter schools differ in developmental profiles? Students’ performances on psychometric instruments were compared over time and by program type. Assessing moral judgment (DIT-2) and socio-emotional intelligence (BarOn EQ-I: YV), participants took pre-, mid-, and post-tests during one academic school year. Quantitative differences in growth on these psychological scales (individuals and school-wide) were examined. If a school showed change, qualitative artifacts (culture, curricula, instructional methodology, stakeholder interviews) provided insight for environmental correlation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gifted%20and%20talented%20programs" title="gifted and talented programs">gifted and talented programs</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20judgment" title=" moral judgment"> moral judgment</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20and%20emotional%20intelligence" title=" social and emotional intelligence"> social and emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-affective%20education" title=" socio-affective education"> socio-affective education</a> </p> <a href="https://publications.waset.org/abstracts/83227/effects-of-school-culture-and-curriculum-on-gifted-adolescent-moral-social-and-emotional-development-a-longitudinal-study-of-urban-charter-gifted-and-talented-programs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83227.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">192</span> </span> </div> </div> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" 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