CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: ALA discussion group</title> <meta name="description" content="Search results for: ALA discussion group"> <meta name="keywords" content="ALA discussion group"> <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" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="ALA discussion group" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="ALA discussion group"> <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> 9764</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: ALA discussion group</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9764</span> The Influence of Superordinate Identity and Group Size on Group Decision Making through Discussion</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lin%20Peng">Lin Peng</a>, <a href="https://publications.waset.org/abstracts/search?q=Jin%20Zhang"> Jin Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Yuanyuan%20Miao"> Yuanyuan Miao</a>, <a href="https://publications.waset.org/abstracts/search?q=Quanquan%20Zheng"> Quanquan Zheng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Group discussion and group decision-making have long been a topic of research interest. Traditional research on group decision making typically focuses on the strategies or functional models of combining members’ preferences to reach an optimal consensus. In this research, we want to explore natural process group decision making through discussion and examine relevant, influential factors--common superordinate identity shared by group and size of the groups. We manipulated the social identity of the groups into either a shared superordinate identity or different subgroup identities. We also manipulated the size to make it either a big (6-8 person) group or small group (3-person group). Using experimental methods, we found members of a superordinate identity group tend to modify more of their own opinions through the discussion, compared to those only identifying with their subgroups. Besides, members of superordinate identity groups also formed stronger identification with group decision--the results of group discussion than their subgroup peers. We also found higher member modification in bigger groups compared to smaller groups. Evaluations of decisions before and after discussion as well as group decisions are strongly linked to group identity, as members of superordinate group feel more confident and satisfied with both the results and decision-making process. Members’ opinions are more similar and homogeneous in smaller groups compared to bigger groups. This research have many implications for further research and applied behaviors in organizations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=group%20decision%20making" title="group decision making">group decision making</a>, <a href="https://publications.waset.org/abstracts/search?q=group%20size" title=" group size"> group size</a>, <a href="https://publications.waset.org/abstracts/search?q=identification" title=" identification"> identification</a>, <a href="https://publications.waset.org/abstracts/search?q=modification" title=" modification"> modification</a>, <a href="https://publications.waset.org/abstracts/search?q=superordinate%20identity" title=" superordinate identity"> superordinate identity</a> </p> <a href="https://publications.waset.org/abstracts/53349/the-influence-of-superordinate-identity-and-group-size-on-group-decision-making-through-discussion" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53349.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">9763</span> Surveying the Effect of Cybernetics on Knowledge Management from Users' Viewpoint Who Are Members of Electronic Discussion Groups (ALA, ALIA)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mitra%20Ghiasi">Mitra Ghiasi</a>, <a href="https://publications.waset.org/abstracts/search?q=Roghayeh%20Ghorbani%20Bousari"> Roghayeh Ghorbani Bousari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, the aim of the organizations is to gain sustainable competitive. So, developing their intellectual capital, encouraging innovation, increasing suitable performance can be done by knowledge management. Knowledge turns into science if knowledge is used to improve decision making, decision quality and make effective decisions. The current research intends to investigate the relationship between cybernetics and knowledge management from the perspective of users who are members of electronic discussion groups (ALA, ALIA). The research methodology is survey method, and it is a type of correlation research. Cybernetics and knowledge management questionnaires used for collecting data. The questionnaire that was designed in electronic format, distributed among two electronic discussion groups during 30 days and completed by 100 members of each electronic discussion groups. The finding of this research showed that although cybernetics has an impact on knowledge management, there is no significant difference between the ALA and ALIA user's view regard to effect of cybernetics on knowledge management. The results also indicated that this conceptual model is consistent with the data collected from the sample. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ALA%20discussion%20group" title="ALA discussion group">ALA discussion group</a>, <a href="https://publications.waset.org/abstracts/search?q=ALIA%20discussion%20group" title=" ALIA discussion group"> ALIA discussion group</a>, <a href="https://publications.waset.org/abstracts/search?q=cybernetics" title=" cybernetics"> cybernetics</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management" title=" knowledge management"> knowledge management</a> </p> <a href="https://publications.waset.org/abstracts/82066/surveying-the-effect-of-cybernetics-on-knowledge-management-from-users-viewpoint-who-are-members-of-electronic-discussion-groups-ala-alia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82066.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">239</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">9762</span> Focus Group Discussion (FGD) Strategy in Teaching Sociolinguistics to Enhance Students' Mastery: A Survey Research in Sanata Dharma ELESP Department</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nugraheni%20%20Widianingtyas">Nugraheni Widianingtyas</a>, <a href="https://publications.waset.org/abstracts/search?q=Niko%20Albert%20Setiawan"> Niko Albert Setiawan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> For ELESP Teachers’ College, teaching learning strategies such as presentation and group discussion are classical ones to be implemented in the class. In order to create a breakthrough which can bring about more positive advancements in the learning process, a Focus Group Discussion (FGD) is being offered and implemented in certain classes. Interestingly, FGD is frequently used in the social-business inquiries such as for recruiting employees. It is then interesting to investigate FGD when it is implemented in the educational scope, especially in the Sociolinguistics class which regarded as one of the most arduous subjects in this study program. Thus, this study focused on how FGD enhances students Sociolinguistics mastery. In response to that, a quantitative survey research was conducted in which observation, questionnaire, and interview (triangulation method) became the instruments. The respondents of this study were 29 sixth-semester students who take Sociolinguistics of ELESP, Sanata Dharma University in 2017. The findings indicated that FGD could help students in enhancing Sociolinguistics mastery. In addition, it also revealed that FGD was exploring students’ logical thinking, English communication skill, and decision-making. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=focus%20group%20discussion" title="focus group discussion">focus group discussion</a>, <a href="https://publications.waset.org/abstracts/search?q=material%20mastery" title=" material mastery"> material mastery</a>, <a href="https://publications.waset.org/abstracts/search?q=sociolinguistics" title=" sociolinguistics"> sociolinguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20strategy" title=" teaching strategy"> teaching strategy</a> </p> <a href="https://publications.waset.org/abstracts/78284/focus-group-discussion-fgd-strategy-in-teaching-sociolinguistics-to-enhance-students-mastery-a-survey-research-in-sanata-dharma-elesp-department" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78284.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">207</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">9761</span> Extracting Attributes for Twitter Hashtag Communities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ashwaq%20Alsulami">Ashwaq Alsulami</a>, <a href="https://publications.waset.org/abstracts/search?q=Jianhua%20Shao"> Jianhua Shao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Various organisations often need to understand discussions on social media, such as what trending topics are and characteristics of the people engaged in the discussion. A number of approaches have been proposed to extract attributes that would characterise a discussion group. However, these approaches are largely based on supervised learning, and as such they require a large amount of labelled data. We propose an approach in this paper that does not require labelled data, but rely on lexical sources to detect meaningful attributes for online discussion groups. Our findings show an acceptable level of accuracy in detecting attributes for Twitter discussion groups. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attributed%20community" title="attributed community">attributed community</a>, <a href="https://publications.waset.org/abstracts/search?q=attribute%20detection" title=" attribute detection"> attribute detection</a>, <a href="https://publications.waset.org/abstracts/search?q=community" title=" community"> community</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20network" title=" social network"> social network</a> </p> <a href="https://publications.waset.org/abstracts/142851/extracting-attributes-for-twitter-hashtag-communities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142851.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">9760</span> A Social Decision Support Mechanism for Group Purchasing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lien-Fa%20Lin">Lien-Fa Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Yung-Ming%20Li"> Yung-Ming Li</a>, <a href="https://publications.waset.org/abstracts/search?q=Fu-Shun%20Hsieh"> Fu-Shun Hsieh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the advancement of information technology and development of group commerce, people have obviously changed in their lifestyle. However, group commerce faces some challenging problems. The products or services provided by vendors do not satisfactorily reflect customers’ opinions, so that the sale and revenue of group commerce gradually become lower. On the other hand, the process for a formed customer group to reach group-purchasing consensus is time-consuming and the final decision is not the best choice for each group members. In this paper, we design a social decision support mechanism, by using group discussion message to recommend suitable options for group members and we consider social influence and personal preference to generate option ranking list. The proposed mechanism can enhance the group purchasing decision making efficiently and effectively and venders can provide group products or services according to the group option ranking list. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20network" title="social network">social network</a>, <a href="https://publications.waset.org/abstracts/search?q=group%20decision" title=" group decision"> group decision</a>, <a href="https://publications.waset.org/abstracts/search?q=text%20mining" title=" text mining"> text mining</a>, <a href="https://publications.waset.org/abstracts/search?q=group%20commerce" title=" group commerce"> group commerce</a> </p> <a href="https://publications.waset.org/abstracts/46955/a-social-decision-support-mechanism-for-group-purchasing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46955.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">485</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">9759</span> Using Smartphone Instant Messaging (IM) App for Academic Discussion in an Undergraduate Chemistry Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mei%20Xuan%20Tan">Mei Xuan Tan</a>, <a href="https://publications.waset.org/abstracts/search?q=Eng%20Ying%20Bong"> Eng Ying Bong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Academic discussion during and after instructional teaching is an integral part of learning. Such discussion between the instructor and student or peer-to-peer discussion can be in several different forms. It could be face-to-face discussion, via email and use of online discussion forum. In this study, the effectiveness of using WhatsApp for academic discussion for a first year half-credit Chemistry course was examined. This study was run over two years with two different batches of students. Participation in the study was voluntary and student volunteers were recruited within the first week of the term. The activity in the WhatsApp group was monitored by two instructors teaching the course. At the end of the course, the students participated in an online survey to evaluate their experience of using WhatsApp for academic discussion. There were a total of 26 questions. The survey had a total of 4 sections with regards to the use of WhatsApp for academic discussion: 1) Familiarity with WhatsApp, 2) Effectiveness of using WhatsApp for discussion, 3) Challenges and 4) Overall experience. The main purpose of using an IM platform for academic discussion was to encourage after-class discussion amongst the students. 32% of the participants had used other online platform, such as Piazza and forums in Learning Management System (LMS), for after-class academic discussion with their instructors and peers. This was a low percentage considering that some courses use such online platform as their main forum amongst instructors and students. At the end of our study, over 83% of the participants felt that WhatsApp was a more effective platform compared to other online forum. One interesting finding was the effect of WhatsApp discussion on face-to-face interaction with instructors. 28% of the students agreed that the use of WhatsApp as a discussion forum had encouraged them to approach their instructors during or after class. 51% of students answered neutral. This could be interpreted that the use of WhatsApp had not affected the frequent (or lack of) face-to-face interaction with their instructors. A second survey question, similar but phrased differently from the first, was also asked to evaluate the aspect of face-to-face interaction with instructors. 34% disagreed that the use of WhatsApp had reduced the frequency of face-to-face interaction. This could imply that the frequency remained the same or might have increased. The 38% who agreed to a decrease in face-to-face interaction have either asked the questions in WhatsApp or had their questions answered by a query from another student in the group chat. These outcomes suggested that the use of technology aided and complemented face-to-face interaction between instructors and students. The study also looked at the challenges of using WhatsApp for academic discussion. Some challenges included difficulty in referring back to previous discussion and students finding some discussions irrelevant to them. In conclusion, the use of IM platform for academic discussion was desirable for the students, but it should not be the only channel as face-to-face consultation and online forum for lengthy discussion are still important for after-class learning of students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chemistry" title="chemistry">chemistry</a>, <a href="https://publications.waset.org/abstracts/search?q=pedogogy" title=" pedogogy"> pedogogy</a>, <a href="https://publications.waset.org/abstracts/search?q=technological%20tools" title=" technological tools"> technological tools</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate" title=" undergraduate"> undergraduate</a> </p> <a href="https://publications.waset.org/abstracts/129366/using-smartphone-instant-messaging-im-app-for-academic-discussion-in-an-undergraduate-chemistry-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129366.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">9758</span> 'Systems' and Its Impact on Virtual Teams and Electronic Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shavindrie%20Cooray">Shavindrie Cooray</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is vital that students are supported in having balanced conversations about topics that might be controversial. This process is crucial to the development of critical thinking skills. This can be difficult to attain in e-learning environments, with some research finding students report a perceived loss in the quality of knowledge exchange and performance. This research investigated if Systems Theory could be applied to structure the discussion, improve information sharing, and reduce conflicts when students are working in online environments. This research involved 160 participants across four categories of student groups at a college in the Northeastern US. Each group was provided with a shared problem, and each group was expected to make a proposal for a solution. Two groups worked face-to-face; the first face to face group engaged with the problem and each other with no intervention from a facilitator; a second face to face group worked on the problem using Systems tools to facilitate problem structuring, group discussion, and decision-making. There were two types of virtual teams. The first virtual group also used Systems tools to facilitate problem structuring and group discussion. However, all interactions were conducted in a synchronous virtual environment. The second type of virtual team also met in real time but worked with no intervention. Findings from the study demonstrated that the teams (both virtual and face-to-face) using Systems tools shared more information with each other than the other teams; additionally, these teams reported an increased level of disagreement amongst their members, but also expressed more confidence and satisfaction with the experience and resulting decision compared to the other groups. <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=virtual%20teams" title=" virtual teams"> virtual teams</a>, <a href="https://publications.waset.org/abstracts/search?q=systems%20approach" title=" systems approach"> systems approach</a>, <a href="https://publications.waset.org/abstracts/search?q=conflicts" title=" conflicts"> conflicts</a> </p> <a href="https://publications.waset.org/abstracts/129939/systems-and-its-impact-on-virtual-teams-and-electronic-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129939.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">137</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">9757</span> Remedying Students' Misconceptions in Learning of Chemical Bonding and Spontaneity through Intervention Discussion Learning Model (IDLM)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ihuarulam%20A.%20Ikenna">Ihuarulam A. Ikenna</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the past few decades, the field of chemistry education has grown tremendously and researches indicated that after traditional chemistry instruction students often lacked deep conceptual understanding and failed to integrate their ideas into coherent conceptual framework. For several concepts in chemistry, students at all levels have demonstrated difficulty in changing their initial perceptions. Their perceptions are most often wrong and do not agree with correct scientific concepts. This study explored the effectiveness of intervention discussion sections for a college general chemistry course designed to apply research on students preconceptions, knowledge integration and student explanation. Three interventions discussions lasting three hours on bond energy and spontaneity were done tested and intervention (treatment) students’ performances were compared with that of control group which did not use the experimental pedagogy. Results indicated that this instruction which was capable of identifying students' misconceptions, initial conceptions and integrating those ideas into class discussion led to enhanced conceptual understanding and better achievement for the experimental group. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=remedying" title="remedying">remedying</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20misconceptions" title=" students’ misconceptions"> students’ misconceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=intervention%20discussion" title=" intervention discussion"> intervention discussion</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20model" title=" learning model "> learning model </a> </p> <a href="https://publications.waset.org/abstracts/22078/remedying-students-misconceptions-in-learning-of-chemical-bonding-and-spontaneity-through-intervention-discussion-learning-model-idlm" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22078.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">419</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">9756</span> Linear Codes Afforded by the Permutation Representations of Finite Simple Groups and Their Support Designs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amin%20Saeidi">Amin Saeidi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Using a representation-theoretic approach and considering G to be a finite primitive permutation group of degree n, our aim is to determine linear codes of length n that admit G as a permutation automorphism group. We can show that in some cases, every binary linear code admitting G as a permutation automorphism group is a submodule of a permutation module defined by a primitive action of G. As an illustration of the method, we consider the sporadic simple group M₁₁ and the unitary group U(3,3). We also construct some point- and block-primitive 1-designs from the supports of some codewords of the codes in the discussion. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=linear%20code" title="linear code">linear code</a>, <a href="https://publications.waset.org/abstracts/search?q=permutation%20representation" title=" permutation representation"> permutation representation</a>, <a href="https://publications.waset.org/abstracts/search?q=support%20design" title=" support design"> support design</a>, <a href="https://publications.waset.org/abstracts/search?q=simple%20group" title=" simple group"> simple group</a> </p> <a href="https://publications.waset.org/abstracts/174007/linear-codes-afforded-by-the-permutation-representations-of-finite-simple-groups-and-their-support-designs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174007.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">9755</span> Discussion as a Means to Improve Peer Assessment Accuracy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jung%20Ae%20Park">Jung Ae Park</a>, <a href="https://publications.waset.org/abstracts/search?q=Jooyong%20Park"> Jooyong Park</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Writing is an important learning activity that cultivates higher level thinking. Effective and immediate feedback is necessary to help improve students' writing skills. Peer assessment can be an effective method in writing tasks because it makes it possible for students not only to receive quick feedback on their writing but also to get a chance to examine different perspectives on the same topic. Peer assessment can be practiced frequently and has the advantage of immediate feedback. However, there is controversy about the accuracy of peer assessment. In this study, we tried to demonstrate experimentally how the accuracy of peer assessment could be improved. Participants (n=76) were randomly assigned to groups of 4 members. All the participant graded two sets of 4 essays on the same topic. They graded the first set twice, and the second set or the posttest once. After the first grading of the first set, each group in the experimental condition 1 (discussion group), were asked to discuss the results of the peer assessment and then to grade the essays again. Each group in the experimental condition 2 (reading group), were asked to read the assessment on each essay by an expert and then to grade the essays again. In the control group, the participants were asked to grade the 4 essays twice in different orders. Afterwards, all the participants graded the second set of 4 essays. The mean score from 4 participants was calculated for each essay. The accuracy of the peer assessment was measured by Pearson correlation with the scores of the expert. The results were analyzed by two-way repeated measure ANOVA. The main effect of grading was observed: Grading accuracy got better as the number of grading experience increased. Analysis of posttest accuracy revealed that the score variations within a group of 4 participants decreased in both discussion and reading conditions but not in the control condition. These results suggest that having students discuss their grading together can be an efficient means to improve peer assessment accuracy. By discussing, students can learn from others about what to consider in grading and whether their grading is too strict or lenient. Further research is needed to examine the exact cause of the grading accuracy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=peer%20assessment" title="peer assessment">peer assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation%20accuracy" title=" evaluation accuracy"> evaluation accuracy</a>, <a href="https://publications.waset.org/abstracts/search?q=discussion" title=" discussion"> discussion</a>, <a href="https://publications.waset.org/abstracts/search?q=score%20variations" title=" score variations"> score variations</a> </p> <a href="https://publications.waset.org/abstracts/92350/discussion-as-a-means-to-improve-peer-assessment-accuracy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92350.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">267</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">9754</span> The Impact of Cooperative Learning on Numerical Methods Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sara%20Bilal">Sara Bilal</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdi%20Omar%20Shuriye"> Abdi Omar Shuriye</a>, <a href="https://publications.waset.org/abstracts/search?q=Raihan%20Othman"> Raihan Othman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Numerical Methods is a course that can be conducted using workshops and group discussion. This study has been implemented on undergraduate students of level two at the Faculty of Engineering, International Islamic University Malaysia. The Numerical Method course has been delivered to two Sections 1 and 2 with 44 and 22 students in each section, respectively. Systematic steps have been followed to apply the student centered learning approach in teaching Numerical Method course. Initially, the instructor has chosen the topic which was Euler’s Method to solve Ordinary Differential Equations (ODE) to be learned. The students were then divided into groups with five members in each group. Initial instructions have been given to the group members to prepare their subtopics before meeting members from other groups to discuss the subtopics in an expert group inside the classroom. For the time assigned for the classroom discussion, the setting of the classroom was rearranged to accommodate the student centered learning approach. Teacher strength was by monitoring the process of learning inside and outside the class. The students have been assessed during the migrating to the expert groups, recording of a video explanation outside the classroom and during the final examination. Euler’s Method to solve the ODE was set as part of Question 3(b) in the final exam. It is observed that none of the students from both sections obtained a zero grade in Q3(b), compared to Q3(a) and Q3(c). Also, for Section 1(44 students), 29 students obtained the full mark of 7/7, while only 10 obtained 7/7 for Q3(a) and no students obtained 6/6 for Q3(c). Finally, we can recommend that the Numerical Method course be moved toward more student-centered Learning classrooms where the students will be engaged in group discussion rather than having a teacher one man show. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20centered%20learning" title="teacher centered learning">teacher centered learning</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20centered%20learning" title=" student centered learning"> student centered learning</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematic" title=" mathematic"> mathematic</a>, <a href="https://publications.waset.org/abstracts/search?q=numerical%20methods" title=" numerical methods"> numerical methods</a> </p> <a href="https://publications.waset.org/abstracts/60012/the-impact-of-cooperative-learning-on-numerical-methods-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60012.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">9753</span> Malaysian Students' Identity in Seminars by Observing, Interviewing and Conducting Focus Group Discussion</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zurina%20Khairuddin">Zurina Khairuddin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this study is to explore the identities constructed and negotiated by Malaysian students in the UK and Malaysia when they interact in seminars. The study utilised classroom observation, interview and focus group discussion to collect the data. The participants of this study are the first year Malaysian students studying in the UK and Malaysia. The data collected was analysed utilising a combination of Conversation Analysis and framework. This study postulates that Malaysian students in the UK construct and negotiate flexible and different identities depending on the contexts they were in. It also shows that most Malaysian students in the UK and Malaysia are similar in the identities they construct and negotiate. This study suggests implications and recommendations for Malaysian students in the UK and Malaysia, and other stakeholders such as UK and Malaysian academic community. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conversation%20analysis" title="conversation analysis">conversation analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=interaction%20patterns" title=" interaction patterns"> interaction patterns</a>, <a href="https://publications.waset.org/abstracts/search?q=Malaysian%20students" title=" Malaysian students"> Malaysian students</a>, <a href="https://publications.waset.org/abstracts/search?q=students%27%20identity" title=" students' identity"> students' identity</a> </p> <a href="https://publications.waset.org/abstracts/88885/malaysian-students-identity-in-seminars-by-observing-interviewing-and-conducting-focus-group-discussion" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88885.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">182</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">9752</span> The Effects of Evidence-Based Nursing Training and Consultation Program on Self-Efficacy and Outcome Expectancy of Evidence-Based Practice among Nurses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yea-Pyng%20Lin">Yea-Pyng Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Evidence-based nursing (EBN) can improve quality of patient care and reduce medical expenses. Development of training and consultation program according to nurses’ needs and difficulties is essential to promote their competence and self-efficacy in EBN. However, limited research evaluated the effects of EBN program on EBN self-efficacy among nurses. This study aimed to evaluate the effects of an EBN consultation program on self-efficacy and outcome expectancy of evidence-based practice (EBP) among nurses. A two-group pretest-posttest quasi-experimental design was used. A purposive sample of full-time nurses was recruited from a hospital. Experimental group (n=28) received the EBN consultation program including 18-hour EBN training courses, hand-on practices and group discussion by faculty mentors. Control group (n=33) received regular in-service education with no EBN program. All participants received baseline and post-test assessment using Chinese version of Self-Efficacy in EBP scale (SE-EBP) and Outcome Expectancy for EBP scale (OE-EBP). After receiving EBN consultation program, experimental group’s posttest scores of SE-EBP (t=-4.98, p<0.001) and OE-SEP (t=-3.65, p=0.001) were significantly higher than those of the pretests. By controlling the age and years of nursing work experience, the experimental group‘s SE-EBP(F=10.47, p=0.002) and OE-SEP(F=9.53, p=0.003) scores were significantly improved compared to those of the control group. EBN program focus on hand-on practice and group discussion by faculty mentors in addition to EBN training courses can improve EBP self-efficacy and outcome expectancy among nurses. EBN program focus on English literature reading, database searching, and appraisal practice according to nurses’ needs and difficulties can promote implementation of EBN. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=evidence-based%20nursing" title="evidence-based nursing">evidence-based nursing</a>, <a href="https://publications.waset.org/abstracts/search?q=evidence-based%20practice" title=" evidence-based practice"> evidence-based practice</a>, <a href="https://publications.waset.org/abstracts/search?q=consultation%20program" title=" consultation program"> consultation program</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=outcome%20expectancy" title=" outcome expectancy "> outcome expectancy </a> </p> <a href="https://publications.waset.org/abstracts/35952/the-effects-of-evidence-based-nursing-training-and-consultation-program-on-self-efficacy-and-outcome-expectancy-of-evidence-based-practice-among-nurses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35952.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">500</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">9751</span> Relationship between Learning Methods and Learning Outcomes: Focusing on Discussions in Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jaeseo%20Lim">Jaeseo Lim</a>, <a href="https://publications.waset.org/abstracts/search?q=Jooyong%20Park"> Jooyong Park</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although there is ample evidence that student involvement enhances learning, college education is still mainly centered on lectures. However, in recent years, the effectiveness of discussions and the use of collective intelligence have attracted considerable attention. This study intends to examine the empirical effects of discussions on learning outcomes in various conditions. Eighty eight college students participated in the study and were randomly assigned to three groups. Group 1 was told to review material after a lecture, as in a traditional lecture-centered class. Students were given time to review the material for themselves after watching the lecture in a video clip. Group 2 participated in a discussion in groups of three or four after watching the lecture. Group 3 participated in a discussion after studying on their own. Unlike the previous two groups, students in Group 3 did not watch the lecture. The participants in the three groups were tested after studying. The test questions consisted of memorization problems, comprehension problems, and application problems. The results showed that the groups where students participated in discussions had significantly higher test scores. Moreover, the group where students studied on their own did better than that where students watched a lecture. Thus discussions are shown to be effective for enhancing learning. In particular, discussions seem to play a role in preparing students to solve application problems. This is a preliminary study and other age groups and various academic subjects need to be examined in order to generalize these findings. We also plan to investigate what kind of support is needed to facilitate discussions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=discussions" title="discussions">discussions</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=lecture" title=" lecture"> lecture</a>, <a href="https://publications.waset.org/abstracts/search?q=test" title=" test"> test</a> </p> <a href="https://publications.waset.org/abstracts/96933/relationship-between-learning-methods-and-learning-outcomes-focusing-on-discussions-in-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96933.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">176</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">9750</span> Using Focus Groups to Identify Mon Set Menus of Bang Kadi Community in Bangkok</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Nitiworakarn">S. Nitiworakarn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, focus-group discussions, as a resources of qualitative facts collection, have gained popularity amongst practices within social science studies. Despite this popularity, studying qualitative information, particularly focus-group meetings, creates a challenge to most practitioner inspectors. The Mons, also known as Raman is considered to be one of the earliest peoples in mainland South-East Asia and to be found in scattered communities in Thailand, around the central valley and even in Bangkok. The present project responds to the needs identified traditional Mon set menus based on the participation of Bang Kadi community in Bangkok, Thailand. The aim of this study was to generate Mon food set menus based on the participation of the community and to study Mon food in set menus of Bang Kadi population by focus-group interviews and discussions during May to October 2015 of Bang Kadi community in Bangkok, Thailand. Data were collected using (1) focus group discussion between the researcher and 147 people in the community, including community leaders, women of the community and the elderly of the community (2) cooking between the researcher and 22 residents of the community. After the focus group discussion, the results found that Mon set menus of Bang Kadi residents involved of Kang Neng Kua-dit, Kang Luk-yom, Kang Som-Kajaeb, Kangleng Puk-pung, Yum Cha-cam, Pik-pa, Kao-new dek-ha and Num Ma-toom and the ingredients used in cooking are mainly found in local and seasonal regime. Most of foods in set menus are consequent from local wisdom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=focus%20groups" title="focus groups">focus groups</a>, <a href="https://publications.waset.org/abstracts/search?q=Mon%20Food" title=" Mon Food"> Mon Food</a>, <a href="https://publications.waset.org/abstracts/search?q=set%20menus" title=" set menus"> set menus</a>, <a href="https://publications.waset.org/abstracts/search?q=Bangkok" title=" Bangkok"> Bangkok</a> </p> <a href="https://publications.waset.org/abstracts/44378/using-focus-groups-to-identify-mon-set-menus-of-bang-kadi-community-in-bangkok" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44378.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">414</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">9749</span> First Time Voters Representation of Leadership as Exemplified by 2016 Presidentiables</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fevy%20Kae%20Mateo">Fevy Kae Mateo</a>, <a href="https://publications.waset.org/abstracts/search?q=Kimberly%20Javier"> Kimberly Javier</a>, <a href="https://publications.waset.org/abstracts/search?q=Alyzza%20Marie%20Palles"> Alyzza Marie Palles</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Leadership is a process of relationship involving interaction with other people. Leaders emphasise authority, which executes and implements regulations, maintains the rules and leads to a better future. The First Time voters are very significant because there are the stakeholders of the type of leader to be deployed. They also have the capacity of engaging the government and can be the agents of change. The objective of the study is to identify the strengths and weaknesses of leader. Moreover, the study identifies the qualities of a leader. Finally, the study determines first-time voter’s representation of a leader. Focus Group Discussion was carried out into two groups of first time voter’s ages 18 to 21 years old. Verbatim transcripts of the discussion were analyzed using Thematic Analysis. Overall results showed super ordinate themes for weaknesses of leader: Lace of transparency in the government, poor communication strategy, and valuing experience over potential and other contributory factor; for strength of a leader: analytical skill, emotional intelligence in political work, analytical ability and economic status on political participation; finally, in the representation of a leader: positive representation of a leader and negative representation of a leader. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=first%20time%20voters" title="first time voters">first time voters</a>, <a href="https://publications.waset.org/abstracts/search?q=focus%20group%20discussion" title=" focus group discussion"> focus group discussion</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative%20research%20design" title=" qualitative research design"> qualitative research design</a> </p> <a href="https://publications.waset.org/abstracts/64076/first-time-voters-representation-of-leadership-as-exemplified-by-2016-presidentiables" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64076.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">251</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9748</span> Improving Creative Problem Solving for Teams through a Web-Based Peer Review System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=JungYeon%20Park">JungYeon Park</a>, <a href="https://publications.waset.org/abstracts/search?q=Jooyong%20Park"> Jooyong Park</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Brainstorming and discussion are widely used around the world as formal techniques of collaborative creative problem solving. This study investigated whether a web-based peer review system would improve collaborative creative problem solving. In order to assess the efficiency of using web-based peer review system before brainstorming and discussion, we conducted a between-group design study for two conditions (a web-based peer review system vs. face-to-face brainstorming only) using two different scenarios. One hundred and twenty participants were divided into teams of four and randomly assigned to one of the four conditions. The participants were given problems for them to solve. The participants in the experimental group first generated ideas independently for 20 minutes and wrote down their ideas. Afterwards, they reviewed the list of ideas of their peers and gave and received feedback for 10 minutes. These activities were performed on-line. The last activity was face-to-face brain-storming and discussion for 30 minutes. In contrast, the control group participated in brainstorming and discussion for 60 minutes. The quantity and the quality of ideas were measured as dependent variables of creative problem solving. Two evaluators rated the quantity and quality of the proposed ideas. Inter-rater agreement rate was good or strong. The results showed that both the average number of unique ideas and the average quality of ideas generated for the experimental condition were significantly higher than those for the control condition in both scenarios. The results of this study support the hypothesis that collaborative creative problem solving is enhanced when individuals write their thoughts individually and review ideas written by peers before face-to-face brainstorming and discussion. The present study provides preliminary evidence that a web-based peer review system can be instrumental in improving creative problem solving for teams. This system also offers an effective means to quantify the contribution of each member in collaborative team activity. We are planning to replicate these results in real-life situations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=brainstorming" title="brainstorming">brainstorming</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20problem%20solving" title=" creative problem solving"> creative problem solving</a>, <a href="https://publications.waset.org/abstracts/search?q=peer-review" title=" peer-review"> peer-review</a>, <a href="https://publications.waset.org/abstracts/search?q=team%20efficiency" title=" team efficiency"> team efficiency</a> </p> <a href="https://publications.waset.org/abstracts/93312/improving-creative-problem-solving-for-teams-through-a-web-based-peer-review-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93312.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">158</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">9747</span> Social Discussion Networks during the Covid-19 Pandemic: A Study of College Students Core Discussion Groups</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Regan%20Harper">Regan Harper</a>, <a href="https://publications.waset.org/abstracts/search?q=Song%20Yang"> Song Yang</a>, <a href="https://publications.waset.org/abstracts/search?q=Douglas%20Adams"> Douglas Adams</a> </p> <p class="card-text"><strong>Abstract:</strong></p> During the historically unprecedent time of Covid-19 pandemic, we survey college students with social issue generators to measure their core discussion groups. For the total 191 students, we elicit 847 conversation partners (alters) with our five social issue generators such as school closing, facemasks, collegiate sports, race and policing, and social inequality, producing an average of 4.43 alters per respondent. The core discussion groups of our sample are very gender balanced, with female alters slightly outnumbering male alters. However, the core discussion groups are racially homogenous, consisting of mostly white students (around or above 80 percent). Explanatory analyses reveal that gender and race of respondents significantly impact the size, gender composition, and racial composition of their core discussion networks. We discuss those major findings and implications of future studies in our conclusion section. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=core%20discussion%20groups" title="core discussion groups">core discussion groups</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20issue%20generators" title=" social issue generators"> social issue generators</a>, <a href="https://publications.waset.org/abstracts/search?q=ego-centric%20network" title=" ego-centric network"> ego-centric network</a>, <a href="https://publications.waset.org/abstracts/search?q=Covid-19%20pandemic" title=" Covid-19 pandemic"> Covid-19 pandemic</a> </p> <a href="https://publications.waset.org/abstracts/157236/social-discussion-networks-during-the-covid-19-pandemic-a-study-of-college-students-core-discussion-groups" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157236.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">91</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9746</span> Effects of Planned Pre-laboratory Discussion on Physics Students’ Acquisition of Science Process Skills in Kontagora, Niger State</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Akano%20Benedict%20Ubawuike">Akano Benedict Ubawuike</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the effects of pre-laboratory discussion on physics students’ acquisition of science process skills. The study design was quasi-experimental and purposive sampling technique was applied in selecting two schools in Kontagora Town for the research based on the availability of a good physics laboratory. Intact classes already grouped by the school for the sake of small laboratory space and equipment, comprising Thirty (30) students, 15 for experimental group in School A and 15 for control in school B were the subjects for the research. The instrument used for data collection was the lesson prepared for pre – practical discussion and researcher made Science Process Skill Test (SPST ) and two (2) research questions, and two (2) research hypotheses were developed to guide the study. The data collected were analyzed using means and t-Test statistics at 0.05 level of significance. The study revealed that pre-laboratory discussion was found to be more efficacious in enhancing students’ acquisition of science process skills. It also revealed that gender, had no significant effect on students’ acquisition of science process skills. Based on the findings, it was recommended among others that teachers should encourage students to develop interest in practical activities by engaging them in pre-laboratory discussion and providing instructional materials that will challenge them to be actively involved during practical lessons. It is also recommended that Ministries of Education and professional organizations like Science Teachers' Association of Nigeria (STAN) should organize workshops, seminars and conferences for physics teachers and Physics concepts should be taught with practical activity so that the students will do science instead of learning about science. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=physics" title="physics">physics</a>, <a href="https://publications.waset.org/abstracts/search?q=laboratory" title=" laboratory"> laboratory</a>, <a href="https://publications.waset.org/abstracts/search?q=discussion" title=" discussion"> discussion</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=acquisition" title=" acquisition"> acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20process%20skills" title=" science process skills"> science process skills</a> </p> <a href="https://publications.waset.org/abstracts/151983/effects-of-planned-pre-laboratory-discussion-on-physics-students-acquisition-of-science-process-skills-in-kontagora-niger-state" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151983.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">131</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">9745</span> Reflections of Nocturnal Librarian: Attaining a Work-Life Balance in a Mega-City of Lagos State Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Oluwole%20Durodolu">Oluwole Durodolu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The rationale for this study is to explore the adaptive strategy that librarians adopt in performing night shifts in a mega-city like Lagos state. Maslach Burnout Theory would be used to measure the three proportions of burnout in understanding emotional exhaustion, depersonalisation, and individual accomplishment to scrutinise job-related burnout syndrome allied with longstanding, unsolved stress. The qualitative methodology guided by a phenomenological research paradigm, which is an approach that focuses on the commonality of real-life experience in a particular group, would be used, focus group discussion adopted as a method of data collection from library staff who are involved in night-shift. The participant for the focus group discussion would be selected using a convenience sampling technique in which staff at the cataloguing unit would be included in the sample because of the representative characteristics of the unit. This would be done to enable readers to understand phenomena as it is reasonable than from a remote perspective. The exploratory interviews which will be in focus group method to shed light on issues relating to security, housing, transportation, budgeting, energy supply, employee duties, time management, information access, and sustaining professional levels of service and how all these variables affect the productivity of all the 149 library staff and their work-life balance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nightshift" title="nightshift">nightshift</a>, <a href="https://publications.waset.org/abstracts/search?q=work-life%20balance" title=" work-life balance"> work-life balance</a>, <a href="https://publications.waset.org/abstracts/search?q=mega-city" title=" mega-city"> mega-city</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20library" title=" academic library"> academic library</a>, <a href="https://publications.waset.org/abstracts/search?q=Maslach%20Burnout%20Theory" title=" Maslach Burnout Theory"> Maslach Burnout Theory</a>, <a href="https://publications.waset.org/abstracts/search?q=Lagos%20State" title=" Lagos State"> Lagos State</a>, <a href="https://publications.waset.org/abstracts/search?q=University%20of%20Lagos" title=" University of Lagos"> University of Lagos</a> </p> <a href="https://publications.waset.org/abstracts/117402/reflections-of-nocturnal-librarian-attaining-a-work-life-balance-in-a-mega-city-of-lagos-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/117402.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">132</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">9744</span> Characterization of Group Dynamics for Fostering Mathematical Modeling Competencies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ayse%20Ozturk">Ayse Ozturk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study extends the prior research on modeling competencies by positioning students’ cognitive and language resources as the fundamentals for pursuing their own inquiry and expression lines through mathematical modeling. This strategy aims to answer the question that guides this study, “How do students’ group approaches to modeling tasks affect their modeling competencies over a unit of instruction?” Six bilingual tenth-grade students worked on open-ended modeling problems along with the content focused on quantities over six weeks. Each group was found to have a unique cognitive approach for solving these problems. Three different problem-solving strategies affected how the groups’ modeling competencies changed. The results provide evidence that the discussion around groups’ solutions, coupled with their reflections, advances group interpreting and validating competencies in the mathematical modeling process <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognition" title="cognition">cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=collective%20learning" title=" collective learning"> collective learning</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20modeling%20competencies" title=" mathematical modeling competencies"> mathematical modeling competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=problem-solving" title=" problem-solving"> problem-solving</a> </p> <a href="https://publications.waset.org/abstracts/146619/characterization-of-group-dynamics-for-fostering-mathematical-modeling-competencies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146619.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">158</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">9743</span> Capacity Enhancement for Agricultural Workers in Mangosteen Product</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cholpassorn%20Sitthiwarongchai">Cholpassorn Sitthiwarongchai</a>, <a href="https://publications.waset.org/abstracts/search?q=Chutikarn%20Sriviboon"> Chutikarn Sriviboon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The two primary objectives of this research were (1) to examine the current knowledge and actual circumstance of agricultural workers about mangosteen product processing; and (2) to analyze and evaluate ways to develop capacity of mangosteen product processing. The population of this study was 15,125 people who work in the agricultural sector, in this context, mangosteen production, in the eastern part of Thailand that included Chantaburi Province, Rayong Province, Trad Province and Pracheenburi Province. The sample size based on Yamane’s calculation with 95% reliability was therefore 392 samples. Mixed method was employed included questionnaire and focus group discussion with Connoisseurship Model used in order to collect quantitative and qualitative data. Key informants were used in the focus group including agricultural business owners, academic people in agro food processing, local academics, local community development staff, OTOP subcommittee, and representatives of agro processing industry professional organizations. The study found that the majority of the respondents agreed with a high level (in five-rating scale) towards most of variables of knowledge management in agro food processing. The result of the current knowledge and actual circumstance of agricultural human resource in an arena of mangosteen product processing revealed that mostly, the respondents agreed at a high level to establish 7 variables. The guideline to developing the body of knowledge in order to enhance the capacity of the agricultural workers in mangosteen product processing was delivered in the focus group discussion. The discussion finally contributed to an idea to produce manuals for mangosteen product processing methods, with 4 products chosen: (1) mangosteen soap, (2) mangosteen juice, (3) mangosteen toffee, and (4) mangosteen preserves or jam. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=capacity%20enhancement" title="capacity enhancement">capacity enhancement</a>, <a href="https://publications.waset.org/abstracts/search?q=agricultural%20workers" title=" agricultural workers"> agricultural workers</a>, <a href="https://publications.waset.org/abstracts/search?q=mangosteen%20product%20processing" title=" mangosteen product processing"> mangosteen product processing</a>, <a href="https://publications.waset.org/abstracts/search?q=marketing%20management" title=" marketing management"> marketing management</a> </p> <a href="https://publications.waset.org/abstracts/2727/capacity-enhancement-for-agricultural-workers-in-mangosteen-product" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2727.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">212</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">9742</span> Various Perspectives for the Concept of the Emotion Labor</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jae%20Soo%20Do">Jae Soo Do</a>, <a href="https://publications.waset.org/abstracts/search?q=Kyoung-Seok%20Kim"> Kyoung-Seok Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Radical changes in the industrial environment, and spectacular developments of IT have changed the current of managements from people-centered to technology- or IT-centered. Interpersonal emotion exchanges have long become insipid and interactive services have also come as mechanical reactions. This study offers various concepts for the emotional labor based on traditional studies on emotional labor. Especially the present day, on which human emotions are subject to being served as machinized thing, is the time when the study on human emotions comes momentous. Precedent researches on emotional labors commonly and basically dealt with the relationship between the active group who performs actions and the passive group who is done with the action. This study focuses on the passive group and tries to offer a new perspective of 'liquid emotion' as a defence mechanism for the passive group from the external environment. Especially, this addresses a concrete discussion on directions of following studies on the liquid labor as a newly suggested perspective. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotion%20labor" title="emotion labor">emotion labor</a>, <a href="https://publications.waset.org/abstracts/search?q=surface%20acting" title=" surface acting"> surface acting</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20acting" title=" deep acting"> deep acting</a>, <a href="https://publications.waset.org/abstracts/search?q=liquid%20emotion" title=" liquid emotion"> liquid emotion</a> </p> <a href="https://publications.waset.org/abstracts/68091/various-perspectives-for-the-concept-of-the-emotion-labor" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68091.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">346</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">9741</span> The Motivating and Limiting Factors of Learners’ Engagement in an Online Discussion Forum </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20Durairaj">K. Durairaj</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20N.%20Umar"> I. N. Umar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Lately, asynchronous discussion forum is integrated in higher educational institutions as it may increase learning process, learners’ understanding, achievement and knowledge construction. Asynchronous discussion forum is used to complement the traditional, face-to-face learning session in hybrid learning courses. However, studies have proven that students’ engagement in online forum are still unconvincing. Thus, the aim of this study is to investigate the motivating factors and obstacles that affect the learners’ engagement in asynchronous discussion forum. This study is carried out in one of the public higher educational institutions in Malaysia with 18 postgraduate students as samples. The authors have developed a 40-items questionnaire based on literature review. The results indicate several factors that have encouraged or limited students’ engagement in asynchronous discussion forum: (a) the practices or behaviors of peers, or instructors, (b) the needs for the discussions, (c) the learners’ personalities, (d) constraints in continuing the discussion forum, (e) lack of ideas, (f) the level of thoughts, (g) the level of knowledge construction, (h) technical problems, (i) time constraints and (j) misunderstanding. This study suggests some recommendations to increase the students’ engagement in online forums. Finally, based upon the findings, some implications are proposed for further research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=asynchronous%20discussion%20forum" title="asynchronous discussion forum">asynchronous discussion forum</a>, <a href="https://publications.waset.org/abstracts/search?q=engagement" title=" engagement"> engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=factors" title=" factors"> factors</a>, <a href="https://publications.waset.org/abstracts/search?q=motivating" title=" motivating"> motivating</a>, <a href="https://publications.waset.org/abstracts/search?q=limiting" title=" limiting"> limiting</a> </p> <a href="https://publications.waset.org/abstracts/18478/the-motivating-and-limiting-factors-of-learners-engagement-in-an-online-discussion-forum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18478.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">326</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">9740</span> L-Carnitine Supplementation and Exercise-Induced Muscle Damage</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=B.%20Nakhostin-Roohi">B. Nakhostin-Roohi</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20Khoshkhahesh"> F. Khoshkhahesh</a>, <a href="https://publications.waset.org/abstracts/search?q=KH.%20Parandak"> KH. Parandak</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Ramazanzadeh"> R. Ramazanzadeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: The protective effect of antioxidants in diminishing the post-exercise rise of serum CK and LDH in individuals trained for competitive sports has come to light in recent years. This study was conducted to assess the effect of Two-week L-carnitine supplementation on exercise-induced muscle damage, as well as antioxidant capacity after a bout of strenuous exercise in active healthy young men. Methodology: Twenty active healthy men volunteered for this study. Participants were randomized in a double-blind placebo-controlled fashion into two groups: L-carnitine (C group; n = 10) and placebo group (P group; n = 10). The participants took supplementation (2000 mg L-carnitine) or placebo (2000 mg lactose) daily for 2weeks before the main trial. Then, participants ran 14 km. Blood samples were taken before supplementation, before exercise, immediately, 2h and 24h after exercise. Creatine kinase (CK), and lactate dehydrogenase (LDH), and total antioxidant capacity (TAC) were measured. Results: Serum CK and LDH significantly increased after exercise in both groups (p < 0.05). Serum LDH was significantly lower in C group than P group 2h and 24h after exercise (p < 0.05). Furthermore, CK was significantly lower in C group compared with P group just 24h after exercise (p < 0.05). Plasma TAC increased significantly 14 days after supplementation and 24h after exercise in C group compared with P group (p < 0.05). Discussion and conclusion: These results suggest two-week daily oral supplementation of L-carnitine has been able to promote antioxidant capacity before and after exercise and decrease muscle damage markers through possibly inhibition of exercise-induced oxidative stress. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=L-carnitine" title="L-carnitine">L-carnitine</a>, <a href="https://publications.waset.org/abstracts/search?q=muscle%20damage" title=" muscle damage"> muscle damage</a>, <a href="https://publications.waset.org/abstracts/search?q=creatine%20kinase" title=" creatine kinase"> creatine kinase</a>, <a href="https://publications.waset.org/abstracts/search?q=Lactate%20dehydrogenase" title=" Lactate dehydrogenase"> Lactate dehydrogenase</a> </p> <a href="https://publications.waset.org/abstracts/30003/l-carnitine-supplementation-and-exercise-induced-muscle-damage" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30003.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">440</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">9739</span> Exercise and Aging Process Related to Oxidative Stress</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=B.%20Dejanova">B. Dejanova</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Petrovska"> S. Petrovska</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20Todorovska"> L. Todorovska</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Pluncevic"> J. Pluncevic</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Mancevska"> S. Mancevska</a>, <a href="https://publications.waset.org/abstracts/search?q=V.%20Antevska"> V. Antevska</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20Sivevska"> E. Sivevska</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20Karagjozova"> I. Karagjozova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Aging process is mainly related to endothelial function which may be impaired by oxidative stress (OS). Exercise is known to be beneficial to aging process, which may improve health and prevent appearance of chronic diseases in elderly. The aim of the study was to investigate the OS markers related to exercise. Methods: A number of 80 subjects (healthy volunteers) were examined (38 male and 32 female), divided in 3 age groups: group I ≤ 30 years (n=24); group II – 31-50 years (n=24); group III - ≥ 51 year (n=32). Each group was divided to subgroups of sedentary subjects (SS) and subjects who exercise (SE). Group I: SS (n=11), SE (n=13); group II: SS (n=13), SE (n=10); group III: SS (n=23) SE (n=9). Lipid peroxidation (LP) as a fluorimetric method with thiobarbituric acid was used to estimate OS. Antioxidative status was determined by cell antioxidants such as enzymes - superoxide dismutase (SOD), glutathione peroxidase (GPx) and glucose 6 phosphate (G-6-PD); and by extra cell antioxidants such as glutathione reductase (GR), nitric oxide (NO) and total antioxidant capacity (TAC). Results: Increased values of LP were noticed along the aging process: group I – 3.30±0.3 µmol/L; group II – 3.91±0.2 µmol/L; group III – 3.94±0.8 µmol/L (p<0.05), while no statistical significance was found between male and female subjects. Statistical significance for OS was not found between SS and SE in group I as it was found in group II (p<0.05) and in group III (p<0.01). No statistical significance was found for all cell antioxidants and GR within the groups, while NO and TAC showed lower values in SS compared to SE in II (p<0.05) and in group III (p<0.05). Discussion and conclusion: Aging process showed increased OS which may be either due to impaired function of scavengers of free radicals or due to their enormous production. Well balanced exercise might be one of the factors that keep the integrity of blood vessel endothelium which slows down the aging process. Possible mechanism of exercise beneficial influence is shear stress by upregulation of genes coding for nitric oxide bioavailability. Thus, due to obtained results we may conclude that OS is found to be diminished in the subject groups who perform exercise. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=oxidative%20stress" title="oxidative stress">oxidative stress</a>, <a href="https://publications.waset.org/abstracts/search?q=aging%20process" title=" aging process"> aging process</a>, <a href="https://publications.waset.org/abstracts/search?q=exercise" title=" exercise"> exercise</a>, <a href="https://publications.waset.org/abstracts/search?q=endothelial%20function" title=" endothelial function"> endothelial function</a> </p> <a href="https://publications.waset.org/abstracts/10323/exercise-and-aging-process-related-to-oxidative-stress" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10323.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">387</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">9738</span> Parents, Carers and Young Persons’ Views Regarding Nursing ‘Workarounds’ Within Clinical Electronic Patient Record Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Patrick%20Nurse">Patrick Nurse</a>, <a href="https://publications.waset.org/abstracts/search?q=Professor%20Neil%20Sebire"> Professor Neil Sebire</a>, <a href="https://publications.waset.org/abstracts/search?q=Polly%20Livermore"> Polly Livermore</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of digital systems in healthcare is now highly prevalent. With further advancement of technology, these systems will become increasingly utilised within the healthcare sector. Therefore understanding how clinicians (for example, doctors, nurses) interact with technology and digital systems is critical to making care safer. Seven members from the Parent/Carers’ Research Advisory Group and the Young-Persons’ Research Group at a healthcare Trust in London and three staff members contributed to an engagement workshop to assess the impact of digital systems on the practice of nurses. The group also advised on the viability of a research study to investigate this further. A wide range of issues within digital system implementation in healthcare were raised, such as ‘workarounds’, system’s training, and upkeep and regulation of usage, which all emerged as early themes during the discussion. Further discussion focused on the subject of escalation of issues, ‘workarounds’, and problem solving. While challenging to implement, digital systems are hugely beneficial to healthcare providers. The workshop indicated that there is scope for investigation of the prevalence, nature, and escalation of ‘workarounds’, this was of key interest to the advisory group. An interesting concern of the group was their worry from a patient and parental perspective regarding how nurses might feel when needing to complete a ‘workaround’ during a busy shift. This is especially relevant if the reasons to complete the ‘workaround’ were outside the nurse’s control, driven by clinical need and urgency of care. This showed the level of insight that those using healthcare services have into the reality of workflows of those providing care. Additionally, it reflects the desire for patients and families to understand more about the administration and methodology of their care. Future study should be dedicated to understanding why nurses deploy ‘workarounds’, as well as their perspective and experience of them and subsequent escalation through leadership hierarchies <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=patient%20engagement%2Finvolvement" title="patient engagement/involvement">patient engagement/involvement</a>, <a href="https://publications.waset.org/abstracts/search?q=workarounds" title=" workarounds"> workarounds</a>, <a href="https://publications.waset.org/abstracts/search?q=medication-administration" title=" medication-administration"> medication-administration</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20systems" title=" digital systems"> digital systems</a> </p> <a href="https://publications.waset.org/abstracts/163886/parents-carers-and-young-persons-views-regarding-nursing-workarounds-within-clinical-electronic-patient-record-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163886.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">90</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">9737</span> Changes in Serum Neopterin in Workers Exposed to Different Mineral Dust</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gospodinka%20Prakova">Gospodinka Prakova</a>, <a href="https://publications.waset.org/abstracts/search?q=Pavlina%20Gidikova"> Pavlina Gidikova</a>, <a href="https://publications.waset.org/abstracts/search?q=Gergana%20Sandeva"> Gergana Sandeva</a>, <a href="https://publications.waset.org/abstracts/search?q=Kamelia%20Haracherova"> Kamelia Haracherova</a>, <a href="https://publications.waset.org/abstracts/search?q=Emil%20Slavov"> Emil Slavov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Neopterin was demonstrated to be a sensitive marker of cell-mediated immune reactions which plays a key role in the interaction of monocyte / macrophage activation. The purpose of this work was to investigate changes in serum neopterin in workers exposed to different composition of mineral dust. Material and Methods: Serum neopterin was studied in 193 exposed workers, divided into three groups, depending on the mineral dust and content of the quartz in the respirable fraction. The I-st group-coal dust containing less than 2% free crystalline silica (n=44), II-nd group-coal dust containing over 2% free crystalline silica (n=94) and the III-rd group-mixed dust with corundum and carborundum (n=55). The control group was composed of 21 individuals without exposure to dust. Serum neopterin was investigated by Elisa method in ng/ml according to the instructions of the manufacturer. Results and Discussion: It was found significantly higher level of serum neopterin in exposed workers of mineral dust (2,10 ± 0,62 ng / ml), compared with that of the control group (1,10 ± 0,85 ng/ml; p < 0,05). Neopterin levels in workers exposed to coal dust (1,87 ± 0,42 ng / ml-I-st and 3,32 ± 0,77 ng / ml-II-nd group) were significantly higher compared with those exposed to a mixed dust (1,31±0,68 mg / ml-third) and control group (p < 0,05). No significant difference in serum neopterin when exposed to a mixed dust composed of corundum and carborundum (III-rd) and a control group. Conclusion: The results of this study indicate activates a cell-mediated immune response when exposed to a mineral dust. The level of that activation depends mainly on the composition of the dust and is significantly highest in workers exposed to coal dust. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mineral%20dust" title="mineral dust">mineral dust</a>, <a href="https://publications.waset.org/abstracts/search?q=neopterin" title=" neopterin"> neopterin</a>, <a href="https://publications.waset.org/abstracts/search?q=occupational%20exposure" title=" occupational exposure"> occupational exposure</a>, <a href="https://publications.waset.org/abstracts/search?q=respirable%20crystalline%20silica" title=" respirable crystalline silica"> respirable crystalline silica</a> </p> <a href="https://publications.waset.org/abstracts/69706/changes-in-serum-neopterin-in-workers-exposed-to-different-mineral-dust" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69706.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">266</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">9736</span> Trunk and Gluteus-Medius Muscles’ Fatigability during Occupational Standing in Clinical Instructors with Low Back Pain</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eman%20A.%20Embaby">Eman A. Embaby</a>, <a href="https://publications.waset.org/abstracts/search?q=Amira%20A.%20A.%20Abdallah"> Amira A. A. Abdallah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Occupational standing is associated with low back pain (LBP) development. Yet, trunk and gluteus-medius muscles’ fatigability has not been extensively studied during occupational standing. This study examined and correlated the rectus abdominus (RA), erector-spinae (ES), external oblique (EO), and gluteus-medius (GM) muscles’ fatigability on both sides while standing in a confined area for 30 min Methods: Median frequency EMG data were collected from 15 female clinical instructors with chronic LBP (group A) and 15 asymptomatic controls (group B) (mean age 29.53±2.4 vs. 29.07±2.4 years, weight 63.6±7 vs. 60±7.8 kg, and height 162.73±4 vs. 162.8±6 cm respectively) using a spectrum analysis program. Data were collected in the first and last 5min of the standing task. Results: Using Mixed three-way ANOVA, group A showed significantly (p<0.05) lower frequencies for the right and left ES, and right GM in the last 5 min and significantly higher frequencies for the left RA in the first and last 5min than group B. In addition, the left ES and right EO, ES and GM in group B showed significantly higher frequencies and the left ES in group A showed significantly lower frequencies in the last 5min compared with the first. Moreover, the right RA showed significantly higher frequencies than the left in the last 5min in group B. Finally, there were significant (p<0.05) correlations among the median frequencies of the tested four muscles on the same side and between both sides in both groups. Discussion/Conclusions: Clinical instructors with LBP are more liable to have higher trunk and gluteus-medius muscle fatigue than asymptomatic individuals. Thus, endurance training for these muscles should be included in the rehabilitation of such patients. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EMG" title="EMG">EMG</a>, <a href="https://publications.waset.org/abstracts/search?q=fatigability" title=" fatigability"> fatigability</a>, <a href="https://publications.waset.org/abstracts/search?q=gluteus-medius" title=" gluteus-medius"> gluteus-medius</a>, <a href="https://publications.waset.org/abstracts/search?q=LBP" title=" LBP"> LBP</a>, <a href="https://publications.waset.org/abstracts/search?q=standing" title=" standing"> standing</a>, <a href="https://publications.waset.org/abstracts/search?q=trunk" title=" trunk"> trunk</a> </p> <a href="https://publications.waset.org/abstracts/6502/trunk-and-gluteus-medius-muscles-fatigability-during-occupational-standing-in-clinical-instructors-with-low-back-pain" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6502.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">245</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">9735</span> Effect of Co-Parenting Support on Duration of Exclusive Breastfeeding in a Developing Nation: A Randomised Controlled Trial </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Phomid%20Techi">Phomid Techi</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20N.%20Padmasini"> L. N. Padmasini</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohan%20Mathew"> Mohan Mathew</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: To evaluate the effectiveness of co-parent support on the duration of exclusive breastfeeding by a randomized control trial. Introduction: The current rates of exclusive breastfeeding for 6 months in India is 46% (NFHS3 2008.). The purpose of the study is to evaluate the effectiveness of co-parenting support on duration of exclusive breastfeeding in primi mothers. Design: RCT: Willing parents of healthy TAGA babies born in our hospital were explained about the study purpose and randomly assigned to either trial or control group. The control group was given the usual care. The intervention group received usual care and in addition the trial intervention. Follow-up data was collected at the end of 6 mon. Intervention: Face to face 30-minute discussion in post partum unit on breast feeding benefits, techniques, and problem-solving information followed up by phone calls to mother every 4 weeks to answer questions/concerns. Outcome measures: Duration of exclusive breastfeeding Baseline demographic variables were measured. Results: After obtaining IEC approval a total of 100 couples were recruited, 100 is each group. In the intervention group, the rate of exclusive breastfeeding was 97.2% while in the control group it was 64% (p-value 0.00). Conclusion: Co-parenting support has an important role in promoting exclusive breastfeeding. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=co-parenting" title="co-parenting">co-parenting</a>, <a href="https://publications.waset.org/abstracts/search?q=exclusive%20breastfeeding" title=" exclusive breastfeeding"> exclusive breastfeeding</a>, <a href="https://publications.waset.org/abstracts/search?q=developing%20nation" title=" developing nation"> developing nation</a>, <a href="https://publications.waset.org/abstracts/search?q=randomised%20control%20trial" title=" randomised control trial"> randomised control trial</a> </p> <a href="https://publications.waset.org/abstracts/59506/effect-of-co-parenting-support-on-duration-of-exclusive-breastfeeding-in-a-developing-nation-a-randomised-controlled-trial" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59506.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> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=ALA%20discussion%20group&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=ALA%20discussion%20group&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=ALA%20discussion%20group&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=ALA%20discussion%20group&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=ALA%20discussion%20group&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=ALA%20discussion%20group&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=ALA%20discussion%20group&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=ALA%20discussion%20group&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=ALA%20discussion%20group&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=ALA%20discussion%20group&page=325">325</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=ALA%20discussion%20group&page=326">326</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=ALA%20discussion%20group&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>