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students</title> <meta name="description" content="Search results for: Disabled students"> <meta name="keywords" content="Disabled students"> <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/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="Disabled students"> <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> 1391</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Disabled students</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1391</span> Teaching Strategies and Prejudice Toward Immigrant and Disabled Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=M.%20Pellerone">M. Pellerone</a>, <a href="https://publications.waset.org/search?q=S.%20G.%20Razza"> S. G. Razza</a>, <a href="https://publications.waset.org/search?q=L.%20Miano"> L. Miano</a>, <a href="https://publications.waset.org/search?q=A.%20Miccich%C3%A8"> A. Miccichè</a>, <a href="https://publications.waset.org/search?q=M.%20Adamo"> M. Adamo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The teacher’s attitude plays a decisive role in promoting the development of the non-native or disabled student and counteracting hypothetical negative attitudes and prejudice towards those who are “different”. The objective of the present research is to measure the relationship between teachers’ prejudices towards disabled and/or immigrant students as predictors of teaching-learning strategies. A cross-sectional study involved 200 Italian female teachers who completed an anamnestic questionnaire, the Assessment Teaching Scale, the Italian Modern and Classical Prejudices Scale towards people with intellectual disability (ID), and the Pettigrew and Meertens’ Blatant Subtle Prejudice Scale. Confirming research hypotheses, data underline the predictive role of prejudice on teaching strategies, and in particular on the socio-emotional and communicative-relational dimensions. Results underline that general training appears necessary, especially for younger generations of teachers.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Disabled%20students" title="Disabled students">Disabled students</a>, <a href="https://publications.waset.org/search?q=Immigrant%20students" title=" Immigrant students"> Immigrant students</a>, <a href="https://publications.waset.org/search?q=instructional%20competence" title=" instructional competence"> instructional competence</a>, <a href="https://publications.waset.org/search?q=prejudice" title=" prejudice"> prejudice</a>, <a href="https://publications.waset.org/search?q=teachers." title=" teachers."> teachers.</a> </p> <a href="https://publications.waset.org/10013764/teaching-strategies-and-prejudice-toward-immigrant-and-disabled-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013764/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013764/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013764/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013764/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013764/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013764/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013764/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013764/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013764/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013764/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013764.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">66</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1390</span> The Impact of Parent Involvement in Preschool Disabled Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sheng-Min%20Cheng">Sheng-Min Cheng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purpose of this study was to investigate the relationship between parent involvement and preschool disabled children’s development. Parents of 3 year old disabled children (N=440) and 5 year old disabled children (N=937) participating in the Special Needs Education Longitudinal Study were interviewed or answered the web design questionnaire about their actions in parenting their disabled children. These children’s developments were also evaluated by their teachers. Data were analyzed using Structural Equation Modeling. Results were showed by tables and figures. Based on the results, the researcher made some suggestions for future studies.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Child%20development" title="Child development">Child development</a>, <a href="https://publications.waset.org/search?q=longitudinal%20data%20analysis" title=" longitudinal data analysis"> longitudinal data analysis</a>, <a href="https://publications.waset.org/search?q=parent%0D%0Ainvolvement" title=" parent involvement"> parent involvement</a>, <a href="https://publications.waset.org/search?q=preschool%20disabled%20children." title=" preschool disabled children."> preschool disabled children.</a> </p> <a href="https://publications.waset.org/9999392/the-impact-of-parent-involvement-in-preschool-disabled-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9999392/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9999392/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9999392/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9999392/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9999392/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9999392/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9999392/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9999392/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9999392/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9999392/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9999392.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">2237</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1389</span> The Effectiveness of Cognitive Behavioural Intervention in Alleviating Social Avoidance for Blind Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Mohamed%20M.%20Elsherbiny">Mohamed M. Elsherbiny</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social Avoidance is one of the most important problems that face a good number of disabled students. It results from the negative attitudes of non-disabled students, teachers and others. Some of the past research has shown that non-disabled individuals hold negative attitudes toward persons with disabilities. The present study aims to alleviate Social Avoidance by applying the Cognitive Behavioral Intervention. 24 Blind students aged 19–24 (university students) were randomly chosen we compared an experimental group (consisted of 12 students) who went through the intervention program, with a control group (12 students also) who did not go through such intervention. We used the Social Avoidance and Distress Scale (SADS) to assess social anxiety and distress behavior. The author used many techniques of cognitive behavioral intervention such as modeling, cognitive restructuring, extension, contingency contracts, selfmonitoring, assertiveness training, role play, encouragement and others. Statistically, T-test was employed to test the research hypothesis. Result showed that there is a significance difference between the experimental group and the control group after the intervention and also at the follow up stages of the Social Avoidance and Distress Scale. Also for the experimental group, there is a significance difference before the intervention and the follow up stages for the scale. Results showed that, there is a decrease in social avoidance. Accordingly, cognitive behavioral intervention program was successful in decreasing social avoidance for blind students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Social%20avoidance" title="Social avoidance">Social avoidance</a>, <a href="https://publications.waset.org/search?q=cognitive%20behavioral%20intervention" title=" cognitive behavioral intervention"> cognitive behavioral intervention</a>, <a href="https://publications.waset.org/search?q=blind%20disability" title=" blind disability"> blind disability</a>, <a href="https://publications.waset.org/search?q=disability." title=" disability."> disability.</a> </p> <a href="https://publications.waset.org/10002540/the-effectiveness-of-cognitive-behavioural-intervention-in-alleviating-social-avoidance-for-blind-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10002540/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10002540/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10002540/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10002540/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10002540/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10002540/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10002540/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10002540/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10002540/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10002540/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10002540.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">1993</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1388</span> Factors Underlying the Digital Divide for Disabled People: Focus on a Korean Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Soungwan%20Kim">Soungwan Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study identifies factors underlying the digital divide that is faced by the disabled. The results of its analysis showed that the digital divide in PC use is affected by age, number of years of education, employment status, and household income of more than KRW 3 million. The digital divide in smart device use is affected by sex, age, number of years of education, time when disability struck, and household income of more than KRW 3 million. Based on these results, this study proposes methods for bridging the digital divide faced by the disabled. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Digital%20divide" title="Digital divide">Digital divide</a>, <a href="https://publications.waset.org/search?q=digital%20divide%20for%20the%20disabled" title=" digital divide for the disabled"> digital divide for the disabled</a>, <a href="https://publications.waset.org/search?q=information%20accessibility%20for%20pcs%20and%20smart%20devices." title=" information accessibility for pcs and smart devices."> information accessibility for pcs and smart devices.</a> </p> <a href="https://publications.waset.org/10002145/factors-underlying-the-digital-divide-for-disabled-people-focus-on-a-korean-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10002145/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10002145/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10002145/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10002145/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10002145/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10002145/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10002145/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10002145/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10002145/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10002145/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10002145.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">1795</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1387</span> Investigating the Accessibility of Physically Disabled Individuals in Corporate Offices: A Case of Dhaka City</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ishrar%20Tabassum">Ishrar Tabassum</a>, <a href="https://publications.waset.org/search?q=Jay%20Andrew%20Saptok"> Jay Andrew Saptok</a>, <a href="https://publications.waset.org/search?q=Khalid%20Raihan%20Kabir"> Khalid Raihan Kabir</a>, <a href="https://publications.waset.org/search?q=Elmee%20Tabassum"> Elmee Tabassum</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purpose of this study is to bring light to the current state of the working environments in the corporate environment and other such institutions with a particular focus on the Bangladesh National Building Code (BNBC) and its guidelines for accommodating the physically disabled. Data were collected via semi-formal interviews, site visits and focus groups conducted using a preset questionnaire as the guidelines. After conducting surveys at corporate offices of 20 organizations from major commercial sectors in Dhaka city, the auditing showed many inadequacies, as aside from the larger corporate offices, the offices have little to no accessibility for the physically disabled. This study hopes to shed light on the fact that the existing BNBCs lack of emphasis on ensuring the accessibility of the handicapped in corporate buildings in the hope that, in the future, the physically disabled will have greater opportunities at being productive members of the workforce.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Person%20with%20disability" title="Person with disability">Person with disability</a>, <a href="https://publications.waset.org/search?q=PWD" title=" PWD"> PWD</a>, <a href="https://publications.waset.org/search?q=corporate%20buildings" title=" corporate buildings"> corporate buildings</a>, <a href="https://publications.waset.org/search?q=Dhaka%20City." title=" Dhaka City."> Dhaka City.</a> </p> <a href="https://publications.waset.org/10010141/investigating-the-accessibility-of-physically-disabled-individuals-in-corporate-offices-a-case-of-dhaka-city" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010141/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010141/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010141/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010141/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010141/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010141/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010141/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010141/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010141/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010141/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010141.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">948</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1386</span> Efficacy of Selected Mobility Exercises and Participation in Special Games on Psychomotor Abilities, Functional Abilities and Game Performance among Intellectually Disabled Children of Under 14 Age</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=J.%20Samuel%20Jesudoss">J. Samuel Jesudoss</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the study was to find out the efficacy of selected mobility exercises and participation in special games on psychomotor abilities, functional abilities and skill performance among intellectually disabled children of age group under 14. Thirty male students who were studying in Balar Kalvi Nilayam and YMCA College Special School, Chennai, acted as subjects for the study. They were only mild and moderate in intellectual disability. These students did not undergo any special training or coaching programme apart from their regular routine physical activity classes as a part of the curriculum in the school. They were attached at random, based on age in which 30 belonged to under 14 age group, which was divided into three equal group of ten for each experimental treatment. 10 students (Treatment group I) underwent calisthenics and special games participation, 10 students (Treatment group II) underwent aquatics and special games participation, 10 students (Treatment group III) underwent yoga and special games participation. The subjects were tested on selected criterion variables prior (pre test) and after twelve weeks of training (post test). The pre and post test data collected from three groups on functional abilities(self care, learning, capacity for independent living), psychomotor variables(static balance, eye hand coordination, simple reaction time test) and skill performance (bocce skill, badminton skill, table tennis skill) were statistically examined for significant difference, by applying the analysis ANACOVA. Whenever an 'F' ratio for adjusted test was found to be significant for adjusted post test means, Scheffe-s test was followed as a post-hoc test to determine which of the paired mean differences was significant. The result of the study showed that among under 14 age groups there was a significant improvement on selected criterion variables such as, Balance, Coordination, self-care and learning and also in Bocce, Badminton & Table Tennis skill performance, due to mobility exercises and participation in special games. However there were no significant differences among the groups. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Functional%20ability" title="Functional ability">Functional ability</a>, <a href="https://publications.waset.org/search?q=intellectually%20disabled" title=" intellectually disabled"> intellectually disabled</a>, <a href="https://publications.waset.org/search?q=Mobility%20exercises" title=" Mobility exercises"> Mobility exercises</a>, <a href="https://publications.waset.org/search?q=Psychomotor%20ability." title=" Psychomotor ability."> Psychomotor ability.</a> </p> <a href="https://publications.waset.org/13756/efficacy-of-selected-mobility-exercises-and-participation-in-special-games-on-psychomotor-abilities-functional-abilities-and-game-performance-among-intellectually-disabled-children-of-under-14-age" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/13756/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/13756/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/13756/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/13756/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/13756/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/13756/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/13756/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/13756/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/13756/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/13756/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/13756.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">1973</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1385</span> Remote Rehabilitation Development Status in China–To Eliminate the Disabled People`s Space Obstacles</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ning%20Liu">Ning Liu</a>, <a href="https://publications.waset.org/search?q=Jue%20Wang"> Jue Wang</a>, <a href="https://publications.waset.org/search?q=Zhe%20Li"> Zhe Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The remote diagnosis and remote medical smoked to part. In China, in accordance with the requirements of different applications of remote diagnosis and Relates to the technical difference, which can be divided into special purpose remote diagnosis and treatment system, the remote will Referral system, remote medical consultation system, remote rehabilitation technology and remote operation technology. In this article, will introduce China for the special purpose of service remote diagnosis and treatment system and technology, including: China disabled status and virtual reality technology; China 's domestic family medical care system and China 's current situation of the development of telemedicine. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=China" title="China">China</a>, <a href="https://publications.waset.org/search?q=Remote%20rehabilitation" title=" Remote rehabilitation"> Remote rehabilitation</a>, <a href="https://publications.waset.org/search?q=The%20disabled%20people" title=" The disabled people"> The disabled people</a> </p> <a href="https://publications.waset.org/6393/remote-rehabilitation-development-status-in-china-to-eliminate-the-disabled-peoples-space-obstacles" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/6393/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/6393/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/6393/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/6393/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/6393/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/6393/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/6393/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/6393/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/6393/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/6393/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/6393.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">1661</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1384</span> Info-participation of the Disabled Using the Mixed Preference Data in Improving Their Travel Quality</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Y.%20Duvarci">Y. Duvarci</a>, <a href="https://publications.waset.org/search?q=S.%20Mizokami"> S. Mizokami</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Today, the preferences and participation of the TD groups such as the elderly and disabled is still lacking in decision-making of transportation planning, and their reactions to certain type of policies are not well known. Thus, a clear methodology is needed. This study aimed to develop a method to extract the preferences of the disabled to be used in the policy-making stage that can also guide to future estimations. The method utilizes the combination of cluster analysis and data filtering using the data of the Arao city (Japan). The method is a process that follows: defining the TD group by the cluster analysis tool, their travel preferences in tabular form from the household surveys by policy variableimpact pairs, zones, and by trip purposes, and the final outcome is the preference probabilities of the disabled. The preferences vary by trip purpose; for the work trips, accessibility and transit system quality policies with the accompanying impacts of modal shifts towards public mode use as well as the decreasing travel costs, and the trip rate increase; for the social trips, the same accessibility and transit system policies leading to the same mode shift impact, together with the travel quality policy area leading to trip rate increase. These results explain the policies to focus and can be used in scenario generation in models, or any other planning purpose as decision support tool.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Transportation%20Disadvantaged" title="Transportation Disadvantaged">Transportation Disadvantaged</a>, <a href="https://publications.waset.org/search?q=Disabled" title=" Disabled"> Disabled</a>, <a href="https://publications.waset.org/search?q=Mixed%20Preference" title=" Mixed Preference"> Mixed Preference</a>, <a href="https://publications.waset.org/search?q=Stated%20Preference%20Data." title=" Stated Preference Data."> Stated Preference Data.</a> </p> <a href="https://publications.waset.org/10458/info-participation-of-the-disabled-using-the-mixed-preference-data-in-improving-their-travel-quality" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10458/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10458/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10458/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10458/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10458/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10458/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10458/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10458/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10458/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10458/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10458.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">1079</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1383</span> Himmapan Creatures: The Tactile Texture Designed for the Blind</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Chantana%20Insra">Chantana Insra </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main purpose of this research aimed to create tactile texture designed media for the blind used for extra learning outside classrooms in order to enhance imagination of the blind about Himmapan creatures, furthermore, the main objective of the research focused on improving the visual disabled perception to be equal to normal people. The target group of the research is blinded students studying in The Bangkok school for the blind between grade 4-6 in the second semester of 2011 who are able to read the braille language. The research methodology consisted of the field study and the documentary study related to the blind, tactile texture designed media and Himmapan creatures. 10 pictures of tactile texture designed media were created in the designing process which began after the analysis had conducted based the primary and secondary data. The works had presented to experts in the visual disabled field who evaluated the works. After approval, the works used as prototype to teach the blind. KeywordsBlind, Himmapan Creatures, Tactile Texture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Blind" title="Blind">Blind</a>, <a href="https://publications.waset.org/search?q=Himmapan%20Creatures" title=" Himmapan Creatures"> Himmapan Creatures</a>, <a href="https://publications.waset.org/search?q=Tactile%20Texture." title=" Tactile Texture. "> Tactile Texture. </a> </p> <a href="https://publications.waset.org/11171/himmapan-creatures-the-tactile-texture-designed-for-the-blind" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11171/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11171/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11171/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11171/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11171/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11171/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11171/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11171/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11171/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11171/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11171.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">2025</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1382</span> Anthropomorphism in Robotics Engineering for Disabled People</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=B.%20Tondu">B. Tondu</a>, <a href="https://publications.waset.org/search?q=N.%20Bardou"> N. Bardou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In its attempt to offer new ways into autonomy for a large population of disabled people, assistive technology has largely been inspired by robotics engineering. Recent human-like robots carry new hopes that it seems to us necessary to analyze by means of a specific theory of anthropomorphism. We propose to distinguish a functional anthropomorphism which is the one of actual wheelchairs from a structural anthropomorphism based on a mimicking of human physiological systems. If functional anthropomorphism offers the main advantage of eliminating the physiological systems interdependence issue, the highly link between the robot for disabled people and their human-built environment would lead to privilege in the future the anthropomorphic structural way. In this future framework, we highlight a general interdependence principle : any partial or local structural anthropomorphism generates new anthropomorphic needs due to the physiological systems interdependency, whose effects can be evaluated by means of specific anthropomorphic criterions derived from a set theory-based approach of physiological systems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Anthropomorphism" title="Anthropomorphism">Anthropomorphism</a>, <a href="https://publications.waset.org/search?q=Human-like%20machines" title=" Human-like machines"> Human-like machines</a>, <a href="https://publications.waset.org/search?q=Systemstheory" title=" Systemstheory"> Systemstheory</a>, <a href="https://publications.waset.org/search?q=Disability." title=" Disability."> Disability.</a> </p> <a href="https://publications.waset.org/7118/anthropomorphism-in-robotics-engineering-for-disabled-people" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/7118/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/7118/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/7118/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/7118/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/7118/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/7118/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/7118/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/7118/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/7118/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/7118/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/7118.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">1989</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1381</span> Disability Diversity Management: A Case Study of the Banking Sector in the KSA</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Nada%20Azhar">Nada Azhar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper is drawn from a wider study of the management of gender, age and disability diversity in the banking sector in the Kingdom of Saudi Arabia (KSA), which aims to develop a framework for diversity management (DM) in this sector. The paper focuses on the management of disability diversity. The purpose of the paper is to assist in understanding disability DM in the banking sector in KSA and to make suggestions for its enhancement. Hence, it contributes to filling a research gap, as there is a dearth of literature on disability DM, in KSA in general, and in the banking sector specifically. Discrimination against people with disabilities is a social issue that has not been entirely overcome in any society. However, in KSA, Islam informs almost every aspect of daily life including work, and Islam is against discrimination. Hence, in KSA, there are regulations to accommodate people with disabilities; however, employers are still free not to hire job applicants with disabilities specifically because of their condition. Indeed, disabled people are almost entirely absent from the labour market. There are 12 Saudi-owned or part-Saudi-owned banks in KSA and two managers from each of these were interviewed, making a total of 24. The interviews aimed to investigate empirically the understanding of managers in the banking sector in KSA of diversity management, including disability DM, in the banking sector. The interview data were analysed using thematic analysis. Two interviewees stated that banks used the employment of people with disabilities to enhance their corporate image, while five expressed the opinion that disabled employees could contribute to the bank provided they did not have to deal with customers face-to-face. Nine of the interviewees perceived that disabled employees could be of value to the bank for their own sake, not only in ‘behind the scenes’ roles. Another two interviewees mentioned that employing disabled people could be part of the bank’s community service programme and one thought it would be part of the bank’s Saudisation efforts. The remaining five interviewees did not know how disabled people could contribute to the bank. The findings show that disability DM in the banking sector in KSA is a relatively new concept, and is not yet well understood. In the light of the findings, in order to achieve the purpose of the paper, the following suggestions were made for the enhancement of disability DM in the banking sector in KSA. A change in attitudes towards disabled people is necessary. Such a change in the workplace can only be achieved if a top-down approach is taken to the integration of disabled people. Hence, it is suggested that management and employees follow a course in disability awareness. Further, a diversity officer in the HR department could enhance the integration of disabled people into the banking workforce. It is also suggested that greater government support is required through closely monitored and enforced anti-discrimination legislation. Moreover, flexible working arrangements such as part-time work would facilitate the employment of disabled people and benefit other groups of employees.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Banking" title="Banking">Banking</a>, <a href="https://publications.waset.org/search?q=disability" title=" disability"> disability</a>, <a href="https://publications.waset.org/search?q=diversity%20management" title=" diversity management"> diversity management</a>, <a href="https://publications.waset.org/search?q=Kingdom%0D%0Aof%20Saudi%20Arabia." title=" Kingdom of Saudi Arabia."> Kingdom of Saudi Arabia.</a> </p> <a href="https://publications.waset.org/9999908/disability-diversity-management-a-case-study-of-the-banking-sector-in-the-ksa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9999908/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9999908/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9999908/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9999908/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9999908/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9999908/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9999908/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9999908/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9999908/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9999908/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9999908.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">3920</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1380</span> A Descriptive Study of Self-Compassion in Polytechnic Students in Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Emma%20Dwi%20Ariyani">Emma Dwi Ariyani</a>, <a href="https://publications.waset.org/search?q=Dini%20Hadiani"> Dini Hadiani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This article reports the descriptive analysis of self-compassion in polytechnic students. It has been long believed that self-compassion can improve students’ motivation in completing their studies. This research was conducted with the aim to see the degree of self-compassion in polytechnic students in Indonesia by using Neff's Self-Compassion Scale (short form) measurement tool consisting of 12 items. The research method used was descriptive study with survey technique on 255 students. The results showed that 78% of students had low self-compassion and 22% had high self-compassion. This revealed that polytechnic students still criticize themselves harshly, make a poor judgment and bad self-appraisal, and they also cannot accept their imperfection and consider it as a self-judgment. The students also tend to think that they are the only ones that experience failure and suffering. This can lead to a sense of isolation (self-isolation). Furthermore, the students are often too concerned with aspects that are not liked both in themselves and in life (over-identification). Improving the students’ level of self-compassion can be done by building an educational climate that not only criticizes the students but provides feedback as well. This should focus on the students’ real behavior rather than the students’ general character.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Descriptive%20study" title="Descriptive study">Descriptive study</a>, <a href="https://publications.waset.org/search?q=polytechnic%20students" title=" polytechnic students"> polytechnic students</a>, <a href="https://publications.waset.org/search?q=Indonesia" title=" Indonesia"> Indonesia</a>, <a href="https://publications.waset.org/search?q=self-compassion." title=" self-compassion."> self-compassion.</a> </p> <a href="https://publications.waset.org/10008435/a-descriptive-study-of-self-compassion-in-polytechnic-students-in-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10008435/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10008435/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10008435/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10008435/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10008435/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10008435/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10008435/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10008435/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10008435/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10008435/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10008435.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">1012</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1379</span> Sport and Exercise Behavior of Students in Suan Sunandha Rajabhat University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Pimporn%20Thongmuang">Pimporn Thongmuang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research is to study sport and exercise behavior of students in Suan Sunandha Rajabhat University in September of 2012. The sample group used in this research was a group of regular students in undergraduate school enrolled in faculty of science and technology. This sample group consisted of 1,858 students. The research tool used to collect result was the checklist. The data was calculated by statistical percentage. From the research, it was discovered that most students did exercise in previous month. 71.6% of students exercised by running. 61.1% of students exercised in their neighborhood. 60.4% of students exercised in order to keep fit. 60.2% of students agreed that the result from this research can be educational and inspirational for students in campus in terms of living healthily by exercise. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Exercise%20behavior" title="Exercise behavior">Exercise behavior</a>, <a href="https://publications.waset.org/search?q=sport%20behavior" title=" sport behavior"> sport behavior</a>, <a href="https://publications.waset.org/search?q=students." title=" students."> students.</a> </p> <a href="https://publications.waset.org/10003644/sport-and-exercise-behavior-of-students-in-suan-sunandha-rajabhat-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10003644/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10003644/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10003644/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10003644/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10003644/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10003644/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10003644/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10003644/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10003644/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10003644/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10003644.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">864</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1378</span> Using the Students-as-Customers Concept in Technology Disciplines: Students- Perspectives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Boonlert%20Watjatrakul">Boonlert Watjatrakul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Educational institutions increasingly adopt the students-as-customers concept to satisfy their students. Understanding students- perspectives on the use of this business concept in educational institutions is necessary for the institutions to effectively align these perspectives with their management practice. The study investigates whether students in technology and business disciplines have significantly different attitudes toward using the students-as-customers concept in educational institutions and explores the impact of treating students as customers in technology disciplines under students- perspectives. The results from quantitative and qualitative data analyses show that technology students, in contrast to business students, fairly disagree with educational institutions to treat students as customers. Treating students as customers in technology disciplines will have a negative influence on teaching performance, instructor-student relationships and educational institutions- aim, but a positive influence on service quality in educational institutions. The paper discusses the findings and concludes with implications and limitations of the study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Education" title="Education">Education</a>, <a href="https://publications.waset.org/search?q=information%20technology" title=" information technology"> information technology</a>, <a href="https://publications.waset.org/search?q=students-ascustomers" title=" students-ascustomers"> students-ascustomers</a>, <a href="https://publications.waset.org/search?q=technology%20disciplines." title=" technology disciplines."> technology disciplines.</a> </p> <a href="https://publications.waset.org/4088/using-the-students-as-customers-concept-in-technology-disciplines-students-perspectives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/4088/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/4088/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/4088/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/4088/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/4088/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/4088/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/4088/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/4088/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/4088/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/4088/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/4088.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">1589</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1377</span> Theory and Reality on Working Life of People with Disability: The Case in Poland</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Dorota%20Kobus-Ostrowska">Dorota Kobus-Ostrowska</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Work for everyone, especially for person with disability is a condition in independence; it secures basic needs and develops manual and intellectual capabilities. The work is a source of income, and it builds and strengthens of self-esteem and competence. The purpose of this article is to identify work as an important factor in everyone’s life, despite Polish disabled persons rarely having the chance to undertake a job. In order to achieve this purpose, two methods were used: comparative and qualitative. The theoretical part of this article is based on studies of a wide range of Polish and foreign literature devoted to the issue of the occupational development of people with disabilities. The article was also enriched with the institutional and legal analysis types of support for people with disabilities in Poland. Currently, a Polish person with disability who wants to enter or return to the labor market is under a special protection. Those entities employing workers with disabilities may obtain a subsidy for the salary of a person with disabilities. Unfortunately, people with disability in Poland rarely participate in the workforce. The factors that contribute to this include the difficulty in obtaining work, the uncertainty of keeping it, and the low salary offered. Despite that domestic and foreign literature highlight the important role of disabled people as a workforce, very few people with disability in Poland are economically active.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Disabled%20person" title="Disabled person">Disabled person</a>, <a href="https://publications.waset.org/search?q=work" title=" work"> work</a>, <a href="https://publications.waset.org/search?q=employer" title=" employer"> employer</a>, <a href="https://publications.waset.org/search?q=rehabilitation." title=" rehabilitation. "> rehabilitation. </a> </p> <a href="https://publications.waset.org/10009747/theory-and-reality-on-working-life-of-people-with-disability-the-case-in-poland" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10009747/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10009747/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10009747/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10009747/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10009747/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10009747/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10009747/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10009747/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10009747/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10009747/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10009747.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">820</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1376</span> iPAD as a Communication Tool for Disabled Seniors: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Vojt%C4%9Bch%20Gybas">Vojtěch Gybas</a>, <a href="https://publications.waset.org/search?q=Libor%20Klubal"> Libor Klubal</a>, <a href="https://publications.waset.org/search?q=Kate%C5%99ina%20Kostol%C3%A1nyov%C3%A1"> Kateřina Kostolányová</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This case study responds to the current trends in ICT. Mobile Touch iPads can provide very good assistance to disabled seniors. The intuitive tablet environment, the possibility of the formation environment and its portability, has a very positive effect on the use of particular communication. For comparison, using a conventional PC/notebook, word processor, keyboard and computer mouse compared to the iPad and selected applications. The results of this case study show that the use of mobile touch devices iPad for seniors with mental retardation is a great benefit. These devices do not require high demands on graphomotorics like a standard PC devices.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=ICT" title="ICT">ICT</a>, <a href="https://publications.waset.org/search?q=iPad" title=" iPad"> iPad</a>, <a href="https://publications.waset.org/search?q=handicapped%20seniors" title=" handicapped seniors"> handicapped seniors</a>, <a href="https://publications.waset.org/search?q=communication" title=" communication"> communication</a>, <a href="https://publications.waset.org/search?q=computer" title=" computer"> computer</a>, <a href="https://publications.waset.org/search?q=notebook" title=" notebook"> notebook</a>, <a href="https://publications.waset.org/search?q=applications" title=" applications"> applications</a>, <a href="https://publications.waset.org/search?q=text%20editor." title=" text editor."> text editor.</a> </p> <a href="https://publications.waset.org/10006552/ipad-as-a-communication-tool-for-disabled-seniors-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10006552/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10006552/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10006552/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10006552/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10006552/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10006552/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10006552/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10006552/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10006552/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10006552/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10006552.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">1070</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1375</span> EOG Controlled Motorized Wheelchair for Disabled Persons</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=A.%20Naga%20Rajesh">A. Naga Rajesh</a>, <a href="https://publications.waset.org/search?q=S.%20Chandralingam"> S. Chandralingam</a>, <a href="https://publications.waset.org/search?q=T.%20Anjaneyulu"> T. Anjaneyulu</a>, <a href="https://publications.waset.org/search?q=K.%20Satyanarayana"> K. Satyanarayana </a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Assistive robotics are playing a vital role in advancing the quality of life for disable people. There exist wide range of systems that can control and guide autonomous mobile robots. The objective of the control system is to guide an autonomous mobile robot using the movement of eyes by means of EOG signal. The EOG signal is acquired using Ag/AgCl electrodes and this signal is processed by a microcontroller unit to calculate the eye gaze direction. Then according to the guidance control strategy, the control commands of the wheelchair are sent. The classification of different eye movements allows us to generate simple code for controlling the wheelchair. This work was aimed towards developing a usable and low-cost assistive robotic wheel chair system for disabled people. To live more independent life, the system can be used by the handicapped people especially those with only eye-motor coordination.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Electrooculography" title="Electrooculography">Electrooculography</a>, <a href="https://publications.waset.org/search?q=Microcontroller" title=" Microcontroller"> Microcontroller</a>, <a href="https://publications.waset.org/search?q=Motors" title=" Motors"> Motors</a>, <a href="https://publications.waset.org/search?q=Wheelchair." title=" Wheelchair."> Wheelchair.</a> </p> <a href="https://publications.waset.org/9999110/eog-controlled-motorized-wheelchair-for-disabled-persons" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9999110/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9999110/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9999110/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9999110/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9999110/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9999110/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9999110/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9999110/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9999110/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9999110/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9999110.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">4125</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1374</span> The Best Methods of Motivating and Encouraging the Students to Study: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Mahmoud%20I.%20Syam">Mahmoud I. Syam</a>, <a href="https://publications.waset.org/search?q=Osama%20K.%20El-Hafy"> Osama K. El-Hafy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With lack of student motivation, there will be a little or no real learning in the class and this directly effects student achievement and test scores. Some students are naturally motivated to learn, but many students are not motivated, they do care little about learning and need their instructors to motivate them. Thus, motivating students is part of the instructor’s job. It’s a tough task to motivate students and make them have more attention and enthusiasm. As a part of this research, a questionnaire has been distributed among a sample of 155 students out of 1502 students from Foundation Program at Qatar University. The questionnaire helped us to determine some methods to motivate the students and encourage them to study such as variety of teaching activities, encouraging students to participate during the lectures, creating intense competition between the students, using instructional technology, not using grades as a threat and respecting the students and treating them in a good manner. Accordingly, some hypotheses are tested and some recommendations are presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Learning" title="Learning">Learning</a>, <a href="https://publications.waset.org/search?q=motivating" title=" motivating"> motivating</a>, <a href="https://publications.waset.org/search?q=student" title=" student"> student</a>, <a href="https://publications.waset.org/search?q=teacher" title=" teacher"> teacher</a>, <a href="https://publications.waset.org/search?q=testing%20hypotheses." title=" testing hypotheses."> testing hypotheses.</a> </p> <a href="https://publications.waset.org/10005401/the-best-methods-of-motivating-and-encouraging-the-students-to-study-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005401/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005401/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005401/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005401/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005401/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005401/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005401/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005401/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005401/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005401/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005401.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">1142</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1373</span> Use of Technology to Improve Students’ Attitude in Learning Mathematics of Non-Mathematics Undergraduate Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Asia%20Majeed">Asia Majeed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper will investigate a form of learning mathematics by integrating technology in mathematics specifically for the university first-year calculus class to support students’ engagement in learning which influences students' conceptual and procedural understanding of the calculus content in a better way. The students with good grades in high school calculus generally struggle in first-year university calculus classes in learning mathematical analysis concepts. This problem has to be addressed. If this problem is not resolved, then most likely students with less ability to do mathematics might not able to complete their degrees. In this work, MATLAB is used to help students in learning and in improving calculus concepts.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Calculus" title="Calculus">Calculus</a>, <a href="https://publications.waset.org/search?q=first-year%20university%20students" title=" first-year university students"> first-year university students</a>, <a href="https://publications.waset.org/search?q=teaching%20strategies" title=" teaching strategies"> teaching strategies</a>, <a href="https://publications.waset.org/search?q=MATLAB." title=" MATLAB."> MATLAB.</a> </p> <a href="https://publications.waset.org/10013035/use-of-technology-to-improve-students-attitude-in-learning-mathematics-of-non-mathematics-undergraduate-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013035/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013035/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013035/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013035/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013035/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013035/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013035/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013035/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013035/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013035/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013035.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">397</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1372</span> Differences in Students` Satisfaction with Distance Learning Studies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ana%20Horvat">Ana Horvat</a>, <a href="https://publications.waset.org/search?q=Maja%20Krsmanovic"> Maja Krsmanovic</a>, <a href="https://publications.waset.org/search?q=Mladen%20Djuric"> Mladen Djuric</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Rapid growth of distance learning resulted in importance to conduct research on students- satisfaction with distance learning because differences in students- satisfaction might influence educational opportunities for learning in a relevant Web-based environment. In line with this, this paper deals with satisfaction of students with distance module at Faculty of organizational sciences (FOS) in Serbia as well as some factors affecting differences in their satisfaction . We have conducted a research on a population of 68 first-year students of distance learning studies at FOS. Using statistical techniques, we have found out that there is no significant difference in students- satisfaction with distance learning module between men and women. In the same way, we also concluded that there is a difference in satisfaction with distance learning module regarding to student-s perception of opportunity to gain knowledge as the classic students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=distance%20learning" title="distance learning">distance learning</a>, <a href="https://publications.waset.org/search?q=students%27%20satisfaction" title=" students' satisfaction"> students' satisfaction</a> </p> <a href="https://publications.waset.org/9418/differences-in-students-satisfaction-with-distance-learning-studies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9418/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9418/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9418/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9418/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9418/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9418/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9418/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9418/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9418/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9418/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9418.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">2599</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1371</span> Cultural Anxiety and Its Impact on Students- Life: A Case Study of International Students in Wuhan University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Nadeem%20Akhtar">Nadeem Akhtar</a>, <a href="https://publications.waset.org/search?q=Shan%20Bo"> Shan Bo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This article illustrates that how non similar culture become a cause of constant anxiety among international students in China. For that, a survey was carried out among international students of Wuhan University, China. The association among non similar culture, non familiarity of Chinese culture, self finance students and food problem is looked at through a regression line, and in the light of empirical results, a model is anticipated which elucidates these results. Some suggestions were directed at the end which will help to mitigate the anxiety among prospective students in Chinese universities.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Anxiety" title="Anxiety">Anxiety</a>, <a href="https://publications.waset.org/search?q=international%20students" title=" international students"> international students</a>, <a href="https://publications.waset.org/search?q=non%20similar%20culture" title=" non similar culture"> non similar culture</a>, <a href="https://publications.waset.org/search?q=Wuhan%20University" title="Wuhan University">Wuhan University</a> </p> <a href="https://publications.waset.org/10739/cultural-anxiety-and-its-impact-on-students-life-a-case-study-of-international-students-in-wuhan-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10739/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10739/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10739/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10739/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10739/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10739/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10739/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10739/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10739/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10739/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10739.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">1941</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1370</span> The Role of Intrinsic Motivation in Explaining Students- Willingness to Use Software Applications</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Anne%20Sorebo">Anne Sorebo</a>, <a href="https://publications.waset.org/search?q=Oystein%20Sorebo"> Oystein Sorebo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study was designed to test the influence of intrinsic ICT-motivation, perceived usefulness and ease of use on business students- willingness to use a particular software package. A questionnaire was completed by 196 business students in Norway. We found that 34% of the variance in the students- willingness to use the software could be explained by the three proposed antecedents. Intrinsic ICT-motivation seems to be the most important predictor of students- satisfaction willingness to use the software package. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Spreadsheet" title="Spreadsheet">Spreadsheet</a>, <a href="https://publications.waset.org/search?q=business%20students" title=" business students"> business students</a>, <a href="https://publications.waset.org/search?q=technology%0Aacceptance" title=" technology acceptance"> technology acceptance</a>, <a href="https://publications.waset.org/search?q=intrinsic%20motivation." title=" intrinsic motivation."> intrinsic motivation.</a> </p> <a href="https://publications.waset.org/34/the-role-of-intrinsic-motivation-in-explaining-students-willingness-to-use-software-applications" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/34/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/34/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/34/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/34/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/34/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/34/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/34/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/34/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/34/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/34/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/34.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">2074</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1369</span> The Effective of Classroom Management on Nurturing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Barzan%20Hadi%20Hama%20Karim">Barzan Hadi Hama Karim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The primary purpose of this paper is to explain the impact of successful classroom management on the academic achievements of students, the importance of positive relationship between teacher and students, among students, between teacher and parents. Effective communication plays an important role to encourage students study hard and learn materials which are covered by the teacher in the class. Friendly relationships among students other than their preferred friends help them to have team working and be socialized. In addition, a well-organized classroom arrangement enhances students learning. As the consequence of successful classroom management students should feel responsibility and need to feel it. The one who is responsible to provide a comfortable environment and help students learn is the manager of the classroom who is named Teacher.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Classroom%20management" title="Classroom management">Classroom management</a>, <a href="https://publications.waset.org/search?q=positive%20relationship" title=" positive relationship"> positive relationship</a>, <a href="https://publications.waset.org/search?q=effective%20communication" title=" effective communication"> effective communication</a>, <a href="https://publications.waset.org/search?q=teacher" title=" teacher"> teacher</a>, <a href="https://publications.waset.org/search?q=student." title=" student."> student.</a> </p> <a href="https://publications.waset.org/10000032/the-effective-of-classroom-management-on-nurturing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000032/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000032/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10000032/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10000032/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10000032/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10000032/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10000032/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10000032/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10000032/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10000032/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10000032.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">1710</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1368</span> Correlation between Meaning in Life and Academic Performance in Japanese College Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Jihyun%20Park">Jihyun Park</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This research suggests that meaning in life or Ikigai can be associated with better academic performances in Japanese college students. To measure meaning in life in Japanese college students, the Ikigai questionnaire and the Meaning in Life Questionnaire (MLQ) are both used, and the survey was collected using Microsoft Teams Forms for a total of 80 Japanese college students. The data revealed that students who have a higher than a 3.0 grade point average (GPA) showed the highest score in both the Ikigai and MLQ. The participants with between a 2.0 and a 3.0 GPA reported lower scores in both MLQ and Ikigai than the previous participants. The group of students who have lower than a 2.0 GPA had the lowest scores for MLQ and Ikigai. This result can indicate that implementing meaning in life or Ikigai to early college students can bring about better academic performance, which also can improve students’ college life better as well.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=College%20students%E2%80%99%20academic%20performance" title="College students’ academic performance">College students’ academic performance</a>, <a href="https://publications.waset.org/search?q=Ikigai" title=" Ikigai"> Ikigai</a>, <a href="https://publications.waset.org/search?q=meaning%20in%20life" title=" meaning in life"> meaning in life</a>, <a href="https://publications.waset.org/search?q=purpose%20of%20life." title=" purpose of life."> purpose of life.</a> </p> <a href="https://publications.waset.org/10013432/correlation-between-meaning-in-life-and-academic-performance-in-japanese-college-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013432/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013432/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013432/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013432/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013432/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013432/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013432/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013432/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013432/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013432/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013432.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">186</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1367</span> Integrating Blogging into Peer Assessment on College Students’ English Writing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Su-Lien%20Liao">Su-Lien Liao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Most of college students in Taiwan do not have sufficient English proficiency to express themselves in written English. Teachers spent a lot of time correcting the errors in students’ English writing, but the results are not satisfactory. This study aims to use blogs as a teaching and learning tool in written English. Before applying peer assessment, students should be trained to be good reviewers.  The teacher starts the course by posting the error analysis of students’ first English composition on blogs as the comment models for students. Then the students will go through the process of drafting, composing, peer response and last revision on blogs. Evaluation questionnaires and interviews will be conducted at the end of the course to see the impact and also students’ perception for the course.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Blog" title="Blog">Blog</a>, <a href="https://publications.waset.org/search?q=Peer%20assessment" title=" Peer assessment"> Peer assessment</a>, <a href="https://publications.waset.org/search?q=English%20writing" title=" English writing"> English writing</a>, <a href="https://publications.waset.org/search?q=Error%20analysis." title=" Error analysis."> Error analysis.</a> </p> <a href="https://publications.waset.org/9997381/integrating-blogging-into-peer-assessment-on-college-students-english-writing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9997381/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9997381/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9997381/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9997381/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9997381/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9997381/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9997381/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9997381/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9997381/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9997381/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9997381.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">1938</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1366</span> The Relevance of Sustainability Skills for International Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Mary%20Panko">Mary Panko</a>, <a href="https://publications.waset.org/search?q=Rashika%20Sharma"> Rashika Sharma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Sustainability often appears to be an unfamiliar concept to many international students that enrol in a New Zealand technological degree. Lecturers’ experiences with classroom interactions and evaluation of assessments indicate that studying the concept enlightens and enhances international students understanding of sustainability. However, in most cases, even after studying sustainability in their degree programme, students are not given an opportunity to practice and apply this concept into their professions in their home countries. Therefore, using a qualitative approach, the academics conducted research to determine the change in international students understanding of sustainability before and after their enrolment in an Applied Technology degree. The research also aimed to evaluate if international students viewed sustainability of relevance to their professions and whether the students felt that they will be provided with an opportunity to apply their knowledge about sustainability in the industry. The findings of the research are presented in this paper.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Education%20for%20sustainability" title="Education for sustainability">Education for sustainability</a>, <a href="https://publications.waset.org/search?q=international%20students" title=" international students"> international students</a>, <a href="https://publications.waset.org/search?q=vocational%20education." title=" vocational education."> vocational education.</a> </p> <a href="https://publications.waset.org/10008105/the-relevance-of-sustainability-skills-for-international-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10008105/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10008105/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10008105/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10008105/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10008105/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10008105/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10008105/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10008105/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10008105/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10008105/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10008105.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">1119</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1365</span> Perceptions of Chinese Top-Up Students Transitioning through a Regional UK University: A Longitudinal Study Using the U Curve Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Xianghan%20O%E2%80%99Dea">Xianghan O’Dea</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This article argues an urgent need to better understand the personal experiences of Chinese top-up students studying in the UK since the number of Chinese students taking year-long top-up programmes in the UK has risen rapidly in recent years. This lack of knowledge could potentially have implications for the reputation of some UK institutions and also the attractiveness of the UK higher education sector to future international students. This longitudinal study explored the academic and social experiences of 12 Chinese top-up students in a UK institution in-depth and revealed that the students felt their experiences were influenced significantly by their surrounding contexts at the macro and meso levels, which, however, have been largely overlooked in existing research. This article suggests the importance of improving the communications between the partner institutions in China and the UK, and also providing sufficient pre-departure and after arrival support to Chinese top-up students at the institutional level. </p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Articulation%20agreements" title="Articulation agreements">Articulation agreements</a>, <a href="https://publications.waset.org/search?q=Chinese%20top-up%20students" title=" Chinese top-up students"> Chinese top-up students</a>, <a href="https://publications.waset.org/search?q=top-up%20programmes" title=" top-up programmes"> top-up programmes</a>, <a href="https://publications.waset.org/search?q=U%20curve." title=" U curve."> U curve.</a> </p> <a href="https://publications.waset.org/10012486/perceptions-of-chinese-top-up-students-transitioning-through-a-regional-uk-university-a-longitudinal-study-using-the-u-curve-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012486/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012486/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012486/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012486/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012486/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012486/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012486/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012486/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012486/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012486/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012486.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">403</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1364</span> The Relationship between Class Attendance and Performance of Industrial Engineering Students Enrolled for a Statistics Subject at the University of Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Tshaudi%20Motsima">Tshaudi Motsima</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Class attendance is key at all levels of education. At tertiary level many students develop a tendency of not attending all classes without being aware of the repercussions of not attending all classes. It is important for all students to attend all classes as they can receive first-hand information and they can benefit more. The student who attends classes is likely to perform better academically than the student who does not. The aim of this paper is to assess the relationship between class attendance and academic performance of industrial engineering students. The data for this study were collected through the attendance register of students and the other data were accessed from the Integrated Tertiary Software and the Higher Education Data Analyzer Portal. Data analysis was conducted on a sample of 93 students. The results revealed that students with medium predicate scores (OR = 3.8; p = 0.027) and students with low predicate scores (OR = 21.4, p < 0.001) were significantly likely to attend less than 80% of the classes as compared to students with high predicate scores. Students with examination performance of less than 50% were likely to attend less than 80% of classes than students with examination performance of 50% and above, but the differences were not statistically significant (OR = 1.3; p = 0.750).</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Class%20attendance" title="Class attendance">Class attendance</a>, <a href="https://publications.waset.org/search?q=examination%20performance" title=" examination performance"> examination performance</a>, <a href="https://publications.waset.org/search?q=final%20outcome" title=" final outcome"> final outcome</a>, <a href="https://publications.waset.org/search?q=logistic%20regression." title=" logistic regression. "> logistic regression. </a> </p> <a href="https://publications.waset.org/10011622/the-relationship-between-class-attendance-and-performance-of-industrial-engineering-students-enrolled-for-a-statistics-subject-at-the-university-of-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011622/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011622/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011622/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011622/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011622/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011622/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011622/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011622/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011622/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011622/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011622.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">463</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1363</span> Factors Affecting Happiness Learning of Students of Faculty of Management Science, Suan Sunandha Rajabhat University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Somtop%20Keawchuer">Somtop Keawchuer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The objectives of this research are to compare the satisfaction of students, towards the happiness learning, sorted by their personal profiles, and to figure out the factors that affect the students’ happiness learning. This paper used survey method to collect data from 362 students. The survey was mainly conducted in the Faculty of Management Science, Suan Sunandha Rajabhat University, including 3,443 students. The statistics used for interpreting the results included the frequencies, percentages, standard deviations and One-way ANOVA. The findings revealed that the students are aware and satisfaction that all the factors in 3 categories (knowledge, skill and attitude) influence the happiness learning at the highest levels. The comparison of the satisfaction levels of the students toward their happiness learning leads to the results that the students with different genders, ages, years of study, and majors of the study have the similar satisfaction at the high level.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Happiness%20Learning" title="Happiness Learning">Happiness Learning</a>, <a href="https://publications.waset.org/search?q=Satisfaction" title=" Satisfaction"> Satisfaction</a>, <a href="https://publications.waset.org/search?q=Students." title=" Students."> Students.</a> </p> <a href="https://publications.waset.org/9998565/factors-affecting-happiness-learning-of-students-of-faculty-of-management-science-suan-sunandha-rajabhat-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9998565/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9998565/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9998565/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9998565/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9998565/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9998565/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9998565/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9998565/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9998565/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9998565/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9998565.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">3941</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1362</span> Inequalities in Higher Education and Students’ Perceptions of Factors Influencing Academic Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Violetta%20Parutis">Violetta Parutis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This qualitative study aims to answer the following research questions: i) What are the factors that students perceive as relevant to a) promoting and b) preventing good grades? ii) How does socio-economic status (SES) feature in those beliefs? We conducted in-depth interviews with 19 first- and second-year undergraduates of varying SES at a research-intensive university in the UK. The interviews yielded eight factors that students perceived as promoting and six perceived as preventing good grades. The findings suggested one significant difference between the beliefs of low and high SES students in that low SES students perceive themselves to be at a greater disadvantage to their peers while high SES students do not have such beliefs. This could have knock-on effects on their performance.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Social%20class" title="Social class">Social class</a>, <a href="https://publications.waset.org/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/search?q=academic%20performance" title=" academic performance"> academic performance</a>, <a href="https://publications.waset.org/search?q=students%E2%80%99%20beliefs." title=" students’ beliefs. "> students’ beliefs. </a> </p> <a href="https://publications.waset.org/10009366/inequalities-in-higher-education-and-students-perceptions-of-factors-influencing-academic-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10009366/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10009366/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10009366/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10009366/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10009366/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10009366/json" target="_blank" rel="nofollow" class="btn btn-primary 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