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orphans</title> <meta name="description" content="Search results for: Adolescent orphans"> <meta name="keywords" content="Adolescent orphans"> <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="Adolescent orphans"> <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> 33</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Adolescent orphans</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">33</span> An Exploration of the Quality of Primary Caregiving Relationships between Adolescents Orphaned through AIDS and Their Grandmothers, Based on the Narratives of Stakeholders</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Mmapula%20Petunia%20Tsweleng">Mmapula Petunia Tsweleng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This qualitative study presents an exploration and findings thereof the quality of primary caregiving relationships between adolescents orphaned through Acquired Immune Deficiency Syndrome (AIDS) and their grandmothers. This exploration was based on in-depth narratives of six stakeholders who provided community-based psychosocial support services to children and families affected by AIDS. The narratives show that grandmothers provided high-quality parental care and support to the orphans. Furthermore, stakeholders categorised grandmother caregiving as genuine. Findings also show that the orphans thrived emotionally, socially, and cognitively and performed well academically. However, it was also identified that grandmothers’ caregiving had elements of overprotectiveness as well as susceptibility to manipulation -which appeared to be a threat to the positive development of the orphans. Relevant interventions, with a special focus on strengthening grandmother caregiving, are needed. Special attention should be on equipping grandmothers with a better understanding of adolescent behaviours and abilities to provide appropriate monitoring and supervision.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Adolescent%20orphans" title="Adolescent orphans">Adolescent orphans</a>, <a href="https://publications.waset.org/search?q=AIDS" title=" AIDS"> AIDS</a>, <a href="https://publications.waset.org/search?q=caregiving%20relationships" title=" caregiving relationships"> caregiving relationships</a>, <a href="https://publications.waset.org/search?q=grandmothers." title=" grandmothers."> grandmothers.</a> </p> <a href="https://publications.waset.org/10013747/an-exploration-of-the-quality-of-primary-caregiving-relationships-between-adolescents-orphaned-through-aids-and-their-grandmothers-based-on-the-narratives-of-stakeholders" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013747/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013747/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013747/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013747/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013747/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013747/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013747/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013747/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013747/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013747/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013747.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">90</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">32</span> Are Adolescent Girls More Depressive than Adolescent Boys in Turkey?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Hatice%20Odac%C4%B1">Hatice Odacı</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Depression is a serious mental health problem that affects people of all ages, including children and adolescents. Studies showed that female gender is one of the risk factors may influence the development of depression in adolescents. However, some of the studies from Turkey suggested that gender does not lead to any significant difference in the youth depression level. Therefore, the presented study investigated whether girls differ from boys in respect of depression. The association between genders and test scores for the adolescents in a population of primary and secondary school students was also evaluated. The study was consisting of 254 adolescents (122 boys and 132 girls) with a mean age of 13.86±1.43 (Mean±SD) ranging from 12-16 years. Psychological assessment was performed using Children-s Depression Inventory (CDI). Chi-square and Student-s t-test statistics were employed to analyze the data. The mean of the CDI scores of the girls were higher than boys- CDI scores (t = -4.580, p = 0.001). Higher ratio appeared for the girls when they compared with boy group-s depression levels using a CDI cut-off point of 19 (p = 0.001, Odds Ratio = 2,603). The findings of the present study suggested that adolescent girls have high level of depression than adolescent boys aged between 12-16 years in Turkey. Although some studies reported that there is no any differences depression level between adolescent boys and girls in Turkey, result of the present study showed that adolescent girls have high level of depression than adolescent boys in Turkey. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Depression" title="Depression">Depression</a>, <a href="https://publications.waset.org/search?q=Adolescent" title=" Adolescent"> Adolescent</a>, <a href="https://publications.waset.org/search?q=Turkey" title=" Turkey"> Turkey</a>, <a href="https://publications.waset.org/search?q=Female%20Gender" title=" Female Gender"> Female Gender</a>, <a href="https://publications.waset.org/search?q=Male%20Gender." title="Male Gender.">Male Gender.</a> </p> <a href="https://publications.waset.org/15225/are-adolescent-girls-more-depressive-than-adolescent-boys-in-turkey" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/15225/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/15225/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/15225/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/15225/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/15225/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/15225/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/15225/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/15225/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/15225/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/15225/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/15225.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">1937</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">31</span> Modelling Peer Group Dieting Behaviour</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=M.%20J.%20Cunha">M. J. Cunha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this paper is to understand how peers can influence adolescent girls- dieting behaviour and their body image. Departing from imitation and social learning theories, we study whether adolescent girls tend to model their peer group dieting behaviours, thus influencing their body image construction. Our study was conducted through an enquiry applied to a cluster sample of 466 adolescent high school girls in Lisbon city public schools. Our main findings point to an association between girls- and peers- dieting behaviours, thus reinforcing the modelling hypothesis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Modelling" title="Modelling">Modelling</a>, <a href="https://publications.waset.org/search?q=Diet" title=" Diet"> Diet</a>, <a href="https://publications.waset.org/search?q=Body%20image" title=" Body image"> Body image</a>, <a href="https://publications.waset.org/search?q=Adolescent%20girls" title=" Adolescent girls"> Adolescent girls</a>, <a href="https://publications.waset.org/search?q=Peer%0Agroup." title=" Peer group."> Peer group.</a> </p> <a href="https://publications.waset.org/12736/modelling-peer-group-dieting-behaviour" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/12736/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/12736/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/12736/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/12736/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/12736/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/12736/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/12736/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/12736/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/12736/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/12736/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/12736.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">1776</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">30</span> The Relationship between Adolescent Emotional Inhibition and Depression Disorder: The Moderate Effect of Gender</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Jia-Ru%20Li">Jia-Ru Li</a>, <a href="https://publications.waset.org/search?q=Chih-Hung%20Wang"> Chih-Hung Wang</a>, <a href="https://publications.waset.org/search?q=Ching-Wen%20Lin"> Ching-Wen Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The association between emotional inhibition strategies linked to depression has been showed inconsistent among studies. Mild emotional inhibition maybe benefit for social interaction, especially for female among East Asian cultures. The present study aimed to examine whether the inhibition–depression relationship is dependent on level of emotion inhibition and gender context, given differing value of suppressing emotional displays. We hypothesized that the negative associations between inhibition and adolescent depression would not directly, in which affected by interaction between emotion inhibition and gender. To test this hypothesis, we asked 309 junior high school students which age range from 12 to14 years old to report on their use of emotion inhibition and depression syndrome. A multiple regressions analysis revealed that significant interaction that gender as a moderator to the relationships between emotion inhibition and adolescent depression. The group with the highest level of depression was girls with high levels of emotion inhibition, whose depression score was higher than that of boys with high levels of emotion inhibition. The result highlights that the importance of context in understanding the inhibition-depression relationship.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Emotional%20inhibition%20strategies" title="Emotional inhibition strategies">Emotional inhibition strategies</a>, <a href="https://publications.waset.org/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/search?q=adolescent%20depression." title=" adolescent depression."> adolescent depression.</a> </p> <a href="https://publications.waset.org/8577/the-relationship-between-adolescent-emotional-inhibition-and-depression-disorder-the-moderate-effect-of-gender" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/8577/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/8577/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/8577/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/8577/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/8577/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/8577/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/8577/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/8577/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/8577/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/8577/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/8577.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">2083</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">29</span> The Bodybuilding Passage to the Act of the Adolescent</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=L.%20Chikhani">L. Chikhani</a>, <a href="https://publications.waset.org/search?q=H.%20Issa"> H. Issa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Objective: this work focuses on bodybuilding as narcissistic inscription of the relational dynamic of the ego and the body, in this sense we think that this symptomatic adolescent act highlights a defective image of the body, leading, by a sadistic passage exercized on the split body, to an Ego/body-ideal. Method: Semi structured interviews with 16 adolescents between 15 and 18 years old allowed us to highlight a lexical field related to the body and the excessiveness in sports;also, the administration of TAT to a bodybuilder (17 years old) for more than 2 years. Results: - Defectiveness in the structuration of the body image; the future bodybuilder will be fixated to the image of the narcissistic misrecognition. - Unsatisfying object relation, implicating incompleteness in the process of subjectivation. - Narcissistic and corporealizedego ideal leading the adolescent to a sadistic pathology directed toward one-s own body as a compensatory defense.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Bodybuilding" title="Bodybuilding">Bodybuilding</a>, <a href="https://publications.waset.org/search?q=body%20image" title=" body image"> body image</a>, <a href="https://publications.waset.org/search?q=narcissism" title=" narcissism"> narcissism</a>, <a href="https://publications.waset.org/search?q=object%0D%0Arelation." title=" object relation."> object relation.</a> </p> <a href="https://publications.waset.org/10541/the-bodybuilding-passage-to-the-act-of-the-adolescent" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10541/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10541/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10541/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10541/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10541/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10541/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10541/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10541/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10541/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10541/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10541.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">2805</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">28</span> Stages of Changes for Physical Activity among Iranian Adolescent Girls</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ashraf%20Pirasteh">Ashraf Pirasteh</a>, <a href="https://publications.waset.org/search?q=Alireza%20Hidarnia"> Alireza Hidarnia</a>, <a href="https://publications.waset.org/search?q=Ali%20Asghari"> Ali Asghari</a>, <a href="https://publications.waset.org/search?q=Soghrate%20Faghihzadeh"> Soghrate Faghihzadeh</a>, <a href="https://publications.waset.org/search?q=Fazlollah%20Ghofranipour"> Fazlollah Ghofranipour</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Regular physical activity contributes positively to physical and psychological health. In the present study, the stages of change of physical activity and the total physical Aims: The aim of this study was to investigate the proportion of adolescent girls in each stages of change and the causative factors associated with physical activity such as the related social support and self efficacy in a sample of the high school students. Methods: In this study, Social Cognitive Theory (SCT) and the Transtheorical Model (TTM) guided instrument development. The data regarding the demographics, psychosocial determinants of physical activity, stage of change and physical activity was gathered by questionnaires. Several measures of psychosocial determinants of physical activity were translated from English into Persian using the back-translation technique. These translated measures were administered to 512 ninth and tenth-grade Iranian high school students for factor analysis. Results: The distribution of the stage of change for physical activity was as follow: 18/5% in precontemplation, 23.4% in contemplation, 38.2% in preparation, 4.6% in action and 15.3% in maintenance. They were in 80.1% pre-adoption stages (precontemplation stage, contemplation stage and preparation stage) and 19.9% post-adoption stages (action stage and maintenance stage) of physical activity. There was a significant relate between age and physical activity in adolescent girls (age-related decline of physical activity) p<0001. Conclusion: The findings of the present study can contribute to improve health behaviors and for administration of health promotion programs in the adolescent populations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Adolescent" title="Adolescent">Adolescent</a>, <a href="https://publications.waset.org/search?q=Iranian%20girls" title=" Iranian girls"> Iranian girls</a>, <a href="https://publications.waset.org/search?q=Physical%20activity" title=" Physical activity"> Physical activity</a>, <a href="https://publications.waset.org/search?q=Stages%20of%0Achange" title=" Stages of change"> Stages of change</a> </p> <a href="https://publications.waset.org/8799/stages-of-changes-for-physical-activity-among-iranian-adolescent-girls" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/8799/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/8799/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/8799/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/8799/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/8799/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/8799/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/8799/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/8799/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/8799/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/8799/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/8799.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">1979</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">27</span> Relationship between Gender, BMI, and Lifestyle with Bone Mineral Density of Adolescent in Urban Areas</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ari%20Istiany">Ari Istiany</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to analyze relationship between gender, BMI, and lifestyle with bone mineral density (BMD) of adolescent in urban areas . The place of this study in Jakarta State University, Indonesia. The number of samples involved as many as 200 people, consisting of 100 men and 100 women. BMD was measured using Quantitative Ultrasound Bone Densitometry. While the questionnaire used to collect data on age, gender, and lifestyle (calcium intake, smoking habits, alcohol consumption, tea, coffee, sports, and sun exposure). Mean age of men and women, respectively as much as 20.7 ± 2.18 years and 21 ± 1.61 years. Mean BMD values of men was 1.084 g/cm ² ± 0.11 while women was 0.976 g/cm ² ± 0.10. Men and women with normal BMD respectively as much as 46.7% and 16.7%. Men and women affected by osteopenia respectively as much as 50% and 80%. Men and women affected by osteoporosis respectively as much as 3.3% and 3.3%. Mean BMI of men and women, respectively as much as 21.4 ± 2.07 kg/m2 and 20.9 ± 2.06 kg/m2. Mean lifestyle score of men and women , respectively as much as 71.9 ± 5.84 and 70.1 ± 5.67 (maximum score 100). Based on Spearman and Pearson Correlation test, there were relationship significantly between gender and lifestyle with BMD. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Adolescents" title="Adolescents">Adolescents</a>, <a href="https://publications.waset.org/search?q=Body%20Mass%20Index%20%28BMI%29" title=" Body Mass Index (BMI)"> Body Mass Index (BMI)</a>, <a href="https://publications.waset.org/search?q=Bone%0D%0AMineral%20Density%20%28BMD%29" title=" Bone Mineral Density (BMD)"> Bone Mineral Density (BMD)</a>, <a href="https://publications.waset.org/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/search?q=and%20lifestyle." title=" and lifestyle."> and lifestyle.</a> </p> <a href="https://publications.waset.org/2407/relationship-between-gender-bmi-and-lifestyle-with-bone-mineral-density-of-adolescent-in-urban-areas" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/2407/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/2407/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/2407/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/2407/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/2407/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/2407/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/2407/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/2407/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/2407/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/2407/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/2407.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">2218</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">26</span> Placement of Implants in Palatum of a Teenager without Maxillary Incisor Teeth</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Luan%20Mavriqi">Luan Mavriqi</a>, <a href="https://publications.waset.org/search?q=Ilma%20Robo"> Ilma Robo</a>, <a href="https://publications.waset.org/search?q=Emin%20Kuzimi"> Emin Kuzimi</a>, <a href="https://publications.waset.org/search?q=Egresa%20Baca"> Egresa Baca</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The process of skeletal growth in an adolescent significantly affects the displacement of implants placed in the palatine suture. The problems caused by this process have an impact on the dental function and aesthetics of the affected data. If fixed prostheses are placed based on implants, the whole structure would impede maxillary growth. This is the significant difference between the maxilla and the mandible, as the lower jaw has no growth process that affects the movement of the implants or the latter to inhibit the growth of the jaw. In a teenager patient an accident occurred accompanied by loss of maxillary central incisors. The main complaint of patients is aesthetics and phonetics. Dental history of patients refers to the presence of a Maryland bridge that was accompanied by dissatisfaction on the part of the patient. Implant placement is not indicated as jaw augmentation may lead to displacement of the implant. The treatment plan includes the placement of implants in the palatum where this bone thickness allows as a procedure.in this article only the first stage of treatment is presented. Implant treatment is ongoing, will be followed by the second phase of treatment when the patient has reached the age of 18 years.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Implants" title="Implants">Implants</a>, <a href="https://publications.waset.org/search?q=palatum" title=" palatum"> palatum</a>, <a href="https://publications.waset.org/search?q=adolescent" title=" adolescent"> adolescent</a>, <a href="https://publications.waset.org/search?q=primary%20incisor%20teeth." title=" primary incisor teeth."> primary incisor teeth.</a> </p> <a href="https://publications.waset.org/10012787/placement-of-implants-in-palatum-of-a-teenager-without-maxillary-incisor-teeth" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012787/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012787/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012787/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012787/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012787/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012787/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012787/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012787/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012787/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012787/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012787.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">394</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">25</span> Locus of Control, Emotion Venting Strategy and Internet Addiction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Jia-Ru%20Li">Jia-Ru Li</a>, <a href="https://publications.waset.org/search?q=Chih-Hung%20Wang"> Chih-Hung Wang</a>, <a href="https://publications.waset.org/search?q=Ching-Wen%20Lin"> Ching-Wen Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Internet addiction has become a critical problem on adolescents in Taiwan, and its negative effects on various dimensions of adolescent development caught the attention of educational and psychological experts. This study examined the correlation between cognitive (locus of control) and emotion (emotion venting strategies) factors on internet addiction of adolescents in Taiwan. Using the Compulsive Internet Use (CIU) and the Emotion Venting Strategy scales, a survey was conducted and 215 effective samples (students ranging from12 to14 years old) returned. Quantitative analysis methods such as descriptive statistics, t-test, ANOVA, Pearson correlations and multiple regression were adopted. The results were as follows: 1. Severity of Internet addiction has significant gender differences; boys were at a higher risk than girls in becoming addicted to the Internet. 2. Emotion venting, locus of control and internet addiction have been shown to be positive correlated with one another. 3. Setting the locus of control as the control variable, emotion venting strategy has positive and significant contribution to internet addiction. The results of this study suggest that coaching deconstructive emotion strategies and cognitive believes are encouraged to integrate with actual field work. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Emotion%20venting%20strategy" title="Emotion venting strategy">Emotion venting strategy</a>, <a href="https://publications.waset.org/search?q=locus%20of%20control" title=" locus of control"> locus of control</a>, <a href="https://publications.waset.org/search?q=adolescent%20internet%20addiction." title=" adolescent internet addiction."> adolescent internet addiction.</a> </p> <a href="https://publications.waset.org/14547/locus-of-control-emotion-venting-strategy-and-internet-addiction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/14547/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/14547/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/14547/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/14547/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/14547/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/14547/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/14547/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/14547/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/14547/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/14547/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/14547.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">3105</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">24</span> Emotion Dampening Strategy and Internalizing Problem Behavior: Affect Intensity as Control Variables</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Jia-Ru%20Li">Jia-Ru Li</a>, <a href="https://publications.waset.org/search?q=Chia-Jung%20Li"> Chia-Jung Li</a>, <a href="https://publications.waset.org/search?q=Ching-Wen%20Lin"> Ching-Wen Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Contrary to negative emotion regulation, coping with positive moods have received less attention in adolescent adjustment. However, some research has found that everyone is different on dealing with their positive emotions, which affects their adaptation and well-being. The purpose of the present study was to investigate the relationship between positive emotions dampening and internalizing behavior problems of adolescent in Taiwan. A survey was conducted and 208 students (12 to14 years old) completed the strengths and difficulties questionnaire (SDQ), the Affect Intensity Measure, and the positive emotions dampening scale. Analysis methods such as descriptive statistics, t-test, Pearson correlations and multiple regression were adapted. The results were as follows: Emotionality and internalizing problem behavior have significant gender differences. Compared to boys, girls have a higher score on negative emotionality and are at a higher risk for internalizing symptoms. However, there are no gender differences on positive emotion dampening. Additionally, in the circumstance that negative emotionality acted as the control variable, positive emotion dampening strategy was (positive) related to internalizing behavior problems. Given the results of this study, it is suggested that coaching deconstructive positive emotion strategies is to assist adolescents with internalizing behavior problems is encouraged. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Emotion%20dampening%20strategies" title="Emotion dampening strategies">Emotion dampening strategies</a>, <a href="https://publications.waset.org/search?q=internalizing%20problem%0Abehaviors" title=" internalizing problem behaviors"> internalizing problem behaviors</a>, <a href="https://publications.waset.org/search?q=affect%20intensity." title=" affect intensity."> affect intensity.</a> </p> <a href="https://publications.waset.org/13134/emotion-dampening-strategy-and-internalizing-problem-behavior-affect-intensity-as-control-variables" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/13134/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/13134/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/13134/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/13134/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/13134/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/13134/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/13134/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/13134/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/13134/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/13134/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/13134.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">2019</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">23</span> Principle Components Updates via Matrix Perturbations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Aiman%20Elragig">Aiman Elragig</a>, <a href="https://publications.waset.org/search?q=Hanan%20Dreiwi"> Hanan Dreiwi</a>, <a href="https://publications.waset.org/search?q=Dung%20Ly"> Dung Ly</a>, <a href="https://publications.waset.org/search?q=Idriss%20Elmabrook"> Idriss Elmabrook</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper highlights a new approach to look at online principle components analysis (OPCA). Given a data matrix X <span style="color: rgb(84, 84, 84); font-family: arial, sans-serif; font-size: small; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: 2; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; background-color: rgb(255, 255, 255); text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">∈ </span> R,^m x n we characterise the online updates of its covariance as a matrix perturbation problem. Up to the principle components, it turns out that online updates of the batch PCA can be captured by symmetric matrix perturbation of the batch covariance matrix. We have shown that as n→ n0 >> 1, the batch covariance and its update become almost similar. Finally, utilize our new setup of online updates to find a bound on the angle distance of the principle components of X and its update. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Online%20data%20updates" title="Online data updates">Online data updates</a>, <a href="https://publications.waset.org/search?q=covariance%20matrix" title=" covariance matrix"> covariance matrix</a>, <a href="https://publications.waset.org/search?q=online%0D%0Aprinciple%20component%20analysis%20%28OPCA%29" title=" online principle component analysis (OPCA)"> online principle component analysis (OPCA)</a>, <a href="https://publications.waset.org/search?q=matrix%20perturbation." title=" matrix perturbation."> matrix perturbation.</a> </p> <a href="https://publications.waset.org/10007847/principle-components-updates-via-matrix-perturbations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10007847/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10007847/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10007847/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10007847/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10007847/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10007847/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10007847/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10007847/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10007847/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10007847/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10007847.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">1038</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">22</span> Using of Positive Psychotheraphy Narratives at School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ali%20Ery%C4%B1lmaz">Ali Eryılmaz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, how affects the narrative of Positive Psychothreapy which is named “The Three Small Gold Statues "the adloescent-s perception is investigated The sample included 90 adolescents who were high school students. Firstly the narrative was read. Then three questions which were about the narrative were asked. The questions were: What kind of things did you recall what kind of results did you conculde, and also how could you use this narrative in your real life problems. Responds were analyzed by content analysis method. According to research findings the narrative had a great effect for adolescent perceptions, and also the tale could be used at school counselling programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Narrative" title="Narrative">Narrative</a>, <a href="https://publications.waset.org/search?q=Positive%20Psychotherapy" title=" Positive Psychotherapy"> Positive Psychotherapy</a>, <a href="https://publications.waset.org/search?q=SchoolCounselling%20Programs" title=" SchoolCounselling Programs"> SchoolCounselling Programs</a> </p> <a href="https://publications.waset.org/7548/using-of-positive-psychotheraphy-narratives-at-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/7548/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/7548/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/7548/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/7548/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/7548/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/7548/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/7548/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/7548/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/7548/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/7548/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/7548.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">1719</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">21</span> Leading, Teaching and Learning “in the Middle”: Experiences, Beliefs, and Values of Instructional Leaders, Teachers, and Students in Finland, Germany, and Canada</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Brandy%20Yee">Brandy Yee</a>, <a href="https://publications.waset.org/search?q=Dianne%20Yee"> Dianne Yee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Through the exploration of the lived experiences, beliefs and values of instructional leaders, teachers and students in Finland, Germany and Canada, we investigated the factors which contribute to developmentally responsive, intellectually engaging middle-level learning environments for early adolescents. Student-centred leadership dimensions, effective instructional practices and student agency were examined through the lens of current policy and research on middle-level learning environments emerging from the Canadian province of Manitoba. Consideration of these three research perspectives in the context of early adolescent learning, placed against an international backdrop, provided a previously undocumented perspective on leading, teaching and learning in the middle years. Aligning with a social constructivist, qualitative research paradigm, the study incorporated collective case study methodology, along with constructivist grounded theory methods of data analysis. Data were collected through semi-structured individual and focus group interviews and document review, as well as direct and participant observation. Three case study narratives were developed to share the rich stories of study participants, who had been selected using maximum variation and intensity sampling techniques. Interview transcript data were coded using processes from constructivist grounded theory. A cross-case analysis yielded a conceptual framework highlighting key factors that were found to be significant in the establishment of developmentally responsive, intellectually engaging middle-level learning environments. Seven core categories emerged from the cross-case analysis as common to all three countries. Within the visual conceptual framework (which depicts the interconnected nature of leading, teaching and learning in middle-level learning environments), these seven core categories were grouped into Essential Factors (student agency, voice and choice), Contextual Factors (instructional practices; school culture; engaging families and the community), Synergistic Factors (instructional leadership) and Cornerstone Factors (education as a fundamental cultural value; preservice, in-service and ongoing teacher development). In addition, sub-factors emerged from recurring codes in the data and identified specific characteristics and actions found in developmentally responsive, intellectually engaging middle-level learning environments. Although this study focused on 12 schools in Finland, Germany and Canada, it informs the practice of educators working with early adolescent learners in middle-level learning environments internationally. The authentic voices of early adolescent learners are the most important resource educators have to gauge if they are creating effective learning environments for their students. Ongoing professional dialogue and learning is essential to ensure teachers are supported in their work and develop the pedagogical practices needed to meet the needs of early adolescent learners. It is critical to balance consistency, coherence and dependability in the school environment with the necessary flexibility in order to support the unique learning needs of early adolescents. Educators must intentionally create a school culture that unites teachers, students and their families in support of a common purpose, as well as nurture positive relationships between the school and its community. A large, urban school district in Canada has implemented a school cohort-based model to begin to bring developmentally responsive, intellectually engaging middle-level learning environments to scale.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Developmentally%20responsive%20learning%20environments" title="Developmentally responsive learning environments">Developmentally responsive learning environments</a>, <a href="https://publications.waset.org/search?q=early%20adolescents" title=" early adolescents"> early adolescents</a>, <a href="https://publications.waset.org/search?q=middle-level%20learning" title=" middle-level learning"> middle-level learning</a>, <a href="https://publications.waset.org/search?q=middle%20years" title=" middle years"> middle years</a>, <a href="https://publications.waset.org/search?q=instructional%20leadership" title=" instructional leadership"> instructional leadership</a>, <a href="https://publications.waset.org/search?q=instructional%20practices" title=" instructional practices"> instructional practices</a>, <a href="https://publications.waset.org/search?q=intellectually%20engaging%20learning%20environments" title=" intellectually engaging learning environments"> intellectually engaging learning environments</a>, <a href="https://publications.waset.org/search?q=leadership%20dimensions" title=" leadership dimensions"> leadership dimensions</a>, <a href="https://publications.waset.org/search?q=student%20agency." title=" student agency."> student agency.</a> </p> <a href="https://publications.waset.org/10004060/leading-teaching-and-learning-in-the-middle-experiences-beliefs-and-values-of-instructional-leaders-teachers-and-students-in-finland-germany-and-canada" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004060/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004060/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004060/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004060/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004060/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004060/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004060/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004060/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004060/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004060/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004060.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">1493</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">20</span> MHD Stagnation Point Flow towards a Shrinking Sheet with Suction in an Upper-Convected Maxwell (UCM) Fluid</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=K.%20Jafar">K. Jafar</a>, <a href="https://publications.waset.org/search?q=R.%20Nazar"> R. Nazar</a>, <a href="https://publications.waset.org/search?q=A.%20Ishak"> A. Ishak</a>, <a href="https://publications.waset.org/search?q=I.%20Pop"> I. Pop</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The present analysis considers the steady stagnation point flow and heat transfer towards a permeable shrinking sheet in an upper-convected Maxwell (UCM) electrically conducting fluid, with a constant magnetic field applied in the transverse direction to flow and a local heat generation within the boundary layer, with a heat generation rate proportional to<strong><em> </em></strong><em>(T-T</em><img alt="\infty" class="mwe-math-fallback-png-inline tex" src="https://upload.wikimedia.org/math/d/2/4/d245777abca64ece2d5d7ca0d19fddb6.png" style="border: none; vertical-align: middle; margin: 0px; display: inline; color: rgb(37, 37, 37); font-family: sans-serif; font-size: 14px; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: 22.399999618530273px; orphans: auto; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px; -webkit-text-stroke-width: 0px; background-color: rgb(255, 255, 255);" /><em>)<sup>p</sup></em> Using a similarity transformation, the governing system of partial differential equations is first transformed into a system of ordinary differential equations, which is then solved numerically using a finite-difference scheme known as the Keller-box method. Numerical results are obtained for the flow and thermal fields for various values of the stretching/shrinking parameter <em>λ,</em> the magnetic parameter <em><u>M,</u></em> the elastic parameter <em><u>K,</u></em> the Prandtl number <em>Pr,</em> the suction parameter <em>s,</em> the heat generation parameter <em>Q</em>, and the exponent <em>p.</em> The results indicate the existence of dual solutions for the shrinking sheet up to a critical value λ<sub>c </sub>whose value depends on the value of <em>M, K, </em>and s. In the presence of internal heat absorption (Q<0)  the surface heat transfer rate decreases with increasing p but increases with parameters <em>Q</em> and <em>s</em> when the sheet is either stretched or shrunk.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Magnetohydrodynamic%20%28MHD%29" title="Magnetohydrodynamic (MHD)">Magnetohydrodynamic (MHD)</a>, <a href="https://publications.waset.org/search?q=boundary%20layer%20flow" title=" boundary layer flow"> boundary layer flow</a>, <a href="https://publications.waset.org/search?q=UCM%20fluid" title=" UCM fluid"> UCM fluid</a>, <a href="https://publications.waset.org/search?q=stagnation%20point" title=" stagnation point"> stagnation point</a>, <a href="https://publications.waset.org/search?q=shrinking%20sheet." title=" shrinking sheet."> shrinking sheet.</a> </p> <a href="https://publications.waset.org/9998258/mhd-stagnation-point-flow-towards-a-shrinking-sheet-with-suction-in-an-upper-convected-maxwell-ucm-fluid" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9998258/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9998258/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9998258/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9998258/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9998258/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9998258/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9998258/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9998258/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9998258/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9998258/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9998258.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">2068</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">19</span> Javanese Adolescents- Future Orientation and Support for its Effort: An Indigenous Psychological Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Niken%20Rarasati">Niken Rarasati</a>, <a href="https://publications.waset.org/search?q=Moh.%20A.%20Hakim"> Moh. A. Hakim</a>, <a href="https://publications.waset.org/search?q=Kwartarini%20W.%20Yuniarti"> Kwartarini W. Yuniarti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to explore future life orientation and support that needed to accomplish it. A total of 258 participants are Javanese high school student. The age of the sample ranges from 14 to 18 years old. Participants were asked about their future aspiration, their reason of choosing them as important goals in their life, and support that they need to accomplished their goals using open ended questionnaire. The responses were categorized through content analysis into four main categories. They are: (1) Self Fulfillment (72.1%) (2) Parents and Family (16.7%) (3) Altruism (8.1%) (4) Social and Economy Status (3.1%). Meanwhile, the categories for support that they needed are shown as follows: (1) Affection Support (64.7%) (2) Spiritual support (17.4%) (3) Material Support (10.9%) (4) Guidance Support (7.0%). The research found that affection support always gets the highest number in every future orientation categories. It can be concluded that although Javanese adolescents have different future orientation, they basically need affection support. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Affection%20support" title="Affection support">Affection support</a>, <a href="https://publications.waset.org/search?q=future%20orientation" title=" future orientation"> future orientation</a>, <a href="https://publications.waset.org/search?q=indigenous%0Apsychology" title=" indigenous psychology"> indigenous psychology</a>, <a href="https://publications.waset.org/search?q=Javanese%20adolescent" title=" Javanese adolescent"> Javanese adolescent</a> </p> <a href="https://publications.waset.org/11375/javanese-adolescents-future-orientation-and-support-for-its-effort-an-indigenous-psychological-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11375/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11375/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11375/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11375/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11375/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11375/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11375/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11375/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11375/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11375/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11375.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">2396</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">18</span> Determinants of Aggression among Young Adolescents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Rita%20C.%20Ramos">Rita C. Ramos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Aggression is a multi- factorial concept and multilevel in nature. The Young Adolescent is being influenced by family, school and community. This paper is aimed to determine the following: aggression level among young adolescents, difference of level of aggression on school and year levels and to determine the correlates of aggression. There were 142 high school students from two different national highs schools (Region 3 and National Capital Region).Convenience sampling was use in this study. The following measures were used namely: Aggression Scale, Parental Support Fighting Scale, Positive Behavior Scale and Exposure to Violence and Trauma questionnaire. There was no significant difference in aggression level among different year level and schools. The findings of the study suggested that high level of community violence and having low parental support for non-aggressive behavior contribute to the prediction of aggression. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Aggression" title="Aggression">Aggression</a>, <a href="https://publications.waset.org/search?q=Determinants" title=" Determinants"> Determinants</a>, <a href="https://publications.waset.org/search?q=Young%20Adolescents." title=" Young Adolescents."> Young Adolescents.</a> </p> <a href="https://publications.waset.org/10733/determinants-of-aggression-among-young-adolescents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10733/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10733/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10733/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10733/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10733/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10733/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10733/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10733/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10733/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10733/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10733.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">5305</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">17</span> Computer-aided Lenke Classification of Scoliotic Spines</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Neila%20Mezghani">Neila Mezghani</a>, <a href="https://publications.waset.org/search?q=Philippe%20Phan"> Philippe Phan</a>, <a href="https://publications.waset.org/search?q=Hubert%20Labelle"> Hubert Labelle</a>, <a href="https://publications.waset.org/search?q=Carl%20Eric%20Aubin"> Carl Eric Aubin</a>, <a href="https://publications.waset.org/search?q=Jacques%20de%20Guise"> Jacques de Guise</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The identification and classification of the spine deformity play an important role when considering surgical planning for adolescent patients with idiopathic scoliosis. The subject of this article is the Lenke classification of scoliotic spines using Cobb angle measurements. The purpose is two-fold: (1) design a rulebased diagram to assist clinicians in the classification process and (2) investigate a computer classifier which improves the classification time and accuracy. The rule-based diagram efficiency was evaluated in a series of scoliotic classifications by 10 clinicians. The computer classifier was tested on a radiographic measurement database of 603 patients. Classification accuracy was 93% using the rule-based diagram and 99% for the computer classifier. Both the computer classifier and the rule based diagram can efficiently assist clinicians in their Lenke classification of spine scoliosis.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Scoliosis" title="Scoliosis">Scoliosis</a>, <a href="https://publications.waset.org/search?q=Lenke%20model" title=" Lenke model"> Lenke model</a>, <a href="https://publications.waset.org/search?q=decision-rules" title=" decision-rules"> decision-rules</a>, <a href="https://publications.waset.org/search?q=computer%20aided%20classifier." title=" computer aided classifier."> computer aided classifier.</a> </p> <a href="https://publications.waset.org/3958/computer-aided-lenke-classification-of-scoliotic-spines" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/3958/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/3958/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/3958/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/3958/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/3958/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/3958/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/3958/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/3958/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/3958/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/3958/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/3958.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">1637</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">16</span> Why I Trust My Father? : In the Eyes of Malaysian Adolescents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Jasmine%20Adela%20Mutang">Jasmine Adela Mutang</a>, <a href="https://publications.waset.org/search?q=Alfred%20Chan%20Huan%20Zhi"> Alfred Chan Huan Zhi</a>, <a href="https://publications.waset.org/search?q=Norzihan%20Ayub"> Norzihan Ayub</a>, <a href="https://publications.waset.org/search?q=Chua%20Bee%20Seok"> Chua Bee Seok</a>, <a href="https://publications.waset.org/search?q=Rosnah%20Ismail"> Rosnah Ismail</a>, <a href="https://publications.waset.org/search?q=Ooh%0ASiew%20Ling"> Ooh Siew Ling</a>, <a href="https://publications.waset.org/search?q=Uichol%20Kim"> Uichol Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to investigate how much both son and daughter trust their father and what are the underlying reasons they trust their father. The results revealed five main reasons why Malaysian adolescents trust their father. Those reasons are related to the role of father, father-child relationship, father-s characteristics, father-s nurturing nature and father-s attitude and behavior. A total of 1022 students (males = 241, females = 781) from one of public university in Sabah, Malaysia participated in the study. The participants completed open-ended questionnaires developed by Kim (2008), asking how much the adolescents trust their father, and the reasons why they trust their father. The data was analysed by using the indigenous psychology method proposed by [1] Findings of this study revealed the pattern of trust towards father for both Malaysian male and female adolescents. The results contributed new information about Malaysian adolescents- trust towards their father form the indigenous context. The implications of finding will be discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Adolescent" title="Adolescent">Adolescent</a>, <a href="https://publications.waset.org/search?q=Father-child%20relationship" title=" Father-child relationship"> Father-child relationship</a>, <a href="https://publications.waset.org/search?q=Indigenous%0APsychology" title=" Indigenous Psychology"> Indigenous Psychology</a>, <a href="https://publications.waset.org/search?q=Trust." title=" Trust."> Trust.</a> </p> <a href="https://publications.waset.org/8235/why-i-trust-my-father-in-the-eyes-of-malaysian-adolescents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/8235/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/8235/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/8235/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/8235/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/8235/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/8235/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/8235/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/8235/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/8235/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/8235/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/8235.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">2208</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">15</span> EU Families and Adolescents Quit Tobacco Focus Group Analysis in Hungary</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Szilvia%20Gergely%20Seuss">Szilvia Gergely Seuss</a>, <a href="https://publications.waset.org/search?q=Mihaela%20Nistor"> Mihaela Nistor</a>, <a href="https://publications.waset.org/search?q=Lilla%20Cs%C3%A1ky"> Lilla Csáky</a>, <a href="https://publications.waset.org/search?q=P%C3%A9ter%20Moln%C3%A1r"> Péter Molnár</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In the frame of the European Union project entitled EU-Families and Adolescents Quit Tobacco (www.eufaqt.eu) focus group analysis has been carried out in Hungary to acquire qualitative information on attitudes towards smoking in groups of adolescents, parents and educators, respectively. It rendered to identify methods for smoking prevention/ intervention with family approach. The results explored the role of the family in smoking behaviour. Teachers do not feel responsibility in prevention or cessation of smoking. Adolescents are not aware of the addictive effect of the cigarette. Water pipe is popular among adolescent, therefore spreading of more information needed on the harmful effects of water pipe. We outlined the requirement for professionals to provide interventions. Partnership of EU-FAQT project has worked out antismoking interventions for adolescents and their families conducted by psychologists to ensure skill development to prevent and quit tobacco.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Smoking%20of%20adolescents" title="Smoking of adolescents">Smoking of adolescents</a>, <a href="https://publications.waset.org/search?q=family%20approach" title=" family approach"> family approach</a>, <a href="https://publications.waset.org/search?q=focus%20group%20analysis" title=" focus group analysis"> focus group analysis</a>, <a href="https://publications.waset.org/search?q=water%20pipe." title=" water pipe."> water pipe.</a> </p> <a href="https://publications.waset.org/5806/eu-families-and-adolescents-quit-tobacco-focus-group-analysis-in-hungary" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/5806/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/5806/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/5806/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/5806/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/5806/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/5806/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/5806/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/5806/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/5806/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/5806/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/5806.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">1806</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">14</span> Effects of Video Games and Online Chat on Mathematics Performance in High School: An Approach of Multivariate Data Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Lina%20Wu">Lina Wu</a>, <a href="https://publications.waset.org/search?q=Wenyi%20Lu"> Wenyi Lu</a>, <a href="https://publications.waset.org/search?q=Ye%20Li"> Ye Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Regarding heavy video game players for boys and super online chat lovers for girls as a symbolic phrase in the current adolescent culture, this project of data analysis verifies the displacement effect on deteriorating mathematics performance. To evaluate correlation or regression coefficients between a factor of playing video games or chatting online and mathematics performance compared with other factors, we use multivariate analysis technique and take gender difference into account. We find the most important reason for the negative sign of the displacement effect on mathematics performance due to students’ poor academic background. Statistical analysis methods in this project could be applied to study internet users’ academic performance from the high school education to the college education.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Correlation%20coefficients" title="Correlation coefficients">Correlation coefficients</a>, <a href="https://publications.waset.org/search?q=displacement%20effect" title=" displacement effect"> displacement effect</a>, <a href="https://publications.waset.org/search?q=gender%20difference" title=" gender difference"> gender difference</a>, <a href="https://publications.waset.org/search?q=multivariate%20analysis%20technique" title=" multivariate analysis technique"> multivariate analysis technique</a>, <a href="https://publications.waset.org/search?q=regression%20coefficients." title=" regression coefficients."> regression coefficients.</a> </p> <a href="https://publications.waset.org/10004345/effects-of-video-games-and-online-chat-on-mathematics-performance-in-high-school-an-approach-of-multivariate-data-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004345/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004345/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004345/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004345/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004345/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004345/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004345/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004345/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004345/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004345/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004345.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">2171</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">13</span> Turkish Emerging Adults' Identity Statuses with Respect to Marital and Parental Statuses and SES</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sevgi%20Birsel%20Nemlio%C4%9Flu">Sevgi Birsel Nemlioğlu</a>, <a href="https://publications.waset.org/search?q=Hasan%20Atak"> Hasan Atak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Emerging adulthood, between the ages of 18 and 25, as a new developmental stage extending from adolescence to young adulthood. According to Arnett [2004], there are experiments related to identity in three basic fields which are love, work and view of the world in emerging adulthood. When the literature related to identity is examined, it is seen that identity has been studied more with adolescent, and studies were concentrated on the relationship of identity with many demographic variables neglecting important variables such as marital status, parental status and SES. Thus, the main aim of this study is to determine whether identity statuses differenciate with marital status, parental status and SES. A total of 700 emerging adults participated in this study, and the mean age was 22,45 years [SD = 3.76]. The sample was made up of 347 female and 353 male. All participants in the study were students from colleges. Student responses to the Extended Version of the Objective Measure of Ego Identity Status [EOM-EIS-2] used to classify students into one of the four identity statuses. SPSS 15.00 program wasa used to analyse data. Percentage, frequency and X2 analysis were used in the analysis of data. When the findings of the study is viewed as a whole, the most frequently observed identity status in the group is found to be moratorium. Also, identity statuses differenciate with marital status, parental status and SES. Findings were discussed in the context of emerging adulthood.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Identity%20statuses" title="Identity statuses">Identity statuses</a>, <a href="https://publications.waset.org/search?q=emerging%20adulthood" title=" emerging adulthood"> emerging adulthood</a>, <a href="https://publications.waset.org/search?q=Turkey." title=" Turkey."> Turkey.</a> </p> <a href="https://publications.waset.org/5309/turkish-emerging-adults-identity-statuses-with-respect-to-marital-and-parental-statuses-and-ses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/5309/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/5309/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/5309/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/5309/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/5309/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/5309/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/5309/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/5309/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/5309/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/5309/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/5309.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">1705</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">12</span> Sexuality Education Training Program Effect on Junior Secondary School Students’ Knowledge and Practice of Sexual Risk Behavior</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=B.%20O.%20Diyaolu">B. O. Diyaolu</a>, <a href="https://publications.waset.org/search?q=O.%20O.%20Oyerinde"> O. O. Oyerinde</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study examined the effect of sexuality education training programs on the knowledge and practice of sexual risk behavior among secondary school adolescents in Ibadan North Local Government area of Oyo State. A total of 105 students were sampled from two schools in the Local Government area. 70 students constituted the experimental group while 35 constituted the control group. Pretest-Posttest control group quasi-experimental design was adopted. A self-developed questionnaire was used to test participants’ knowledge and practice of sexual risk behavior before and after the training (α = .62, .82 and .74). Analysis indicated a significant effect of sexuality education training on participants’ knowledge and practice of sexual risk behavior, a significant gender difference in knowledge of sexual risk behavior but no significant age and gender difference in the practice of sexual risk behavior. It was thus concluded that sexuality education should be taught in schools and emphasized at homes with no age or gender restrictions.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Early%20adolescent" title="Early adolescent">Early adolescent</a>, <a href="https://publications.waset.org/search?q=health%20risk" title=" health risk"> health risk</a>, <a href="https://publications.waset.org/search?q=sexual%20risk%20behavior" title=" sexual risk behavior"> sexual risk behavior</a>, <a href="https://publications.waset.org/search?q=sexuality%20education." title=" sexuality education."> sexuality education.</a> </p> <a href="https://publications.waset.org/10012741/sexuality-education-training-program-effect-on-junior-secondary-school-students-knowledge-and-practice-of-sexual-risk-behavior" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012741/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012741/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012741/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012741/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012741/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012741/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012741/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012741/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012741/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012741/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012741.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">657</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">11</span> Perception of the Frequency and Importance of Peer Social Support by Students with Special Educational Needs in Inclusive Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Lucia%20Hrebe%C5%88%C3%A1rov%C3%A1">Lucia Hrebeňárová</a>, <a href="https://publications.waset.org/search?q=Jarmila%20%C5%BDolnov%C3%A1"> Jarmila Žolnová</a>, <a href="https://publications.waset.org/search?q=Veronika%20Palkov%C3%A1"> Veronika Palková</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Inclusive education of students with special educational needs has been on the increase in the Slovak Republic, facing many challenges. Preparedness of teachers for inclusive education is one of the most frequent issues; teachers lack skills when it comes to the use of effective instruction depending on the individual needs of students, improvement of classroom management and social skills, and support of inclusion within the classroom. Social support is crucial for the school success of students within inclusive settings. The aim of the paper is to analyse perception of the frequency and importance of peer social support by students with special educational needs in inclusive education. The data collection tool used was the Child and Adolescent Social Support Scale (CASSS). The research sample consisted of 953 fourth grade students – 141 students with special educational needs educated in an inclusive setting and 812 students of the standard population. No significant differences were found between the students with special educational needs and the students without special educational needs in an inclusive setting when it comes to the perception of frequency and importance of social support of schoolmates and friends. However, the perception of frequency and importance of a friend’s social support was higher than the perception of frequency and importance of a classmate’s social support in both groups of students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Inclusive%20education" title="Inclusive education">Inclusive education</a>, <a href="https://publications.waset.org/search?q=peer%20social%20support" title=" peer social support"> peer social support</a>, <a href="https://publications.waset.org/search?q=peer" title=" peer"> peer</a>, <a href="https://publications.waset.org/search?q=student%20with%20special%20educational%20needs." title=" student with special educational needs. "> student with special educational needs. </a> </p> <a href="https://publications.waset.org/10004235/perception-of-the-frequency-and-importance-of-peer-social-support-by-students-with-special-educational-needs-in-inclusive-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004235/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004235/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004235/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004235/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004235/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004235/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004235/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004235/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004235/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004235/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004235.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">1308</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">10</span> The Effect of Drug Prevention Programme Based On Cognitive-Behavioral Therapy (Cbt) and Multidimensional Self Concept Module towards Resiliency and Aggression among At-Risk Youth in Malaysia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Mohammad%20Aziz%20Shah%20Mohamed%20Arip">Mohammad Aziz Shah Mohamed Arip</a>, <a href="https://publications.waset.org/search?q=Aslina%20Ahmad"> Aslina Ahmad</a>, <a href="https://publications.waset.org/search?q=Fauziah%20Mohd%20Sa%27ad"> Fauziah Mohd Sa'ad</a>, <a href="https://publications.waset.org/search?q=Samsiah%20Mohd%20Jais"> Samsiah Mohd Jais</a>, <a href="https://publications.waset.org/search?q=Syed%20Sofian%20Syed%20Salim"> Syed Sofian Syed Salim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This experimental study evaluates the effect of using Cognitive-Behavioral Therapy (CBT) and Multidimensional Self- Concept Model (MSCM) in a drug prevention programme to increase resiliency and reduce aggression among at-risk youth in Malaysia. A number of 60 (N=60) university students who were at-risk of taking drugs were involved in this study. Participants were identified with self-rating scales, Adolescent Resilience Attitude Scale (ARAS) and Aggression Questionnaire. Based on the mean score of these instruments, the participants were divided into the treatment group, and the control group. Data were analyzed using t-test. The finding showed that the mean score of resiliency was increased in the treatment group compared to the control group. It also shows that the mean score of aggression was reduced in the treatment group compared to the control group. Drug Prevention Programme was found to help in enhancing resiliency and reducing aggression among participants in the treatment group compared to the controlled group. Implications were given regarding the preventive actions on drug abuse among youth in Malaysia.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Drug%20Prevention%20Programme" title="Drug Prevention Programme">Drug Prevention Programme</a>, <a href="https://publications.waset.org/search?q=Cognitive-Behavioral%0D%0ATherapy%20%28CBT%29" title=" Cognitive-Behavioral Therapy (CBT)"> Cognitive-Behavioral Therapy (CBT)</a>, <a href="https://publications.waset.org/search?q=Multidimensional%20Self%20Concept%20Model%20%28MSCM%29" title=" Multidimensional Self Concept Model (MSCM)"> Multidimensional Self Concept Model (MSCM)</a>, <a href="https://publications.waset.org/search?q=resiliency" title=" resiliency"> resiliency</a>, <a href="https://publications.waset.org/search?q=aggression" title=" aggression"> aggression</a>, <a href="https://publications.waset.org/search?q=at-risk%20youth." title=" at-risk youth."> at-risk youth.</a> </p> <a href="https://publications.waset.org/10000817/the-effect-of-drug-prevention-programme-based-on-cognitive-behavioral-therapy-cbt-and-multidimensional-self-concept-module-towards-resiliency-and-aggression-among-at-risk-youth-in-malaysia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000817/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000817/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10000817/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10000817/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10000817/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10000817/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10000817/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10000817/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10000817/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10000817/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10000817.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">2792</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">9</span> Knowledge, Perceptions and Acceptability to Strengthening Adolescents’ Sexual and Reproductive Health Education amongst Secondary Schools in Gulu District</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Lule%20Herman">Lule Herman</a>, <a href="https://publications.waset.org/search?q=E.%20Ovuga"> E. Ovuga</a>, <a href="https://publications.waset.org/search?q=M.%20Mshilla"> M. Mshilla</a>, <a href="https://publications.waset.org/search?q=S.%20Ojara"> S. Ojara</a>, <a href="https://publications.waset.org/search?q=G.%20Kimbugwe"> G. Kimbugwe</a>, <a href="https://publications.waset.org/search?q=A.%20P.%20Adrawa"> A. P. Adrawa</a>, <a href="https://publications.waset.org/search?q=N.%20Mahuro"> N. Mahuro</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Adolescents in Northern Uganda are at risk of teenage pregnancies, unsafe abortions and sexually transmitted infections (STIs). There is silence on sex both at home and school. This cross sectional descriptive analytical study interviews a random sample of 827 students and 13 teachers on knowledge, perception and acceptability to a comprehensive adolescent sexual and reproductive health education in “O” and “A” level secondary schools in Gulu District. Quantitative data was analyzed using SPSS 16.0. Directed content analysis of themes of transcribed qualitative data was conducted manually for common codes, sub-categories and categories. Of the 827 students; 54.3% (449) reported being in a sexual relationship especially those aged 15-17 years. Majority 96.1% (807) supported the teaching of a comprehensive ASRHE, citing no negative impact 71.5% (601). Majority 81.6% (686) agreed that such education could help prevention of STIs, abortions and teenage pregnancies, and that it should be taught by health workers 69.0% (580). Majority 76.6% (203) reported that ASRHE was not currently being taught in their schools. Students had low knowledge levels and misconceptions about ASRHE. ASRHE was highly acceptable though not being emphasized; its success in school settings requires multidisciplinary culturally sensitive approaches amongst which health workers should be frontiers.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Acceptability" title="Acceptability">Acceptability</a>, <a href="https://publications.waset.org/search?q=ASRHE" title=" ASRHE"> ASRHE</a>, <a href="https://publications.waset.org/search?q=Knowledge" title=" Knowledge"> Knowledge</a>, <a href="https://publications.waset.org/search?q=Perception." title=" Perception."> Perception.</a> </p> <a href="https://publications.waset.org/16526/knowledge-perceptions-and-acceptability-to-strengthening-adolescents-sexual-and-reproductive-health-education-amongst-secondary-schools-in-gulu-district" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/16526/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/16526/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/16526/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/16526/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/16526/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/16526/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/16526/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/16526/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/16526/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/16526/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/16526.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">2293</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">8</span> Built Environment and Deprived Children: Environmental Perceptions of the Urban Slum Cohort in Pune, India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Hrishikesh%20Purandare">Hrishikesh Purandare</a>, <a href="https://publications.waset.org/search?q=Ashwini%20Pethe"> Ashwini Pethe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The built environment can have a significant effect on children’s cognitive and socio-emotional development. Children living in urban slums in India confront issues associated with poor living conditions and lack of access to basic service. It is a well-known fact that slums are places of extreme poverty, substandard housing, overcrowding, and poor sanitation. These challenges faced by children living in slums can have a significant impact on their physical, psychological, and social development. Despite the magnitude of the problem, the area of research particularly on the impact of the built environment of slums on children and adolescent well-being has been understudied in India. The impact of the built environment on children’s well-being has been understudied in the global south. Apart from issues of the limited access to health and education of these children, perception of children regarding the built environment which they inhabit is rarely addressed. A sample of 120 children living in the slums of Pune city between the ages 7 and 16 years participated in this study which employed a concurrent embedded approach of mixed method research. Questionnaires were administered to obtain quantitative data that included attributes of crowding, noise, privacy, territoriality, and housing quality in the built environment. The qualitative analysis of children’s sketches highlighted aspects of the built environment with which they associated themselves the most. The study sought to examine the perception of the deprived children living in the urban slums in the city of Pune (India) towards their built environment.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Physical%20environment" title="Physical environment">Physical environment</a>, <a href="https://publications.waset.org/search?q=poverty" title=" poverty"> poverty</a>, <a href="https://publications.waset.org/search?q=underprivileged%20children" title=" underprivileged children"> underprivileged children</a>, <a href="https://publications.waset.org/search?q=urban%20Indian%20slums." title=" urban Indian slums."> urban Indian slums.</a> </p> <a href="https://publications.waset.org/10013639/built-environment-and-deprived-children-environmental-perceptions-of-the-urban-slum-cohort-in-pune-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013639/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013639/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013639/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013639/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013639/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013639/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013639/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013639/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013639/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013639/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013639.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">125</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">7</span> Perceived Determinants of Obesity among Primary School Pupils in Eti Osa Local Government Area of Lagos State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=B.%20O.%20Diyaolu">B. O. Diyaolu</a>, <a href="https://publications.waset.org/search?q=E.%20A.%20Okebanjo"> E. A. Okebanjo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Children in today’s world need attention and care even with their physique as obesity is also at the increased. Several factors can be responsible for obesity in children and adequate attention is paramount in other not to accommodate it into adolescent period. This study investigated perceived determinants of obesity among primary school pupils in Eti Osa Local Government area of Lagos State. Descriptive survey research design was used and population was all obese pupils in Eti Osa Local Government Area of Lagos State. 92 pupils were selected from randomly picked 12 primary schools while purposive sampling technique was used to pick primary 4-6 pupils. With the aid of body mass index (BMI) and age percentile chart the obese pupils were selected. The instrument for the study was a self-developed and structured questionnaire on perceived determinant of obesity. The questionnaire was divided into three sections. The Cronbach’s Alpha reliability coefficient of 0.74 was obtained. The hypotheses were tested at 0.05 significant levels. The completed questionnaire was collated coded and analyzed using descriptive statistics of frequency counts and percentage and inferential statistics of chi-square (X<sup>2</sup>). Findings of this study revealed that physical activities and parental influences were determinant of obesity. Physical activity is essential in reducing the rate of obesity in Eti Osa Local Government Area both at home and within the school environment. Primary schools need to create more playing ground for pupils to exercise themselves. Parents need to cater for their children diet ensuring not just the quantity but the quality as well.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Feeding%20pattern" title="Feeding pattern">Feeding pattern</a>, <a href="https://publications.waset.org/search?q=obese%20pupils" title=" obese pupils"> obese pupils</a>, <a href="https://publications.waset.org/search?q=parental%20influence" title=" parental influence"> parental influence</a>, <a href="https://publications.waset.org/search?q=physical%20activities." title=" physical activities."> physical activities.</a> </p> <a href="https://publications.waset.org/10010421/perceived-determinants-of-obesity-among-primary-school-pupils-in-eti-osa-local-government-area-of-lagos-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010421/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010421/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010421/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010421/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010421/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010421/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010421/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010421/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010421/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010421/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010421.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">610</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">6</span> Knowledge, Attitude and Practice of Pregnant Women toward Antenatal Care at Public Hospitals in Sana'a City-Yemen</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Abdulfatah%20Al-Jaradi">Abdulfatah Al-Jaradi</a>, <a href="https://publications.waset.org/search?q=Marzoq%20Ali%20Odhah"> Marzoq Ali Odhah</a>, <a href="https://publications.waset.org/search?q=Abdulnasser%20A.%20Haza%E2%80%99a"> Abdulnasser A. Haza’a</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Background: Antenatal care can be defined as the care provided by skilled healthcare professionals to pregnant women and adolescent girls to ensure the best health conditions for both mother and baby during pregnancy. The components of Antenatal Care (ANC) include risk identification; prevention and management of pregnancy-related or concurrent diseases; and health education and health promotion. The aim of this study: to assess the knowledge, attitude, and practice of pregnant women regarding ANC. Methodology: A descriptive knowledge, attitude, and practice (KAP) study was conducted in public hospitals in Sana'a City, Yemen. The study population included all pregnant women that intended to the prenatal department and clinical outpatient department; the final sample size was 371 pregnant women. A self-administered questionnaire was used to collect the data, statistical package for social sciences SPSS was used to data analysis. The results: Most (79%) of pregnant women had correct answers in total knowledge regarding ANC, and about two-thirds (67%) of pregnant women had performance practice regarding ANC and two-third (68%) of pregnant women had a positive attitude. Conclusions: More than three quarter of pregnant women had good knowledge level, most of pregnant women had moderate practice level, and more than two-thirds of pregnant women had a positive attitude regarding antenatal care. There was a statistically significant association between overall knowledge and practice level toward ANC and demographic characteristics of pregnant women, at P-value ≤ 0.05. Recommendations: we recommended more education and training courses, lecturers, and education sessions in clinical facilitators focused on ANC, which relies on evidence-based interventions provided to women during pregnancy by skilled healthcare providers such as midwives, doctors, and nurses. </p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Antenatal%20care" title="Antenatal care">Antenatal care</a>, <a href="https://publications.waset.org/search?q=knowledge" title=" knowledge"> knowledge</a>, <a href="https://publications.waset.org/search?q=practice" title=" practice"> practice</a>, <a href="https://publications.waset.org/search?q=attitude" title=" attitude"> attitude</a>, <a href="https://publications.waset.org/search?q=pregnant%20women." title=" pregnant women."> pregnant women.</a> </p> <a href="https://publications.waset.org/10012470/knowledge-attitude-and-practice-of-pregnant-women-toward-antenatal-care-at-public-hospitals-in-sanaa-city-yemen" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012470/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012470/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012470/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012470/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012470/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012470/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012470/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012470/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012470/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012470/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012470.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">703</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">5</span> The Impact of Socio-Economic and Type of Religion on the Behavior of Obedience among Arab-Israeli Teenagers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sadhana%20Ghnayem">Sadhana Ghnayem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This article examines the relationship between several socio-economic and background variables of Arab-Israeli families and their effect on the conflict management style of <em>forcing</em>, where teenage children are expected to obey their parents without questioning. The article explores the inter-generational gap and the desire of Arab-Israeli parents to force their teenage children to obey without questioning. The independent variables include: the sex of the parent, religion (Christian or Muslim), income of the parent, years of education of the parent, and the sex of the teenage child. We use the dependent variable of “Obedience Without Questioning” that is reported twice: by each of the parents as well as by the children. We circulated a questionnaire and collected data from a sample of 180 parents and their adolescent child living in the Galilee area during 2018. In this questionnaire we asked each of the parent and his/her teenage child about whether the latter is expected to follow the instructions of the former without questioning. The outcome of this article indicates, first, that Christian-Arab families are less authoritarian than Muslims families in demanding sheer obedience from their children. Second, female parents indicate more than male parents that their teenage child indeed obeys without questioning. Third, there is a negative correlation between the variable “Income” and “Obedience without Questioning.” Yet, the regression coefficient of this variable is close zero. Fourth, there is a positive correlation between years of education and obedience reported by the children. In other words, more educated parents are more likely to demand obedience from their children.  Finally, after running the regression, the study also found that the impact of the variables of religion as well as the sex of the child on the dependent variable of <em>obedience</em> is also significant at above 95 and 90%, respectively.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Arab-Israeli%20parents" title="Arab-Israeli parents">Arab-Israeli parents</a>, <a href="https://publications.waset.org/search?q=Obedience" title=" Obedience"> Obedience</a>, <a href="https://publications.waset.org/search?q=Forcing" title=" Forcing"> Forcing</a>, <a href="https://publications.waset.org/search?q=Inter-generational%20gap." title=" Inter-generational gap."> Inter-generational gap.</a> </p> <a href="https://publications.waset.org/10010293/the-impact-of-socio-economic-and-type-of-religion-on-the-behavior-of-obedience-among-arab-israeli-teenagers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010293/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010293/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010293/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010293/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010293/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010293/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010293/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010293/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010293/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010293/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010293.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">794</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">4</span> Influence of Sports Participation on Academic Performance among Afe Babalola University Student-Athletes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=B.%20O.%20Diyaolu">B. O. Diyaolu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The web created by sport in academics has made it difficult for it to be separated from adolescent educational development. The enthusiasm expressed towards sport by students in higher institutions is quite enormous. Primarily, academic performance should be the pride of all students but whether sports affect the academic performance of student-athletes remain an unknown fact. This study investigated the influence of sports participation on academic performance among Afe Babalola University student-athletes. Ex post facto research design was used. Two groups of students were used for the study; Student-athlete (SA) and Regular Students (RS). Purposive sampling technique was used to select 224 student-athletes, only those that are regular in the university sports team training were considered and their records (i.e. name, department, level, matriculation number, and phone number) were collected through the assistance of their coaches. For the regular students, purposive sampling technique was used to select 224 participants, only those that have no interest in sports were considered and their records were retrieved from the college registration officer. The first and second semester examination results of the two groups were compared in 10 general study courses without their knowledge, using descriptive statistics of frequency counts, mean, and standard deviation. Out of the 10 compared courses, 7 courses result showed no significant difference between students-athlete and regular students while student-athletes perform better in 3 practically oriented courses. Sports role in academics is quite significant. Exposure to sports can help build the confidence that athletes need especially when it comes to practical courses. Student-athletes can perform better in academics if the environment is friendly and not intimidating. Lecturers and coaches need to work together in order to build a well cultured and intelligent graduate.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Academic%20performance" title="Academic performance">Academic performance</a>, <a href="https://publications.waset.org/search?q=regular%20students" title=" regular students"> regular students</a>, <a href="https://publications.waset.org/search?q=sports%20participation" title=" sports participation"> sports participation</a>, <a href="https://publications.waset.org/search?q=student-athlete" title=" student-athlete"> student-athlete</a>, <a href="https://publications.waset.org/search?q=university%20sports%20team." title=" university sports team."> university sports team.</a> </p> <a href="https://publications.waset.org/10011876/influence-of-sports-participation-on-academic-performance-among-afe-babalola-university-student-athletes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011876/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011876/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011876/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011876/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011876/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011876/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011876/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011876/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011876/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011876/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011876.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">1500</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=Adolescent%20orphans&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=Adolescent%20orphans&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> 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