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enrollment</title> <meta name="description" content="Search results for: large enrollment"> <meta name="keywords" content="large enrollment"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="large enrollment"> <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> 7075</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: large enrollment</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7075</span> The Effects of Dual-Enrollment Programs on Students’ Post-Secondary Academic Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cody%20Kirby">Cody Kirby</a>, <a href="https://publications.waset.org/abstracts/search?q=Kaustav%20Misra"> Kaustav Misra</a>, <a href="https://publications.waset.org/abstracts/search?q=Arundhati%20Bagchi%20Misra"> Arundhati Bagchi Misra</a>, <a href="https://publications.waset.org/abstracts/search?q=Sharon%20P.%20Cox"> Sharon P. Cox</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper focuses on the relationship that dual-enrollment programs have on academic performance and retention. Both performance and retention are significant issues in higher education. The first, performance, is a goal of higher education, having an impact on students’ lives. The second, retention, is key to the viability of any college or university. This paper uses survey research methodology to examine factors that lead to positive student academic performance, which leads to retention, specifically in dual-enrollment programs. The data show several characteristics that lead to a positive impact on GPA. These include the following; age, Caucasian race, full-time status, students in STEM programs, and finally dual enrollment participation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dual%20enrollment" title="dual enrollment">dual enrollment</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20college" title=" early college"> early college</a>, <a href="https://publications.waset.org/abstracts/search?q=retention" title=" retention"> retention</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20education" title=" undergraduate education"> undergraduate education</a> </p> <a href="https://publications.waset.org/abstracts/146886/the-effects-of-dual-enrollment-programs-on-students-post-secondary-academic-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146886.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">150</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">7074</span> Comparison of Student Grades in Dual-Enrollment Courses Taken Inside and Outside of Texas High Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cynthia%20A.%20Gallardo">Cynthia A. Gallardo</a>, <a href="https://publications.waset.org/abstracts/search?q=Kelly%20S.%20Hall"> Kelly S. Hall</a>, <a href="https://publications.waset.org/abstracts/search?q=Kristopher%20Garza"> Kristopher Garza</a>, <a href="https://publications.waset.org/abstracts/search?q=Linda%20Challoo"> Linda Challoo</a>, <a href="https://publications.waset.org/abstracts/search?q=Mais%20Nijim"> Mais Nijim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Dual-enrollment programs have become more prevalent in college and high school settings. Also known as early college programs, dual-enrollment programs help students acquire a head start in earning college credit for post-secondary studies. The number and percentage of high school students who take college courses while in high school is growing. However, little is known about how dual-enrolled students fare. The classroom environment is important to learning. This study compares dually enrolled high school students who take courses that yield college credit either within their high school or at some other location. Mann-Whitney U was the statistical test used. Mean proportions were compared for each of the five standard letter grades earned across the state of Texas. Results indicated that students earn similar passing A, B, and C grades when they take dual-enrollment courses at their high school location but are more likely to fail if they take dual-enrollment courses at non-high school locations. Implications of results are that student success rate of dual-enrollment college courses may have a significant difference between the locations and student performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20leadership" title="educational leadership">educational leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=dual-enrollment" title=" dual-enrollment"> dual-enrollment</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20performance" title=" student performance"> student performance</a>, <a href="https://publications.waset.org/abstracts/search?q=college" title=" college"> college</a> </p> <a href="https://publications.waset.org/abstracts/168852/comparison-of-student-grades-in-dual-enrollment-courses-taken-inside-and-outside-of-texas-high-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168852.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">99</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7073</span> Facilitating Written Biology Assessment in Large-Enrollment Courses Using Machine Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Luanna%20B.%20Prevost">Luanna B. Prevost</a>, <a href="https://publications.waset.org/abstracts/search?q=Kelli%20Carter"> Kelli Carter</a>, <a href="https://publications.waset.org/abstracts/search?q=Margaurete%20Romero"> Margaurete Romero</a>, <a href="https://publications.waset.org/abstracts/search?q=Kirsti%20Martinez"> Kirsti Martinez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Writing is an essential scientific practice, yet, in several countries, the increasing university science class-size limits the use of written assessments. Written assessments allow students to demonstrate their learning in their own words and permit the faculty to evaluate students’ understanding. However, the time and resources required to grade written assessments prohibit their use in large-enrollment science courses. This study examined the use of machine learning algorithms to automatically analyze student writing and provide timely feedback to the faculty about students' writing in biology. Written responses to questions about matter and energy transformation were collected from large-enrollment undergraduate introductory biology classrooms. Responses were analyzed using the LightSide text mining and classification software. Cohen’s Kappa was used to measure agreement between the LightSide models and human raters. Predictive models achieved agreement with human coding of 0.7 Cohen’s Kappa or greater. Models captured that when writing about matter-energy transformation at the ecosystem level, students focused on primarily on the concepts of heat loss, recycling of matter, and conservation of matter and energy. Models were also produced to capture writing about processes such as decomposition and biochemical cycling. The models created in this study can be used to provide automatic feedback about students understanding of these concepts to biology faculty who desire to use formative written assessments in larger enrollment biology classes, but do not have the time or personnel for manual grading. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title="machine learning">machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=written%20assessment" title=" written assessment"> written assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=biology%20education" title=" biology education"> biology education</a>, <a href="https://publications.waset.org/abstracts/search?q=text%20mining" title=" text mining"> text mining</a> </p> <a href="https://publications.waset.org/abstracts/46679/facilitating-written-biology-assessment-in-large-enrollment-courses-using-machine-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46679.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">281</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">7072</span> Using Automated Agents to Facilitate Instructions in a Large Online Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=David%20M%20Gilstrap">David M Gilstrap</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In an online course with a large enrollment, the potential exists for the instructor to become overburdened with having to respond to students’ emails, which consequently decreases the instructor’s efficiency in teaching the course. Repetition of instructions is an effective way of reducing confusion among students, which in turn increases their efficiencies, as well. World of Turf is the largest online course at Michigan State University, which employs Brightspace as its management system (LMS) software. Recently, the LMS upgraded its capabilities to utilize agents, which are auto generated email notifications to students based on certain criteria. Agents are additional tools that can enhance course design. They can be run on-demand or according to a schedule. Agents can be timed to effectively remind students of approaching deadlines. The content of these generated emails can also include reinforced instructions. With a large online course, even a small percentage of students that either do not read or do not comprehend the course syllabus or do not notice instructions on course pages can result in numerous emails to the instructor, often near the deadlines for assignments. Utilizing agents to decrease the number of emails from students has enabled the instructor to efficiently instruct more than one thousand students per semester without any graduate student teaching assistants. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=agents" title="agents">agents</a>, <a href="https://publications.waset.org/abstracts/search?q=Brightspace" title=" Brightspace"> Brightspace</a>, <a href="https://publications.waset.org/abstracts/search?q=large%20enrollment" title=" large enrollment"> large enrollment</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20management%20system" title=" learning management system"> learning management system</a>, <a href="https://publications.waset.org/abstracts/search?q=repetition%20of%20instructions" title=" repetition of instructions"> repetition of instructions</a> </p> <a href="https://publications.waset.org/abstracts/79279/using-automated-agents-to-facilitate-instructions-in-a-large-online-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79279.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">203</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7071</span> Higher Education and Empowerment of Women in Assam (India): An Empirical Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anupam%20Deka">Anupam Deka</a>, <a href="https://publications.waset.org/abstracts/search?q=Indira%20Bardoloi"> Indira Bardoloi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Gender discrimination has been considered as a major obstacle in granting equal opportunity for women in higher education as education plays a pivotal role in a country’s socioeconomic development. To examine the empowerment of women in the higher education field of Assam, a case study has been carried out. In the first stage, an overview of enrollment of students in different courses has been made by considering the whole state. In the second stage, a study has been conducted regarding the enrollment of students in various degree and postgraduate courses for the period 2000-2007 at Gauhati University (one of the four universities of Assam), and the relevant data has been collected. It has been found that though the enrollment of students in the degree levels has been constantly increasing, but the enrollment of girls are not proportionately increasing, especially in commerce and law. On the other hand, in the postgraduate level, these proportions are higher in almost all subjects (except some subjects like M. COM., L.L.M, M. C. A., Mathematics, etc.), indicating that compared to boys, a higher number of girls are being admitted in postgraduate courses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=field%20study" title="field study">field study</a>, <a href="https://publications.waset.org/abstracts/search?q=enrollment%20of%20girls%20in%20degree%20and%20postgratudate%20levels" title=" enrollment of girls in degree and postgratudate levels"> enrollment of girls in degree and postgratudate levels</a>, <a href="https://publications.waset.org/abstracts/search?q=regression%20lines" title=" regression lines"> regression lines</a>, <a href="https://publications.waset.org/abstracts/search?q=chi%20square%20test" title=" chi square test"> chi square test</a>, <a href="https://publications.waset.org/abstracts/search?q=diagrams" title=" diagrams"> diagrams</a>, <a href="https://publications.waset.org/abstracts/search?q=statistical%20tables" title=" statistical tables"> statistical tables</a> </p> <a href="https://publications.waset.org/abstracts/10827/higher-education-and-empowerment-of-women-in-assam-india-an-empirical-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10827.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">257</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">7070</span> Assessing the Financial Impact of Federal Benefit Program Enrollment on Low-income Households</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Timothy%20Scheinert">Timothy Scheinert</a>, <a href="https://publications.waset.org/abstracts/search?q=Eliza%20Wright"> Eliza Wright</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Link Health is a Boston-based non-profit leveraging in-person and digital platforms to promote health equity. Its primary aim is to financially support low-income individuals through enrollment in federal benefit programs. This study examines the monetary impact of enrollment in several benefit programs. Methodologies: Approximately 17,000 individuals have been screened for eligibility via digital outreach, community events, and in-person clinics. Enrollment and financial distributions are evaluated across programs, including the Affordable Connectivity Program (ACP), Lifeline, LIHEAP, Transitional Aid to Families with Dependent Children (TAFDC), and the Supplemental Nutrition Assistance Program (SNAP). Major Findings: A total of 1,895 individuals have successfully applied, collectively distributing an estimated $1,288,152.00 in aid. The largest contributors to this sum include: ACP: 1,149 enrollments, $413,640 distributed annually. Child Care Financial Assistance (CCFA): 15 enrollments, $240,000 distributed annually. Lifeline: 602 enrollments, $66,822 distributed annually. LIHEAP: 25 enrollments, $48,750 distributed annually. SNAP: 41 enrollments, $123,000 distributed annually. TAFDC: 21 enrollments, $341,760 distributed annually. Conclusions: These results highlight the role of targeted outreach and effective enrollment processes in promoting access to federal benefit programs. High enrollment rates in ACP and Lifeline demonstrate a considerable need for affordable broadband and internet services. Programs like CCFA and TAFDC, despite lower enrollment numbers, provide sizable support per individual. This analysis advocates for continued funding of federal benefit programs. Future efforts can be made to develop screening tools that identify eligibility for multiple programs and reduce the complexity of enrollment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=benefits" title="benefits">benefits</a>, <a href="https://publications.waset.org/abstracts/search?q=childcare" title=" childcare"> childcare</a>, <a href="https://publications.waset.org/abstracts/search?q=connectivity" title=" connectivity"> connectivity</a>, <a href="https://publications.waset.org/abstracts/search?q=equity" title=" equity"> equity</a>, <a href="https://publications.waset.org/abstracts/search?q=nutrition" title=" nutrition"> nutrition</a> </p> <a href="https://publications.waset.org/abstracts/189241/assessing-the-financial-impact-of-federal-benefit-program-enrollment-on-low-income-households" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189241.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">26</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">7069</span> Using Repetition of Instructions in Course Design to Improve Instructor Efficiency and Increase Enrollment in a Large Online Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=David%20M.%20Gilstrap">David M. Gilstrap</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Designing effective instructions is a critical dimension of effective teaching systems. Due to a void in interpersonal contact, online courses present new challenges in this regard, especially with large class sizes. This presentation is a case study in how the repetition of instructions within the course design was utilized to increase instructor efficiency in managing a rapid rise in enrollment. World of Turf is a two-credit, semester-long elective course for non-turfgrass majors at Michigan State University. It is taught entirely online and solely by the instructor without any graduate teaching assistants. Discussion forums about subject matter are designated for each lecture, and those forums are moderated by a few undergraduate turfgrass majors. The instructions as to the course structure, navigation, and grading are conveyed in the syllabus and course-introduction lecture. Regardless, students email questions about such matters, and the number of emails increased as course enrollment grew steadily during the first three years of its existence, almost to a point that the course was becoming unmanageable. Many of these emails occurred because the instructor was failing to update and operate the course in a timely and proper fashion because he was too busy answering emails. Some of the emails did help the instructor ferret out poorly composed instructions, which he corrected. Beginning in the summer semester of 2015, the instructor overhauled the course by segregating content into weekly modules. The philosophy envisioned and embraced was that there can never be too much repetition of instructions in an online course. Instructions were duplicated within each of these modules as well as associated modules for syllabus and schedules, getting started, frequently asked questions, practice tests, surveys, and exams. In addition, informational forums were created and set aside for questions about the course workings and each of the three exams, thus creating even more repetition. Within these informational forums, students typically answer each other’s questions, which demonstrated to the students that that information is available in the course. When needed, the instructor interjects with corrects answers or clarifies any misinformation which students might be putting forth. Increasing the amount of repetition of instructions and strategic enhancements to the course design have resulted in a dramatic decrease in the number of email replies necessitated by the instructor. The resulting improvement in efficiency allowed the instructor to raise enrollment limits thus effecting a ten-fold increase in enrollment over a five-year period with 1050 students registered during the most recent academic year, thus becoming easily the largest online course at the university. Because of the improvement in course-delivery efficiency, sufficient time was created that allowed the instructor to development and launch an additional online course, hence further enhancing his productivity and value in terms of the number of the student-credit hours for which he is responsible. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=design" title="design">design</a>, <a href="https://publications.waset.org/abstracts/search?q=efficiency" title=" efficiency"> efficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=instructions" title=" instructions"> instructions</a>, <a href="https://publications.waset.org/abstracts/search?q=online" title=" online"> online</a>, <a href="https://publications.waset.org/abstracts/search?q=repetition" title=" repetition"> repetition</a> </p> <a href="https://publications.waset.org/abstracts/71778/using-repetition-of-instructions-in-course-design-to-improve-instructor-efficiency-and-increase-enrollment-in-a-large-online-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71778.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">209</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">7068</span> Insights and Inferences Associated with Subscription of Health Insurance in the Informal Sector of India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Harinder%20Singh">Harinder Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper sheds light on the perceptions of the uninsured workers employed in the urban informal sector of India, towards the health insurance. In addition to this, it also explores the association of the identified perceptions with household decisions to enroll for health insurance schemes in India. Firstly the data taken from the primary survey of the uninsured workers employed in the urban informal sector was analyzed using exploratory factor analysis to evaluate the perceptions. Thereafter, logistic regression was employed to determine the association of the identified perceptions regarding the enrollment. Our study identifies twelve perceptions related to the health insurance enrollment of the uninsured workers employed in the urban informal sector of India. The study demonstrates that perceptions have the strongest association with the voluntary enrollment. These specifically relate to the lack of awareness about the need to buy health insurance; comprehensive coverage; income constraint; future contingencies and social obligations; lack of information; availability of subsidized government health care; linkage with government hospitals and preference for government schemes. Conclusions: Along with the food security, health security has become a crying need of the workers employed in the informal sector and the time has come to scale up the health insurance schemes for them in the country. Policy makers or marketers of health insurance policies should recognize the household perceptions as a potential barrier and try to develop a health insurance package as per the actual needs of the informal sector (low income) in India. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=association" title="association">association</a>, <a href="https://publications.waset.org/abstracts/search?q=enrollment" title=" enrollment"> enrollment</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20insurance" title=" health insurance"> health insurance</a>, <a href="https://publications.waset.org/abstracts/search?q=informal%20sector" title=" informal sector"> informal sector</a>, <a href="https://publications.waset.org/abstracts/search?q=perceptions" title=" perceptions"> perceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=uninsured" title=" uninsured"> uninsured</a> </p> <a href="https://publications.waset.org/abstracts/52863/insights-and-inferences-associated-with-subscription-of-health-insurance-in-the-informal-sector-of-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52863.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">269</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7067</span> Assessment of Technical and Vocational Education and Training Training Quality Factors and Their Impact on Low Enrollment Rates in Ethiopian Technical and Vocational Education and Training Colleges</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abebe%20Tibebu">Abebe Tibebu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the quality of training factors in Ethiopian Technical and Vocational Education and Training (TVET) colleges and their impact on declining enrollment rates. Employing a descriptive survey design, both quantitative and qualitative data were collected from diverse stakeholders, including Grade 12 graduates, current TVET trainees, trainers, college deans, community members, high school directors, teachers, and officials from TVET government agencies. The sample included 20 TVET centers from various Ethiopian regions. Secondary data were obtained from college and government documents, while primary data were gathered through questionnaires, interviews, focus group discussions, and observations. Analysis was conducted using descriptive statistics with SPSS, capturing response frequencies and percentages. The study's findings highlight several key factors affecting TVET enrollment: limited infrastructure capacity, insufficient trainer competency, misaligned curriculum, low-quality training delivery particularly in cooperative training implementation and industry partnership and low success rates on Certification of Competency (CoC) exams. Many TVET institutions lack qualified trainers, adequate machinery, and timely provision of materials for practical skills training. Based on these findings, the study recommends enhanced infrastructure investment, professional development for trainers, curriculum adjustments to better align with industry needs, and standardized assessment practices. Addressing these areas through collaborative efforts with government bodies and industry stakeholders is essential to improving the quality and appeal of Ethiopian TVET programs, ultimately strengthening enrollment and outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=TVET" title="TVET">TVET</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20factors" title=" quality factors"> quality factors</a>, <a href="https://publications.waset.org/abstracts/search?q=enrollment" title=" enrollment"> enrollment</a>, <a href="https://publications.waset.org/abstracts/search?q=potentially%20enrolled" title=" potentially enrolled"> potentially enrolled</a> </p> <a href="https://publications.waset.org/abstracts/194373/assessment-of-technical-and-vocational-education-and-training-training-quality-factors-and-their-impact-on-low-enrollment-rates-in-ethiopian-technical-and-vocational-education-and-training-colleges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/194373.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">9</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">7066</span> Educational Policies Vis-à-Vis Implementation and Challenges in the Case of Physically Disabled Children in Balochistan, Pakistan </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mumtaz%20Ali%20Baloch">Mumtaz Ali Baloch</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article aims at to review the policies and gaps including the socioeconomic and institutional factors that affected the enrollment of disabled children and caused drop-outs. It provides insights to scrutinize the gaps in policies, socioeconomic, and institutional factors with the specific concern in enrollment and drop out of disabled children in Pakistan, and Balochistan in particular. The findings of this study revealed that the old-age centralized policies and a number of socio-economic and institutional factors seemed to have significantly affected the enrollment and quality education in the case of physically disabled children. There were only a few schools functional in entire Balochistan. For example, an entire province (Balochistan) there are only two schools for disabled children, established in Quetta city. In the other 31 districts, an estimated population of 300,000 people of each district there were no schools for the disabled children. The findings of this study revealed that there is a great distinction between the policy and practice in the case of physically disabled children in Quetta, Balochistan. Consequently, such children seemed to have been out of schools. Dropout after the class eighth grade is almost 100%, as there are no high schools available for physically/disabled children, in Balochistan. The concerned organizations and authorities need to develop and ratify specific policies, provide required) facilities to the schools including sufficient budget, streamline the academic planning, and an effective monitoring and evaluation system. Only awareness and motivation could not help in improving the enrollment rate and decreasing the dropout in the case of physically disabled children. There is an urgent need to provide the required facilities to the schools. Almost all students needed assistive equipment, effective physical therapy as well as regular medical facilities. Such measures can improve the enrolment and rehabilitation of children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education%20policy" title="education policy">education policy</a>, <a href="https://publications.waset.org/abstracts/search?q=practices" title=" practices"> practices</a>, <a href="https://publications.waset.org/abstracts/search?q=physically%20disabled%20children" title=" physically disabled children"> physically disabled children</a>, <a href="https://publications.waset.org/abstracts/search?q=challenges" title=" challenges"> challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=Balochistan" title=" Balochistan"> Balochistan</a>, <a href="https://publications.waset.org/abstracts/search?q=Pakistan" title=" Pakistan"> Pakistan</a> </p> <a href="https://publications.waset.org/abstracts/89890/educational-policies-vis-a-vis-implementation-and-challenges-in-the-case-of-physically-disabled-children-in-balochistan-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89890.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">250</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">7065</span> Educational Deprivation and Their Determinants in India: Evidence from National Sample Survey</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mukesh%20Ranjan">Mukesh Ranjan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Applying probit model on the micro data of NSS 71st round on education for understanding the access to education post the passage of Right to Education act,2009 in India. The empirical analysis shows that at all India level the mean age of enrollment in school is 5.5 years and drop-out age is around 14 years (or studied up to class 7) and around 60 percent females never get enrolled in any school in their lifetime. Nearly 20 percent children in Bihar never seen school and surprisingly, the relatively developed states like Gujarat, Maharashtra, Karnataka, Kerala and Tamil Nadu have more than one-third of the children and half of the children in Andhra Pradesh, West Bengal and Orissa as educationally wasted. The relative contribution in educational wastage is maximum by Bengal (10 %) while UP contributed a maximum of 30 % in educational non-enrollment in the country. Educational wastage is more likely to increase with age. Marriage is a resistive factor in getting education. Muslims are educationally more deprived than Hindus. Larger family and rich household are less likely to be educationally deprived. Major reasons for drop-out until 9 years were lack of interest in education and financial constraint; between 10-12 years, lack of interest and unable to cope up with studies and post 12 years financial constraint, marriage and other household reasons. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=probit%20model" title="probit model">probit model</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20wastage" title=" educational wastage"> educational wastage</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20non-enrollment" title=" educational non-enrollment"> educational non-enrollment</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20deprivation" title=" educational deprivation"> educational deprivation</a> </p> <a href="https://publications.waset.org/abstracts/40476/educational-deprivation-and-their-determinants-in-india-evidence-from-national-sample-survey" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40476.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">305</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">7064</span> Effects of National Policy on Montana Medicaid Coverage and Enrollment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ryan%20J.%20Trefethen">Ryan J. Trefethen</a>, <a href="https://publications.waset.org/abstracts/search?q=Vincent%20H.%20Smith"> Vincent H. Smith</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the relationship between national spending on the Medicaid program, and total Medicaid spending and enrollment in Montana, a state that ranks thirty-third in per capita income and thirty-seventh in median household income in the United States. The purpose of the research is to estimate the potential effects that specific changes to national healthcare policy would likely have on funding for the Montana Medicaid Program and enrollees in the program, members of families in poverty whose incomes are low, even though in many cases they have steady jobs. A particular concern is the effect on access to care for children in poverty who tend to be food insecure and, therefore, especially in need of access to health care. The research uses data collected from a variety of government publications, including the Medicaid Financial Management Report, the Medicaid Managed Care Enrollment Report, and the Centers for Medicare and Medicaid Services MSIS State Summaries for fiscal years 2000-2015. These data were examined using econometric analysis, to assess these impacts. The evidence indicates that the changes included in recent congressional legislative initiatives would potentially leave an additional 50,000 to 60,000 Montana residents, five to six percent of the state’s population, in poverty without access to health care. Impacts on children in poverty would potentially be substantial. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children" title="children">children</a>, <a href="https://publications.waset.org/abstracts/search?q=healthcare" title=" healthcare"> healthcare</a>, <a href="https://publications.waset.org/abstracts/search?q=medicaid" title=" medicaid"> medicaid</a>, <a href="https://publications.waset.org/abstracts/search?q=montana" title=" montana"> montana</a>, <a href="https://publications.waset.org/abstracts/search?q=poverty" title=" poverty"> poverty</a> </p> <a href="https://publications.waset.org/abstracts/83326/effects-of-national-policy-on-montana-medicaid-coverage-and-enrollment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83326.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">254</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">7063</span> Low Enrollment in Antiretroviral Treatment among Pregnant Women Screened HIV Infected in Informal Health Centers in Cameroon</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lydie%20Audrey%20Amboua%20Schouame">Lydie Audrey Amboua Schouame</a>, <a href="https://publications.waset.org/abstracts/search?q=Sylvie%20Kwedi%20Nolna"> Sylvie Kwedi Nolna</a>, <a href="https://publications.waset.org/abstracts/search?q=Antoine%20Socpa"> Antoine Socpa</a>, <a href="https://publications.waset.org/abstracts/search?q=Alexandre%20Benjamin%20Nkoum"> Alexandre Benjamin Nkoum</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Despite the struggle of the Cameroonian Ministry of Public Health against informal health centers (IHCs) because of their illegality, IHCs are booming in Cameroon and a large part of the population uses them. In 2017, more than 3.000 IHCs were counted across the country. Most of these IHCs have antenatal clinics and they screen pregnant women for HIV. However, there is no data on the Prevention of Mother-To-Child Transmission of HIV (PMTCT) in this informal health sector in Cameroon. This study aimed to investigate the initiation of Antiretroviral treatment (ART) in pregnant women screened HIV positive in IHCs and associated factors. Methods: From January 01, 2018, to June 30, 2020, we carried out a cohort study of pregnant women attending their first antenatal visit and screened HIV positive in informal health centers in the cities of Douala and Ebolowa in Cameroon. Consenting participants were interviewed at two points: at least one week after delivery of the HIV result and three months later. The collected data were entered into Kobo collected and analyzed in SPSS V23.0 software. Results: A total of 182 HIV-infected pregnant women were enrolled in the study. The median age at enrollment was 30 years (IQR, 24-34) and the median gestational age at first ANC was 25 weeks (IQR, 19-31). Overall 61% (111/182) had a secondary level of education, 65% (118/182) were married/in a common-law relationship and 69% (126/182) had no income activity. At their first ANC, 91% (166/182) were naïve to ARV treatment. Among them, only 45% (74/166) initiated ART. The median delay in initiating ARV treatment was 5 days (IQR, 0-25). Of those who have started ART, only 64% (48/74) remained on treatment 3 months later. Conclusion: In order to eliminate mother-to-child transmission of HIV, attention should be paid to IHCs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=informal%20health%20centers" title="informal health centers">informal health centers</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20immunodeficiency" title=" human immunodeficiency"> human immunodeficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=antiretroviral%20treatment" title=" antiretroviral treatment"> antiretroviral treatment</a>, <a href="https://publications.waset.org/abstracts/search?q=pregnant%20women" title=" pregnant women"> pregnant women</a> </p> <a href="https://publications.waset.org/abstracts/146187/low-enrollment-in-antiretroviral-treatment-among-pregnant-women-screened-hiv-infected-in-informal-health-centers-in-cameroon" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146187.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">155</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">7062</span> Measuring the Effect of Intercollegiate Athletic Success on Private Giving and Enrollment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jamie%20L.%20Stangel">Jamie L. Stangel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Increased popularity and visibility of college athletics have contributed to an environment in which institutions -most of which lack self-sufficient athletics department budgets- reallocate monies from the university general fund and seek additional funding sources to keep up with increasing levels of spending on athletics. Given the prevalence of debates on student debt levels, coach salaries, and athlete pay, empirical evidence on whether this spending yields an expected return on investment is necessary. This study considered the relationship between the independent variable of the winning percentage of the men’s basketball team at a mid-major university, moderated by NCAA tournament appearance, number of applicants, number of enrollments, average SAT score of students, and donor giving to the university general and athletic funds. The results indicate that, other than a small correlation between athletic success and number of applicants, only when NCAA tournament appearance is used as a moderating variable, these purported benefits are not supported, suggesting the need for a reevaluation of athletic department spending and perceptions on tangible and intangible benefits for universities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=athletic%20success" title="athletic success">athletic success</a>, <a href="https://publications.waset.org/abstracts/search?q=enrollment" title=" enrollment"> enrollment</a>, <a href="https://publications.waset.org/abstracts/search?q=NCAA" title=" NCAA"> NCAA</a>, <a href="https://publications.waset.org/abstracts/search?q=private%20giving" title=" private giving"> private giving</a> </p> <a href="https://publications.waset.org/abstracts/147654/measuring-the-effect-of-intercollegiate-athletic-success-on-private-giving-and-enrollment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147654.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">128</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">7061</span> Low Enrollment in Civil Engineering Departments: Challenges and Opportunities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alaa%20Yehia">Alaa Yehia</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayatollah%20Yehia"> Ayatollah Yehia</a>, <a href="https://publications.waset.org/abstracts/search?q=Sherif%20Yehia"> Sherif Yehia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is a recurring issue of low enrollments across many civil engineering departments in postsecondary institutions. While there have been moments where enrollments begin to increase, civil engineering departments find themselves facing low enrollments at around 60% over the last five years across the Middle East. There are many reasons that could be attributed to this decline, such as low entry-level salaries, over-saturation of civil engineering graduates in the job market, and a lack of construction projects due to the impending or current recession. However, this recurring problem alludes to an intrinsic issue of the curriculum. The societal shift to the usage of high technology such as machine learning (ML) and artificial intelligence (AI) demands individuals who are proficient at utilizing it. Therefore, existing curriculums must adapt to this change in order to provide an education that is suitable for potential and current students. In this paper, In order to provide potential solutions for this issue, the analysis considers two possible implementations of high technology into the civil engineering curriculum. The first approach is to implement a course that introduces applications of high technology in Civil Engineering contexts. While the other approach is to intertwine applications of high technology throughout the degree. Both approaches, however, should meet requirements of accreditation agencies. In addition to the proposed improvement in civil engineering curriculum, a different pedagogical practice must be adapted as well. The passive learning approach might not be appropriate for Gen Z students; current students, now more than ever, need to be introduced to engineering topics and practice following different learning methods to ensure they will have the necessary skills for the job market. Different learning methods that incorporate high technology applications, like AI, must be integrated throughout the curriculum to make the civil engineering degree more attractive to prospective students. Moreover, the paper provides insight on the importance and approach of adapting the Civil Engineering curriculum to address the current low enrollment crisis that civil engineering departments globally, but specifically in the Middle East, are facing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence%20%28AI%29" title="artificial intelligence (AI)">artificial intelligence (AI)</a>, <a href="https://publications.waset.org/abstracts/search?q=civil%20engineering%20curriculum" title=" civil engineering curriculum"> civil engineering curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20technology" title=" high technology"> high technology</a>, <a href="https://publications.waset.org/abstracts/search?q=low%20enrollment" title=" low enrollment"> low enrollment</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/147851/low-enrollment-in-civil-engineering-departments-challenges-and-opportunities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147851.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">166</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">7060</span> The Influence of Students’ Learning Factor and Parents’ Involvement in Their Learning and Suspension: The Application of Big Data Analysis of Internet of Things Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chih%20Ming%20Kung">Chih Ming Kung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is an empirical study examining the enrollment rate and dropout rate of students from the perspectives of students’ learning, parents’ involvement and the learning process. Methods: Using the data collected from the entry website of Internet of Things (IoT), parents’ participation and the installation pattern of exit poll website, an investigation was conducted. Results: This study discovered that in the aspect of the degree of involvement, the attractiveness of courses, self-performance and departmental loyalty exerts significant influences on the four aspects: psychological benefits, physical benefits, social benefits and educational benefits of learning benefits. Parents’ participation also exerts a significant influence on the learning benefits. A suitable tool on the cloud was designed to collect the dynamic big data of students’ learning process. Conclusion: This research’s results can be valuable references for the government when making and promoting related policies, with more macro view and consideration. It is also expected to be contributory to schools for the practical study of promotion for enrollment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20learning%20factor" title="students’ learning factor">students’ learning factor</a>, <a href="https://publications.waset.org/abstracts/search?q=parents%E2%80%99%20involvement" title=" parents’ involvement"> parents’ involvement</a>, <a href="https://publications.waset.org/abstracts/search?q=involvement" title=" involvement"> involvement</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/95772/the-influence-of-students-learning-factor-and-parents-involvement-in-their-learning-and-suspension-the-application-of-big-data-analysis-of-internet-of-things-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95772.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">146</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">7059</span> Social Infrastracture the Case of Education in Ethiopia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tekalign%20Gidi%20Kure">Tekalign Gidi Kure</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper addresses a range of serious problems involving higher education in Ethiopia. In spite of increased enrollment in higher education, educational quality is deteriorating afterwards. Thus, this paper tried to assess the role of social infrastructure in education for economic development of the country and examined major critical problems in higher education of Ethiopia such as higher education finance, curriculum development, and instructor’s career development. Primarily the paper discusses the fundamental contributions of social infrastructure in higher education to economic development; namely development of human capital, improved health, life expectancy, increased productivity, and personal saving, then, the paper examines critically higher education in three regimes of Ethiopia (Emperor Regime, Derg Regime and EPDRF/current government). Thus, four main questions were raised during this research: "What are the antecedents of Ethiopia Higher Education System under three regimes?", " what are the current and emerging higher educational needs in Ethiopia economic development?", " what are the role of private sector in addressing the gaps in the higher education of the country and its adverse effect on quality issues? ", and "what improvements are needed in higher education system of Ethiopia?". Documents from Ministry of Education in Ethiopia, National Statistical Abstracts, and Reports from the World Bank and other recognized institutions were used in addition to recent empirical researches conducted in the country. In doing so, care had been taken to reduce prejudiced reports by involving different reports from multiple sources. The paper concludes that during emperor system higher education enrollment was among the very lowest in the world, therefore, the skilled human resource available to guide development were little, but the cost was very high. During the Derg regime where an ideological change in the system penetrated into higher education resulted with the lack of a large amount of resources to support higher education; the war inside and outside the country diverts resources from the sector. The main purpose of this paper is not only to discuss the problems and issues of higher education in the past, but it also investigates the influence that the current expansion of higher education has on the finance, staff, and other resources for the quality of education. The paper concludes that higher education in Ethiopia are financed by government, outdated curriculum and lagging behind the standard regarding qualified staff. Finally, it provided inevitable solutions if the country wants to gain well record in quality of education as well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20infrastructure" title="social infrastructure">social infrastructure</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=ethiopia" title=" ethiopia"> ethiopia</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20quality" title=" education quality"> education quality</a> </p> <a href="https://publications.waset.org/abstracts/36167/social-infrastracture-the-case-of-education-in-ethiopia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36167.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">526</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">7058</span> Catastrophic Health Expenditures: Evaluating the Effectiveness of Nepal's National Health Insurance Program Using Propensity Score Matching and Doubly Robust Methodology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Simrin%20Kafle">Simrin Kafle</a>, <a href="https://publications.waset.org/abstracts/search?q=Ulrika%20Enemark"> Ulrika Enemark</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Catastrophic health expenditure (CHE) is a critical issue in low- and middle-income countries like Nepal, exacerbating financial hardship among vulnerable households. This study assesses the effectiveness of Nepal’s National Health Insurance Program (NHIP), launched in 2015, to reduce out-of-pocket (OOP) healthcare costs and mitigate CHE. Conducted in Pokhara Metropolitan City, the study used an analytical cross-sectional design, sampling 1276 households through a two-stage random sampling method. Data was collected via face-to-face interviews between May and October 2023. The analysis was conducted using SPSS version 29, incorporating propensity score matching to minimize biases and create comparable groups of enrolled and non-enrolled households in the NHIP. PSM helped reduce confounding effects by matching households with similar baseline characteristics. Additionally, a doubly robust methodology was employed, combining propensity score adjustment with regression modeling to enhance the reliability of the results. This comprehensive approach ensured a more accurate estimation of the impact of NHIP enrollment on CHE. Among the 1276 samples, 534 households (41.8%) were enrolled in NHIP. Of them, 84.3% of households renewed their insurance card, though some cited long waiting times, lack of medications, and complex procedures as barriers to renewal. Approximately 57.3% of households reported known diseases before enrollment, with 49.8% attending routine health check-ups in the past year. The primary motivation for enrollment was encouragement from insurance employees (50.2%). The data indicates that 12.5% of enrolled households experienced CHE versus 7.5% among non-enrolled. Enrollment into NHIP does not contribute to lower CHE (AOR: 1.98, 95% CI: 1.21-3.24). Key factors associated with increased CHE risk were presence of non-communicable diseases (NCDs) (AOR: 3.94, 95% CI: 2.10-7.39), acute illnesses/injuries (AOR: 6.70, 95% CI: 3.97-11.30), larger household size (AOR: 3.09, 95% CI: 1.81-5.28), and households below the poverty line (AOR: 5.82, 95% CI: 3.05-11.09). Other factors such as gender, education level, caste/ethnicity, presence of elderly members, and under-five children also showed varying associations with CHE, though not all were statistically significant. The study concludes that enrollment in the NHIP does not significantly reduce the risk of CHE. The reason for this could be inadequate coverage, where high-cost medicines, treatments, and transportation costs are not fully included in the insurance package, leading to significant out-of-pocket expenses. We also considered the long waiting time, lack of medicines, and complex procedures for the utilization of NHIP benefits, which might result in the underuse of covered services. Finally, gaps in enrollment and retention might leave certain households vulnerable to CHE despite the existence of NHIP. Key factors contributing to increased CHE include NCDs, acute illnesses, larger household sizes, and poverty. To improve the program’s effectiveness, it is recommended that NHIP benefits and coverage be expanded to better protect against high healthcare costs. Additionally, simplifying the renewal process, addressing long waiting times, and enhancing the availability of services could improve member satisfaction and retention. Targeted financial protection measures should be implemented for high-risk groups, and efforts should be made to increase awareness and encourage routine health check-ups to prevent severe health issues that contribute to CHE. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=catastrophic%20health%20expenditure" title="catastrophic health expenditure">catastrophic health expenditure</a>, <a href="https://publications.waset.org/abstracts/search?q=effectiveness" title=" effectiveness"> effectiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=national%20health%20insurance%20program" title=" national health insurance program"> national health insurance program</a>, <a href="https://publications.waset.org/abstracts/search?q=Nepal" title=" Nepal"> Nepal</a> </p> <a href="https://publications.waset.org/abstracts/190171/catastrophic-health-expenditures-evaluating-the-effectiveness-of-nepals-national-health-insurance-program-using-propensity-score-matching-and-doubly-robust-methodology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/190171.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">24</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">7057</span> Perceptions of Higher Education Online Learning Faculty in Lebanon</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Noha%20Hamie%20Haidar">Noha Hamie Haidar </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this case study was to explore faculty attitudes toward online learning in a Lebanese Higher Education Institution (HEI). The research problem addressed the disinterest among faculty at the Arts, Sciences, and Technology University of Lebanon (AUL) in enhancing learning using online technology. The research questions for the study examined the attitudes of the faculty toward applying online learning and the extent of the faculty readiness to adopt this technological change. A qualitative case study design was used that employed multiple sources of information including semi-structured interviews and existing literature. The target population was AUL faculty including full-time instructors and administration (n=25). Data analysis was guided by the lens of Kanter’s theoretical approach, which focused on faculty’s awareness, desire, knowledge, ability, and reinforcement model (ADKAR) for adopting change. Key findings indicated negative impressions concerning online learning such as authority (ministry of education, culture, and rules); and change (increased enrollment and different teaching styles). Yet, within AUL’s academic environment, the opportunity for the adoption of online learning was identified; faculty showed positive elements, such as the competitive advantage to first enter the Lebanese Market, and higher student enrollment. These results may encourage AUL’s faculty to adopt online learning and to achieve a positive social change by expanding the ability of students in HEIs to compete globally. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=faculty" title="faculty">faculty</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning "> online learning </a> </p> <a href="https://publications.waset.org/abstracts/26365/perceptions-of-higher-education-online-learning-faculty-in-lebanon" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26365.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">406</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">7056</span> Towards a Doughnut Economy: The Role of Institutional Failure</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ghada%20El-Husseiny">Ghada El-Husseiny</a>, <a href="https://publications.waset.org/abstracts/search?q=Dina%20Yousri"> Dina Yousri</a>, <a href="https://publications.waset.org/abstracts/search?q=Christian%20Richter"> Christian Richter</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social services are often characterized by market failures, which justifies government intervention in the provision of these services. It is widely acknowledged that government intervention breeds corruption since resources are being transferred from one party to another. However, what is still being extensively studied is the magnitude of the negative impact of corruption on publicly provided services and development outcomes. Corruption has the power to hinder development and cripple our march towards the Sustainable Development Goals. Corruption diminishes the efficiency and effectiveness of public health and education spending and directly impacts the outcomes of these sectors. This paper empirically examines the impact of Institutional Failure on public sector services provision, with the sole purpose of studying the impact of corruption on SDG3 and 4; Good health and wellbeing and Quality education, respectively. The paper explores the effect of corruption on these goals from various perspectives and extends the analysis by examining if the impact of corruption on these goals differed when it accounted for the current corruption state. Using Pooled OLS(Ordinary Least Square) and Fixed effects panel estimation on 22 corrupt and 22 clean countries between 2000 and 2017. Results show that corruption in both corrupt and clean countries has a more severe impact on Health than the Education sector. In almost all specifications, corruption has an insignificant effect on School Enrollment rates but a significant effect on Infant Mortality rates. Results further indicate that, on average, a 1 point increase in the CPI(Consumer Price Index) can increase health expenditures by 0.116% in corrupt and clean countries. However, the fixed effects model indicates that the way Health and Education expenditures are determined in clean and corrupt countries are completely country-specific, in which corruption plays a minimal role. Moreover, the findings show that School Enrollment rates and Infant Mortality rates depend, to a large extent, on public spending. The most astounding results-driven is that corrupt countries, on average, have more effective and efficient healthcare expenditures. While some insights are provided as to why these results prevail, they should be further researched. All in all, corruption impedes development outcomes, and any Anti-corrupt policies taken will bring forth immense improvements and speed up the march towards sustainability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corruption" title="corruption">corruption</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=health" title=" health"> health</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20spending" title=" public spending"> public spending</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development" title=" sustainable development"> sustainable development</a> </p> <a href="https://publications.waset.org/abstracts/138351/towards-a-doughnut-economy-the-role-of-institutional-failure" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138351.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">169</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">7055</span> Increasing National Health Insurance Scheme Enrolment in Ghana: Pro-Rata Insurance Premium Payment with Mobile Phone as the Answer</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joseph%20Marfo%20Boaheng">Joseph Marfo Boaheng</a>, <a href="https://publications.waset.org/abstracts/search?q=Daniel%20Ansong"> Daniel Ansong</a>, <a href="https://publications.waset.org/abstracts/search?q=Eugenia%20Amporfo"> Eugenia Amporfo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Health Insurance is proposed to provide financial protection against catastrophic health care cost arising from disease. Ghana has had a National Health Insurance Scheme (NHIS) since 2003 with the current enrolment/retention rate of 36%. The main goal of the scheme is to provide equity in the health sector as well as ensuring affordable health care for the poor. However, the current payment system is not flexible to attract significant proportion of the poor informal sector onto the scheme. Looking at the extensive use of mobiles in the Ghana where about 29,220,602.00 registered mobile phone lines are actively in used as of June 2014, paying health insurance premium through mobile phone could be feasible to attract larger proportion of the informal sector onto the scheme. Methodology: The quantitative cross-sectional survey was used to solicit the required information from 877 respondents living in Kumasi, the second capital city of Ghana. The magnitude of the effect of Pro-rata system (flexible payment terms) on NHIS enrollment rate was estimated with binary logistic regression model. Results: The odds for an individual to enroll onto NHIS with mobile phone increases about 2 times more when payment of insurance premium is on pro-rata basis ie. flexible payment terms (p=0.008, CI=1.212-3.565). Conclusion: The study advocates the National Health Insurance Authority consider this alternative payment system that has the potential of attracting a greater proportion of the informal sector to be enrolled or retained onto the scheme. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=enrollment" title="enrollment">enrollment</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20insurance" title=" health insurance"> health insurance</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20phone" title=" mobile phone"> mobile phone</a>, <a href="https://publications.waset.org/abstracts/search?q=pro-rata" title=" pro-rata"> pro-rata</a> </p> <a href="https://publications.waset.org/abstracts/47829/increasing-national-health-insurance-scheme-enrolment-in-ghana-pro-rata-insurance-premium-payment-with-mobile-phone-as-the-answer" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47829.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">394</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">7054</span> Analysis of Engagement Methods in the College Classroom Post Pandemic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marsha%20D.%20Loda">Marsha D. Loda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> College enrollment is declining and generation Z, today’s college students, are struggling. Before the pandemic, researchers characterized this generational cohort as unique. Gen Z has been called the most achievement-oriented generation, as they enjoy greater economic status, are more racially and ethnically diverse, and better educated than any other generation. However, they are also the most likely generation to suffer from depression and anxiety. Gen Z has grown up largely with usually well-intentioned but overprotective parents who inadvertently kept them from learning life skills, likely impacting their ability to cope with and to effectively manage challenges. The unprecedented challenges resulting from the pandemic up ended their world and left them emotionally reeling. One of the ramifications of this for higher education is how to reengage current Gen Z students in the classroom. This research presents qualitative findings from 24 single-spaced pages of verbatim comments from college students. Research questions concerned what helps them learn and what they abhor, as well as how to engage them with the university outside of the classroom to aid in retention. Students leave little doubt about what they want to experience in the classroom. In order of mention, students want discussion, to engage with questions, to hear how a topic relates to real life and the real world, to feel connections with the professor and fellow students, and to have an opportunity to give their opinions. They prefer a classroom that involves conversation, with interesting topics and active learning. “professor talks instead of lecturing” “professor builds a connection with the classroom” “I am engaged because it feels like a respectful conversation” Similarly, students are direct about what they dislike in a classroom. In order of frequency, students dislike teachers unenthusiastically reading word or word from notes or presentations, repeating the text without adding examples, or addressing how to apply the information. “All lecture. I can read the book myself” “Not taught how to apply the skill or lesson” “Lectures the entire time. Lesson goes in one ear and out the other.” Pertaining to engagement outside the classroom, Gen Z challenges higher education to step outside the box. They don’t want to just hear from professionals in their field, they want to meet and interact with them. Perhaps because of their dependence on technology and pandemic isolation, they seem to reach out for assistance in forming social bonds. “I believe fun and social events are the best way to connect with students and get them involved. Cookouts, raffles, socials, or networking events would all most likely appeal to many students”. “Events… even if they aren’t directly related to learning. Maybe like movie nights… doing meet ups at restaurants”. Qualitative research suggests strategy. This research is rife with strategic implications to improve learning, increase engagement and reduce drop-out rates among Generation Z higher education students. It also compliments existing research on student engagement. With college enrollment declining by some 1.3 million students over the last two years, this research is both timely and important. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=college%20enrollment" title="college enrollment">college enrollment</a>, <a href="https://publications.waset.org/abstracts/search?q=generation%20Z" title=" generation Z"> generation Z</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=pandemic" title=" pandemic"> pandemic</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20engagement" title=" student engagement"> student engagement</a> </p> <a href="https://publications.waset.org/abstracts/154210/analysis-of-engagement-methods-in-the-college-classroom-post-pandemic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154210.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">105</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7053</span> Identification of Successful Criteria for Measuring Large Infrastructure Projects Performance in Malaysia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20A.%20N.%20Masrom">M. A. N. Masrom</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20H.%20I.%20A.%20Rahim"> M. H. I. A. Rahim</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20K.%20Chen"> G. K. Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Mohamed"> S. Mohamed </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Large infrastructure project is one of significant category in the development of Malaysian construction industry. This type of project has been recognized as a high complexity project with numerous construction risks, large cost involvement, highly technical requirements and divers of resources. Besides, the development of large infrastructure such as highway, railway, Mass Rapid Transit (MRT) and airport are also needed a large investment of public and private sector. To accomplish the development successfully, several challenges has to be determined prior the project commencement. To date, a comprehensive assessment of key success criteria particularly for large infrastructure in developing country such as Malaysia, is still not systematically defined and therefore, it needs further investigation. This paper aims to explore the potential success criteria that would be useful in gauging overall performance of large infrastructure implementation particularly in developing country. Previous successful criteria studies were used to develop a conceptual framework that possibly suitable for measuring large infrastructure performance. The findings show that successful criteria of infrastructure projects implementation could be grouped according to several key elements as it seems significant to the participants in prioritizing project challenges more systematically. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=successful%20criteria" title="successful criteria">successful criteria</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a>, <a href="https://publications.waset.org/abstracts/search?q=large%20infrastructure" title=" large infrastructure"> large infrastructure</a>, <a href="https://publications.waset.org/abstracts/search?q=Malaysia" title=" Malaysia"> Malaysia</a> </p> <a href="https://publications.waset.org/abstracts/25626/identification-of-successful-criteria-for-measuring-large-infrastructure-projects-performance-in-malaysia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25626.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">408</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">7052</span> Assessment on the Pivotal Role of the Philippine Entrepreneurship Education in the Development of Micro, Small, and Medium Enterprises (MSMEs)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Melchor%20C.%20Morandarte">Melchor C. Morandarte</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Entrepreneurship education if well-designed, supported, and true to its sense in its implementation, can play a pivotal role in the development of Micro, small and Medium Enterprises (MSMEs) of the country. As its foundation, there is no amount of economic shocks that can prevent the country’s economic development and sustainability. Likewise, if properly developed, entrepreneurship education is the only kind of academic activity that rains employment opportunities propel and sustain economic growth. The study will try to find the contributions of the entrepreneurship education in the Philippines. Provide possible solutions that will solve academic heads and educators of entrepreneurship dilemma in making graduates of the program to engage or pursue a business after their graduation. Transforming BS in Entrepreneurship graduates from employment to an entrepreneurial minded individuals to establish and manage their owned businesses (as designed) whether micro, small or medium enterprises justifies the purpose within which it was created. Formally started in academic year 2006-2007, the program suffers in a very low enrollment in the first three academic years when it was first offered in the different HEIs all over the country. It started to experience only some increase in enrollment as a result of the moratorium in the Bachelor of Science in Business Administration (BSBA) in academic year 2011-2012 till today. The number of enrollees resulted in a substantial number of graduates. Considering the number of Bachelor of Science in Entrepreneurship graduates as of today, there would have been an additional number of business establishments from since the program started to be offered in the different HEIs throughout the country. In conclusion, coming up with a well-designed curriculum, relevant curricular, co-curricular and extra-curricular activities couple with much needed support from concerned government agencies, the institutions, other government and non-governmental institutions, private organizations, entrepreneurship practitioners can make the difference in terms of the mindset of the students of entrepreneurship. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=economic%20shocks" title="economic shocks">economic shocks</a>, <a href="https://publications.waset.org/abstracts/search?q=educators%20dilemma" title=" educators dilemma"> educators dilemma</a>, <a href="https://publications.waset.org/abstracts/search?q=rains%20employment%20opportunities" title=" rains employment opportunities"> rains employment opportunities</a>, <a href="https://publications.waset.org/abstracts/search?q=co-curricular" title=" co-curricular"> co-curricular</a> </p> <a href="https://publications.waset.org/abstracts/27741/assessment-on-the-pivotal-role-of-the-philippine-entrepreneurship-education-in-the-development-of-micro-small-and-medium-enterprises-msmes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27741.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">422</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">7051</span> A Review on Big Data Movement with Different Approaches</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nay%20Myo%20Sandar">Nay Myo Sandar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the growth of technologies and applications, a large amount of data has been producing at increasing rate from various resources such as social media networks, sensor devices, and other information serving devices. This large collection of massive, complex and exponential growth of dataset is called big data. The traditional database systems cannot store and process such data due to large and complexity. Consequently, cloud computing is a potential solution for data storage and processing since it can provide a pool of resources for servers and storage. However, moving large amount of data to and from is a challenging issue since it can encounter a high latency due to large data size. With respect to big data movement problem, this paper reviews the literature of previous works, discusses about research issues, finds out approaches for dealing with big data movement problem. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Big%20Data" title="Big Data">Big Data</a>, <a href="https://publications.waset.org/abstracts/search?q=Cloud%20Computing" title=" Cloud Computing"> Cloud Computing</a>, <a href="https://publications.waset.org/abstracts/search?q=Big%20Data%20Movement" title=" Big Data Movement"> Big Data Movement</a>, <a href="https://publications.waset.org/abstracts/search?q=Network%20Techniques" title=" Network Techniques"> Network Techniques</a> </p> <a href="https://publications.waset.org/abstracts/167936/a-review-on-big-data-movement-with-different-approaches" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167936.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">86</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">7050</span> Time to Second Line Treatment Initiation Among Drug-Resistant Tuberculosis Patients in Nepal</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shraddha%20Acharya">Shraddha Acharya</a>, <a href="https://publications.waset.org/abstracts/search?q=Sharad%20Kumar%20Sharma"> Sharad Kumar Sharma</a>, <a href="https://publications.waset.org/abstracts/search?q=Ratna%20Bhattarai"> Ratna Bhattarai</a>, <a href="https://publications.waset.org/abstracts/search?q=Bhagwan%20Maharjan"> Bhagwan Maharjan</a>, <a href="https://publications.waset.org/abstracts/search?q=Deepak%20Dahal"> Deepak Dahal</a>, <a href="https://publications.waset.org/abstracts/search?q=Serpahine%20Kaminsa"> Serpahine Kaminsa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Drug-resistant (DR) tuberculosis (TB) continues to be a threat in Nepal, with an estimated 2800 new cases every year. The treatment of DR-TB with second line TB drugs is complex and takes longer time with comparatively lower treatment success rate than drug-susceptible TB. Delay in treatment initiation for DR-TB patients might further result in unfavorable treatment outcomes and increased transmission. This study thus aims to determine median time taken to initiate second-line treatment among Rifampicin Resistant (RR) diagnosed TB patients and to assess the proportion of treatment delays among various type of DR-TB cases. Method: A retrospective cohort study was done using national routine electronic data (DRTB and TB Laboratory Patient Tracking System-DHIS2) on drug resistant tuberculosis patients between January 2020 and December 2022. The time taken for treatment initiation was computed as– days from first diagnosis as RR TB through Xpert MTB/Rif test to enrollment on second-line treatment. The treatment delay (>7 days after diagnosis) was calculated. Results: Among total RR TB cases (N=954) diagnosed via Xpert nationwide, 61.4% were enrolled under shorter-treatment regimen (STR), 33.0% under longer treatment regimen (LTR), 5.1% for Pre-extensively drug resistant TB (Pre-XDR) and 0.4% for Extensively drug resistant TB (XDR) treatment. Among these cases, it was found that the median time from diagnosis to treatment initiation was 6 days (IQR:2-15.8). The median time was 5 days (IQR:2.0-13.3) among STR, 6 days (IQR:3.0-15.0) among LTR, 30 days (IQR:5.5-66.8) among Pre-XDR and 4 days (IQR:2.5-9.0) among XDR TB cases. The overall treatment delay (>7 days after diagnosis) was observed in 42.4% of the patients, among which, cases enrolled under Pre-XDR contributed substantially to treatment delay (72.0%), followed by LTR (43.6%), STR (39.1%) and XDR (33.3%). Conclusion: Timely diagnosis and prompt treatment initiation remain fundamental focus of the National TB program. The findings of the study, however suggest gaps in timeliness of treatment initiation for the drug-resistant TB patients, which could bring adverse treatment outcomes. Moreover, there is an alarming delay in second line treatment initiation for the Pre-XDR TB patients. Therefore, this study generates evidence to identify existing gaps in treatment initiation and highlights need for formulating specific policies and intervention in creating effective linkage between the RR TB diagnosis and enrollment on second line TB treatment with intensified efforts from health providers for follow-ups and expansion of more decentralized, adequate, and accessible diagnostic and treatment services for DR-TB, especially Pre-XDR TB cases, due to the observed long treatment delays. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=drug-resistant" title="drug-resistant">drug-resistant</a>, <a href="https://publications.waset.org/abstracts/search?q=tuberculosis" title=" tuberculosis"> tuberculosis</a>, <a href="https://publications.waset.org/abstracts/search?q=treatment%20initiation" title=" treatment initiation"> treatment initiation</a>, <a href="https://publications.waset.org/abstracts/search?q=Nepal" title=" Nepal"> Nepal</a>, <a href="https://publications.waset.org/abstracts/search?q=treatment%20delay" title=" treatment delay"> treatment delay</a> </p> <a href="https://publications.waset.org/abstracts/169373/time-to-second-line-treatment-initiation-among-drug-resistant-tuberculosis-patients-in-nepal" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169373.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">85</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7049</span> Study on Shape Coefficient of Large Statue Building Based on CFD</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wang%20Guangda">Wang Guangda</a>, <a href="https://publications.waset.org/abstracts/search?q=Ma%20Jun"> Ma Jun</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhao%20Caiqi"> Zhao Caiqi</a>, <a href="https://publications.waset.org/abstracts/search?q=Pan%20Rui"> Pan Rui</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Wind load is the main control load of large statue structures. Due to the irregular plane and elevation and uneven outer contour, statues’ shape coefficient can not pick up from the current code. Currently a common practice is based on wind tunnel test. But this method is time-consuming and high cost. In this paper, based on the fundamental theory of CFD, using fluid dynamics software of Fluent 15.0, a few large statue structure of 40 to 70m high, which are located in china , including large fairy statues and large Buddha statues, are analyzed by numerical wind tunnel. The results are contrasted with the recommended values in load code and the wind tunnel test results respectively. Results show that the shape coefficient has a good reliability by the numerical wind tunnel method of this kind of building. This will has a certain reference value of wind load values for large statues’ structure. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=large%20statue%20structure" title="large statue structure">large statue structure</a>, <a href="https://publications.waset.org/abstracts/search?q=shape%20coefficient" title=" shape coefficient"> shape coefficient</a>, <a href="https://publications.waset.org/abstracts/search?q=irregular%20structure" title=" irregular structure"> irregular structure</a>, <a href="https://publications.waset.org/abstracts/search?q=wind%20tunnel%20test" title=" wind tunnel test"> wind tunnel test</a>, <a href="https://publications.waset.org/abstracts/search?q=numerical%20wind%20tunnel%20simulation" title=" numerical wind tunnel simulation"> numerical wind tunnel simulation</a> </p> <a href="https://publications.waset.org/abstracts/31038/study-on-shape-coefficient-of-large-statue-building-based-on-cfd" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31038.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">375</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">7048</span> The Challenges of Teaching First Year Accounting with a Lecturer-Student Ratio of 1:1248</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hanli%20Joubert">Hanli Joubert</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In South Africa, teaching large classes is a reality that lecturers face in most higher institutions. When teaching a large group, literature normally refers to groups of about 50 to 500 students. At the University of the Free State, the first-year accounting group comprises around 1300 students. Apart from extremely large classes, the problem is exacerbated by the diversity of students’ previous schooling in accounting as well as their socio-economic backgrounds. The university scenario is further complicated by a lack of venues, compressed timetables, as well as lack of resources. This study aims to investigate the challenges and effectiveness of teaching a large and diverse group of first-year accounting students by drawing from personal experience, a literature study, interviews with other lecturers as well as students registered for first year accounting. The results reveal that teaching first-year accounting students in a large group is not the ideal situation but that it can be effective if it is managed correctly. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diverse%20backgrounds" title="diverse backgrounds">diverse backgrounds</a>, <a href="https://publications.waset.org/abstracts/search?q=large%20groups" title=" large groups"> large groups</a>, <a href="https://publications.waset.org/abstracts/search?q=limited%20resources" title=" limited resources"> limited resources</a>, <a href="https://publications.waset.org/abstracts/search?q=first-year%20accounting%20students" title=" first-year accounting students"> first-year accounting students</a> </p> <a href="https://publications.waset.org/abstracts/182742/the-challenges-of-teaching-first-year-accounting-with-a-lecturer-student-ratio-of-11248" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182742.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">54</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7047</span> Prediction of Fire Growth of the Office by Real-Scale Fire Experiment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kweon%20Oh-Sang">Kweon Oh-Sang</a>, <a href="https://publications.waset.org/abstracts/search?q=Kim%20Heung-Youl"> Kim Heung-Youl</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Estimating the engineering properties of fires is important to be prepared for the complex and various fire risks of large-scale structures such as super-tall buildings, large stadiums, and multi-purpose structures. In this study, a mock-up of a compartment which was 2.4(L) x 3.6 (W) x 2.4 (H) meter in dimensions was fabricated at the 10MW LSC (Large Scale Calorimeter) and combustible office supplies were placed in the compartment for a real-scale fire test. Maximum heat release rate was 4.1 MW and total energy release obtained through the application of t2 fire growth rate was 6705.9 MJ. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fire%20growth" title="fire growth">fire growth</a>, <a href="https://publications.waset.org/abstracts/search?q=fire%20experiment" title=" fire experiment"> fire experiment</a>, <a href="https://publications.waset.org/abstracts/search?q=t2%20curve" title=" t2 curve"> t2 curve</a>, <a href="https://publications.waset.org/abstracts/search?q=large%20scale%20calorimeter" title=" large scale calorimeter"> large scale calorimeter</a> </p> <a href="https://publications.waset.org/abstracts/50330/prediction-of-fire-growth-of-the-office-by-real-scale-fire-experiment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50330.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">338</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">7046</span> The Impact of Electronic Marketing on the Quality Banking Services</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Ghalem">Ahmed Ghalem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research to be explained is a collection of information about several public and private economic institutions. This information is represented in highlighting the large and useful role in adopting the method of electronic marketing. Which is widespread and easy to use among community members at the local and international levels. Which generates large sums of money with little effort and little time, and also satisfies the customers. Do these things, despite what we have said, run the risk of losing large amounts of money in a moment or a short time. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=economic" title="economic">economic</a>, <a href="https://publications.waset.org/abstracts/search?q=finance" title=" finance"> finance</a>, <a href="https://publications.waset.org/abstracts/search?q=bank" title=" bank"> bank</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a>, <a href="https://publications.waset.org/abstracts/search?q=marketing" title=" marketing"> marketing</a> </p> <a href="https://publications.waset.org/abstracts/154708/the-impact-of-electronic-marketing-on-the-quality-banking-services" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154708.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 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