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<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: Delies L. Alejo</title> <meta name="description" content="Search results for: Delies L. Alejo"> <meta name="keywords" content="Delies L. Alejo"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="Delies L. 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Alejo"> <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> 7</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Delies L. Alejo</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7</span> Exploratory Study on Psychosocial Influences of Spinal Cord Injury to Patients: Basis for Medical Social Work Intervention Plan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Delies%20L.%20Alejo">Delies L. Alejo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the psychosocial influences of Spinal Cord Injury (SCI) on patients in the Philippine Orthopedic Center Hospital in the Philippines, examining their social functioning and proposing interventions for reintegration. Quantitative data were collected through surveys using a concurrent triangulation research design, while qualitative insights were obtained via interviews. Findings revealed significant psychosocial challenges among SCI patients, impacting relationships, family dynamics, work, friendships, parenting, education, and self-care. Demographic profiles indicated variations in psychosocial functioning. The study underscores the importance of tailored interventions for SCI patients based on age, marital status, gender, education, and occupation. Triangulation of data enhanced understanding, revealing four themes: ‘Resilient Navigation of Intimacy and Connection,’ ‘Family Dynamics and Care Challenges,’ ‘Occupational Hurdles and Work Engagement,’ and ‘Social and Community Integration Obstacles.’ The study proposes a holistic intervention plan, addressing emotional challenges, creating support networks, implementing vocational rehabilitation, promoting community engagement, and sustaining collaboration with healthcare professionals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=spinal%20cord%20injury" title="spinal cord injury">spinal cord injury</a>, <a href="https://publications.waset.org/abstracts/search?q=psychosocial%20influences" title=" psychosocial influences"> psychosocial influences</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20functioning" title=" social functioning"> social functioning</a>, <a href="https://publications.waset.org/abstracts/search?q=concurrent%20triangulation" title=" concurrent triangulation"> concurrent triangulation</a>, <a href="https://publications.waset.org/abstracts/search?q=intervention%20plan" title=" intervention plan"> intervention plan</a> </p> <a href="https://publications.waset.org/abstracts/182118/exploratory-study-on-psychosocial-influences-of-spinal-cord-injury-to-patients-basis-for-medical-social-work-intervention-plan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182118.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">48</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6</span> Drop-Out Rate in Leocadio Alejo Entienza High School for SY 2013-2014: Its Causes and Interventions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Raquel%20Balon%20Quintana">Raquel Balon Quintana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to help the Students-At-Risk of Dropping Out to finish their studies in their grade/year level category for this school year by finding out students’ behavior in and out the school, community involvement in the learning process and the causes or reasons behind drop-out rate that affect the performance level of the school. This study also looked for the intervention measures to reduce the drop-out rate of the school. The Normative Survey Method of research was used to achieve its purpose and objective of conducting interview with students and their parents, subject teachers, classmates and friends; undertaking observation and monitoring to find out the whereabouts of SARDO’s on and off classes hours; using questionnaires; and conducting home visitation to be able to link the community involvement into dropping-out of student. Results of the study revealed that out of 32 Students-At-Risk of Dropping Out, 50% were over age for high school (16 years old to 21 years old) while the other 50% came from the regular high school students. These 16 students came from the 41 students who dropped-out from their classes last school year. All Students-At-Risk of Dropping-Out are single and seventy-eight percent of them are male. Top five (5) among the factors that affect their school performance were peer pressure, self-drive, malnutrition, family problem/support and truancy. The five (5) least factors that affect their schooling were problems within their community, school-administration factor, harassment, teacher factor and distance from the school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=students-at-risk%20of%20dropping-out" title="students-at-risk of dropping-out">students-at-risk of dropping-out</a>, <a href="https://publications.waset.org/abstracts/search?q=drop-out%20rate" title=" drop-out rate"> drop-out rate</a>, <a href="https://publications.waset.org/abstracts/search?q=Leocadio%20Alejo%20Entienza%20High%20School" title=" Leocadio Alejo Entienza High School"> Leocadio Alejo Entienza High School</a>, <a href="https://publications.waset.org/abstracts/search?q=Philippines" title=" Philippines"> Philippines</a> </p> <a href="https://publications.waset.org/abstracts/21882/drop-out-rate-in-leocadio-alejo-entienza-high-school-for-sy-2013-2014-its-causes-and-interventions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21882.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">562</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5</span> Information and Communication Technology in Architectural Education: The Challenges</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Oluropo%20Stephen%20Ilesanmi">Oluropo Stephen Ilesanmi</a>, <a href="https://publications.waset.org/abstracts/search?q=Oluwole%20Ayodele%20Alejo"> Oluwole Ayodele Alejo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Architectural education, beyond training the students to become architects, impacts in them the appreciation of the responsibilities relating to public health, safety, and welfare. Architecture is no longer a personal philosophical or aesthetic pursuit by individuals, rather, it has to consider everyday needs of the people and use technology to give a liveable environment. In the present age, architectural education must have to grapple with the recent integration of technology, in particular, facilities offered by information and communication technology. Electronic technologies have moved architecture from the drawing board to cyberspace. The world is now a global village in which new information and methods are easily and quickly available to people at different poles of the globe. It is the position of this paper that in order to remain relevant in the ever-competing forces within the building industry, architectural education must show the impetus to continue to draw from technological advancements associated with the use of computers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=architecture" title="architecture">architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a>, <a href="https://publications.waset.org/abstracts/search?q=information" title=" information"> information</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology "> technology </a> </p> <a href="https://publications.waset.org/abstracts/122132/information-and-communication-technology-in-architectural-education-the-challenges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122132.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">210</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4</span> Modeling Exponential Growth Activity Using Technology: A Research with Bachelor of Business Administration Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=V.%20Vargas-Alejo">V. Vargas-Alejo</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20E.%20Montero-Moguel"> L. E. Montero-Moguel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Understanding the concept of function has been important in mathematics education for many years. In this study, the models built by a group of five business administration and accounting undergraduate students when carrying out a population growth activity are analyzed. The theoretical framework is the Models and Modeling Perspective. The results show how the students included tables, graphics, and algebraic representations in their models. Using technology was useful to interpret, describe, and predict the situation. The first model, the students built to describe the situation, was linear. After that, they modified and refined their ways of thinking; finally, they created exponential growth. Modeling the activity was useful to deep on mathematical concepts such as covariation, rate of change, and exponential function also to differentiate between linear and exponential growth. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=covariation%20reasoning" title="covariation reasoning">covariation reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=exponential%20function" title=" exponential function"> exponential function</a>, <a href="https://publications.waset.org/abstracts/search?q=modeling" title=" modeling"> modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=representations" title=" representations"> representations</a> </p> <a href="https://publications.waset.org/abstracts/126053/modeling-exponential-growth-activity-using-technology-a-research-with-bachelor-of-business-administration-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/126053.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">120</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3</span> [Keynote Talk]: Three Key Ideas to Undergraduate Thesis Project Tutoring</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20T.%20Becerra-Traver">M. T. Becerra-Traver</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Montanero"> M. Montanero</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Alejo"> R. Alejo</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Ant%C3%BAnez"> A. Antúnez</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Ca%C3%B1amero"> P. Cañamero</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20J.%20Fern%C3%A1ndez"> M. J. Fernández</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20G%C3%B3mez"> M. Gómez</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20L.%20Medialdea"> A. L. Medialdea</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20D.%20Mart%C3%ADnez"> J. D. Martínez</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20M.%20Piquer-P%C3%ADriz"> A. M. Piquer-Píriz</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20J.%20Rabazo"> M. J. Rabazo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The introduction of new subjects at university level, brought about with the implementation of the European Higher Education Area (EHEA), has meant changes for students and lecturers that, in the case of the latter, have also revealed a need for further training. In our context, one of the main changes has been the introduction of Undergraduate Thesis Projects (UTPs) in the degrees taught in our faculty: Pre-Primary and Primary Education. The aim of this paper is to analyze UTPs and to provide some suggestions that can help both students and lecturers in the process. UTPs complete the university training cycle of the Degree Studies and entail the elaboration of a written piece of work, supervised by a professor and presented to a panel in order to ensure that students acquire the required competences of these Degrees to develop an autonomous, responsible and comprehensive activity. In addition, UTPs develop students’ abilities for oral presentations and to defend and argue their own ideas. One of the first difficulties in the supervision of UTPs is that most of the students do not know how to write an academic text. To solve this problem, we propose a three-phase model based on planning, textualization and review. The implementation of this model has enabled us to see a successful evolution in the correct development of the academic dissertations that students submit at the end their degrees. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20task" title="academic task">academic task</a>, <a href="https://publications.waset.org/abstracts/search?q=student" title=" student"> student</a>, <a href="https://publications.waset.org/abstracts/search?q=tutoring" title=" tutoring"> tutoring</a>, <a href="https://publications.waset.org/abstracts/search?q=university" title=" university"> university</a> </p> <a href="https://publications.waset.org/abstracts/69255/keynote-talk-three-key-ideas-to-undergraduate-thesis-project-tutoring" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69255.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">264</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2</span> Comparative Study of Various Wall Finishes in Buildings in Ondo State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ayodele%20Oluwole%20Alejo">Ayodele Oluwole Alejo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Wall finishes are the term to describe an application over a wall surface to provide a suitable surface. Wall finishes are smelt, touched and seen by building occupiers even colour and design affects the user psychology and the atmosphere of our building. Building users/owners seem not to recognize the function of various wall finishes in building and factors to be considered in selecting them suitable for the type and purpose of proposed buildings. Therefore, defects such as deterioration, dampness, and stain may occur when comparisons of wall finishes are not made before the selection of appropriate materials at the design stage with knowledge of the various factors that may hinder the performance or maintenance culture of proposed building of a particular location. This research work investigates and compares various wall finishes in building. Buildings in Ondo state, Nigeria were used as the target area to conduct the research works. The factors bearing on various wall finishes were analyzed to find out their individual and collective impact using suitable analytical tools. The findings revealed that paint with high percentage score was the most preferred wall finishes, whereas wall paper was ranked the least by the respondent findings, Factors considered most in the selection of wall finishes was durability with the highest ranking percentage and least was the cost. The study recommends that skilled worker should carry out operations, quality product should be used and all of wall finishes and materials should be considered before selection. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=building" title="building">building</a>, <a href="https://publications.waset.org/abstracts/search?q=construction" title=" construction"> construction</a>, <a href="https://publications.waset.org/abstracts/search?q=design" title=" design"> design</a>, <a href="https://publications.waset.org/abstracts/search?q=finishes" title=" finishes"> finishes</a>, <a href="https://publications.waset.org/abstracts/search?q=wall" title=" wall "> wall </a> </p> <a href="https://publications.waset.org/abstracts/121823/comparative-study-of-various-wall-finishes-in-buildings-in-ondo-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/121823.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">138</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</span> Design and Application of a Model Eliciting Activity with Civil Engineering Students on Binomial Distribution to Solve a Decision Problem Based on Samples Data Involving Aspects of Randomness and Proportionality</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Martha%20E.%20Aguiar-Barrera">Martha E. Aguiar-Barrera</a>, <a href="https://publications.waset.org/abstracts/search?q=Humberto%20Gutierrez-Pulido"> Humberto Gutierrez-Pulido</a>, <a href="https://publications.waset.org/abstracts/search?q=Veronica%20Vargas-Alejo"> Veronica Vargas-Alejo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Identifying and modeling random phenomena is a fundamental cognitive process to understand and transform reality. Recognizing situations governed by chance and giving them a scientific interpretation, without being carried away by beliefs or intuitions, is a basic training for citizens. Hence the importance of generating teaching-learning processes, supported using technology, paying attention to model creation rather than only executing mathematical calculations. In order to develop the student's knowledge about basic probability distributions and decision making; in this work a model eliciting activity (MEA) is reported. The intention was applying the Model and Modeling Perspective to design an activity related to civil engineering that would be understandable for students, while involving them in its solution. Furthermore, the activity should imply a decision-making challenge based on sample data, and the use of the computer should be considered. The activity was designed considering the six design principles for MEA proposed by Lesh and collaborators. These are model construction, reality, self-evaluation, model documentation, shareable and reusable, and prototype. The application and refinement of the activity was carried out during three school cycles in the Probability and Statistics class for Civil Engineering students at the University of Guadalajara. The analysis of the way in which the students sought to solve the activity was made using audio and video recordings, as well as with the individual and team reports of the students. The information obtained was categorized according to the activity phase (individual or team) and the category of analysis (sample, linearity, probability, distributions, mechanization, and decision-making). With the results obtained through the MEA, four obstacles have been identified to understand and apply the binomial distribution: the first one was the resistance of the student to move from the linear to the probabilistic model; the second one, the difficulty of visualizing (infering) the behavior of the population through the sample data; the third one, viewing the sample as an isolated event and not as part of a random process that must be viewed in the context of a probability distribution; and the fourth one, the difficulty of decision-making with the support of probabilistic calculations. These obstacles have also been identified in literature on the teaching of probability and statistics. Recognizing these concepts as obstacles to understanding probability distributions, and that these do not change after an intervention, allows for the modification of these interventions and the MEA. In such a way, the students may identify themselves the erroneous solutions when they carrying out the MEA. The MEA also showed to be democratic since several students who had little participation and low grades in the first units, improved their participation. Regarding the use of the computer, the RStudio software was useful in several tasks, for example in such as plotting the probability distributions and to exploring different sample sizes. In conclusion, with the models created to solve the MEA, the Civil Engineering students improved their probabilistic knowledge and understanding of fundamental concepts such as sample, population, and probability distribution. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=linear%20model" title="linear model">linear model</a>, <a href="https://publications.waset.org/abstracts/search?q=models%20and%20modeling" title=" models and modeling"> models and modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=probability" title=" probability"> probability</a>, <a href="https://publications.waset.org/abstracts/search?q=randomness" title=" randomness"> randomness</a>, <a href="https://publications.waset.org/abstracts/search?q=sample" title=" sample"> sample</a> </p> <a href="https://publications.waset.org/abstracts/125990/design-and-application-of-a-model-eliciting-activity-with-civil-engineering-students-on-binomial-distribution-to-solve-a-decision-problem-based-on-samples-data-involving-aspects-of-randomness-and-proportionality" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/125990.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">118</span> </span> </div> </div> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" 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