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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: Kathryn G. Dewey</title> <meta name="description" content="Search results for: Kathryn G. Dewey"> <meta name="keywords" content="Kathryn G. Dewey"> <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="Kathryn G. 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Dewey"> <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> 45</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Kathryn G. Dewey</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">45</span> The Publishing Process and Results of the Chinese Annotated Edition of John Dewey’s “Experience and Education: The 60th Anniversary Edition”</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wen-jing%20Shan">Wen-jing Shan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Chinese annotated edition of “Experience and education: The 60th anniversary edition,” originally written in English by John Dewey (1859-1952), was published in 2015 by this author. A report of the process and results of the translation and annotation of the book is the purpose of this paper. It is worth mentioning that the original 1938 edition was considered as the best concise statement on education by John Dewey, one the most important educational theorists of the twentieth century. One of the features of this The 60th anniversary edition is that the original publisher, Kappa Delta Pi International Honor Society, invited four contemporary Deweyan scholars who had been awarded the Society’s Laureate Scholar to write a review of the book published by Dewey, who was the first to receive this honor. The four scholars are Maxine Greene(1917-2014), Philip W. Jackson(1928-2015), Linda Darling-Hammond(1951-), and O. L. Davis, Jr.(1928-). The original 1938 edition, the best concise statement on education by the most important educational theorist of the twentieth century, was translated into Chinese for five times after its publication in the U.S.A, three in the 1940s, one in the 1990s, and one in 2010s. Nonetheless, the five translations have few or no annotations and have some flaws of mis-interpretations and lack of information. The author retranslated and annotated the book to make the interpretations more faithful, expressive, and elegant, and providing the readers with more understanding and more correct information. This author started the project of translation and annotation sponsored by Taiwan Ministry of Science and Technology in August 2011 and finished and published by July 2015. The work, the author, did was divided into three stages. First, in the preparatory stage of the project, the summary of each chapter, the rationale of the book, the textual commentary, the development of the original and Chinese editions, and reviews and criticisms, as well as Dewey’s biography and bibliography were initially investigated. Secondly, on the basis of the above preliminary work, the translation with annotation of Experience and Education, an epitome of Dewey’s biography and bibliography, a chronology, and a critical introduction for the Experience and Education were written. In the critical introduction, Dewey’s philosophy of experience and educational ideas will be examined along the timeline of human thought. And the vast literature about Dewey and his work will be instrumental to reveal the historical significance of Experience and Education on the modern age and make the critical introduction more knowledgeable. Third, the final stage took another two years to review and revise the draft of the work and send it for publication. There are two parts in the book. The first part is a scholarly introduction including Dewey’s chronicle (in short form), Dewey’s mind, people and life, the importance of “Experience and education”, the necessity of re-translation and re-annotation of “Experience and education” into Chinese. The second part is the re-translation and re-annotation version, including Dewey’s “Experience and education” and four papers written by contemporary scholars. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=John%20Dewey" title="John Dewey">John Dewey</a>, <a href="https://publications.waset.org/abstracts/search?q=experience%20and%20education%3A%20the%2060th%20anniversary%20edition" title=" experience and education: the 60th anniversary edition"> experience and education: the 60th anniversary edition</a>, <a href="https://publications.waset.org/abstracts/search?q=translation" title=" translation"> translation</a>, <a href="https://publications.waset.org/abstracts/search?q=annotation" title=" annotation"> annotation</a> </p> <a href="https://publications.waset.org/abstracts/146429/the-publishing-process-and-results-of-the-chinese-annotated-edition-of-john-deweys-experience-and-education-the-60th-anniversary-edition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146429.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">162</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">44</span> Re-Thinking Design/Build Curriculum in a Virtual World</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bruce%20Wrightsman">Bruce Wrightsman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Traditionally, in architectural education, we develop studio projects with learning agendas that try to minimize conflict and reveal clear design objectives. Knowledge is gleaned only tacitly through confronting the reciprocity of site and form, space and light, structure and envelope. This institutional reality can limit student learning to the latent learning opportunities they will have to confront later in practice. One intent of academic design-build projects is to address the learning opportunities which one can discover in the messy grey areas of design. In this immersive experience, students confront the limitations of classroom learning and are exposed to challenges that demand collaborative practice. As a result, design-build has been widely adopted in an attempt to address perceived deficiencies in design education vis a vis the integration of building technology and construction. Hands-on learning is not a new topic, as espoused by John Dewey, who posits a debate between static and active learning in his book Democracy and Education. Dewey espouses the concept that individuals should become participants and not mere observers of what happens around them. Advocates of academic design-build programs suggest a direct link between Dewey’s speculation. These experiences provide irreplaceable life lessons: that real-world decisions have real-life consequences. The goal of the paper is not to confirm or refute the legitimacy and efficacy of online virtual learning. Rather, the paper aims to foster a deeper, honest discourse on the meaning of ‘making’ in architectural education and present projects that confronted the burdens of a global pandemic and developed unique teaching strategies that challenged design thinking as an observational and constructive effort to expand design student’s making skills and foster student agency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=design%2Fbuild" title="design/build">design/build</a>, <a href="https://publications.waset.org/abstracts/search?q=making" title=" making"> making</a>, <a href="https://publications.waset.org/abstracts/search?q=remote%20teaching" title=" remote teaching"> remote teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=architectural%20curriculum" title=" architectural curriculum"> architectural curriculum</a> </p> <a href="https://publications.waset.org/abstracts/153198/re-thinking-designbuild-curriculum-in-a-virtual-world" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153198.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">80</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">43</span> Healthy, Breast Fed Bangladeshi Children Can Regulate Their Food Consumption in Each Meal and Feeding Duration When Offered with Varied Energy Density and Feeding Frequency of Complementary Foods</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Munirul%20Islam">M. Munirul Islam</a>, <a href="https://publications.waset.org/abstracts/search?q=Makhduma%20Khatun%20M."> Makhduma Khatun M.</a>, <a href="https://publications.waset.org/abstracts/search?q=Janet%20M.%20Peerson"> Janet M. Peerson</a>, <a href="https://publications.waset.org/abstracts/search?q=Tahmeed%20Ahmed"> Tahmeed Ahmed</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Abid%20Hossain%20Mollah"> M. Abid Hossain Mollah</a>, <a href="https://publications.waset.org/abstracts/search?q=Kathryn%20G.%20Dewey"> Kathryn G. Dewey</a>, <a href="https://publications.waset.org/abstracts/search?q=Kenneth%20H.%20Brown"> Kenneth H. Brown</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Information is required on the effects of dietary energy density (ED) and feeding frequency (FF) of complementary foods (CF) on food consumption during individual meals and time expended in child feeding. We evaluated the effects of varied ED and FF of CFs on food intake and time required for child feeding during individual meals. During 9 separate, randomly ordered dietary periods lasting 3-6 days each, we measured self-determined intakes of porridges by 18 healthy, breastfed children 8-11 mo old who were fed coded porridges with energy densities of 0.5, 1.0 or 1.5 kcal/g, during 3, 4, or 5 meals/d. CF intake was measured by weighing the feeding bowl before and after every meal. Children consumed greater amounts of CFs per meal when they received diets with lower ED (p = 0.044) and fewer meals per day (p < 0.001). Food intake was less during the first meal of the day than the other meals. Greater time was expended per meal when fewer meals were offered. Time expended per meal did not vary by ED, but the children ate the lower ED diets faster (p = 0.019). Food intake velocity was also greater when more meals were offered per day (p = 0.005). These results provide further evidence of young children’s ability to regulate their energy intakes, even during infancy; and they convey information on factors that affect the amount of time that caregivers must devote to child feeding. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=complementary%20foods" title="complementary foods">complementary foods</a>, <a href="https://publications.waset.org/abstracts/search?q=energy%20density" title=" energy density"> energy density</a>, <a href="https://publications.waset.org/abstracts/search?q=feeding%20frequency" title=" feeding frequency"> feeding frequency</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20children" title=" young children"> young children</a> </p> <a href="https://publications.waset.org/abstracts/34638/healthy-breast-fed-bangladeshi-children-can-regulate-their-food-consumption-in-each-meal-and-feeding-duration-when-offered-with-varied-energy-density-and-feeding-frequency-of-complementary-foods" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34638.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">466</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">42</span> Using Immersive Study Abroad Experiences to Strengthen Preservice Teachers’ Critical Reflection Skills on Future Classroom Practices</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Meredith%20Jones">Meredith Jones</a>, <a href="https://publications.waset.org/abstracts/search?q=Susan%20Catapano"> Susan Catapano</a>, <a href="https://publications.waset.org/abstracts/search?q=Carol%20McNulty"> Carol McNulty</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Study abroad experiences create unique learning opportunities for preservice teachers to strengthen their reflective thinking practices through applied learning experiences. Not only do study abroad experiences provide opportunities for students to expand their cultural sensitivity, but incorporating applied learning experiences in study abroad trips creates unique opportunities for preservice teachers to engage in critical reflection on their teaching skills. Applied learning experiences are designed to nurture learning and growth through a reflective, experiential process outside the traditional classroom setting. As students participate in applied learning experiences, they engage in critical reflection independently, with their peers, and with university faculty. Critical reflection within applied learning contexts generates, deepens, and documents learning but must be intentionally designed to be effective. Grounded in Dewey’s model of reflection, this qualitative study examines longitudinal data from various study abroad cohorts from a particular university. Reflective data was collected during the study abroad trip, and follow up data on critical reflection of teaching practices were collected six months and a year after the trip. Dewey’s model of reflection requires preservice teachers to make sense of their experiences by reflecting on theoretical knowledge, experiences, and pedagogical knowledge. Guided reflection provides preservice teachers with a framework to respond to questions and ideas critical to the applied learning outcomes. Prompts are used to engage preservice teachers in reflecting on situations they have experienced and how they can be transferred to their teaching. Findings from this study noted that students with previous field experiences, or work in the field, engaged in more critical reflection on pedagogical knowledge throughout their applied learning experience. Preservice teachers with limited experiences in the field benefited from engaging in critical reflection prompted by university faculty during the applied learning experience. However, they were able to independently engage in critical reflection once they began work in the field through university field placements, internships, or student teaching. Finally, students who participated in study abroad applied learning experiences reported their critical reflection on their teaching practices, and cultural sensitivity enhanced their teaching and relationships with children once they formally entered the teaching profession. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=applied%20learning%20experiences" title="applied learning experiences">applied learning experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20reflection" title=" critical reflection"> critical reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20sensitivity" title=" cultural sensitivity"> cultural sensitivity</a>, <a href="https://publications.waset.org/abstracts/search?q=preservice%20teachers" title=" preservice teachers"> preservice teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a> </p> <a href="https://publications.waset.org/abstracts/127626/using-immersive-study-abroad-experiences-to-strengthen-preservice-teachers-critical-reflection-skills-on-future-classroom-practices" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/127626.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">41</span> Teachers' Perceptions of Physical Education and Sports Calendar and Conducted in the Light of the Objective of the Lesson Approach Competencies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chelali%20Mohammed">Chelali Mohammed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the context of the application of the competency-based approach in the system educational Algeria, the price of physical education and sport must privilege the acquisition of learning approaches and especially the approach science, which from problem situations, research and develops him information processing and application of knowledge and know-how in new situations in the words of ‘JOHN DEWEY’ ‘learning by practice’. And to achieve these goals and make teaching more EPS motivating, consistent and concrete, it is appropriate to perform a pedagogical approach freed from the constraints and open to creativity and student-centered in the light of the competency approach adopted in the formal curriculum. This approach is not unusual, but we think it is a highly professional nature requires the competence of the teacher. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=approach%20competencies" title="approach competencies">approach competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=physical" title=" physical"> physical</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a> </p> <a href="https://publications.waset.org/abstracts/36156/teachers-perceptions-of-physical-education-and-sports-calendar-and-conducted-in-the-light-of-the-objective-of-the-lesson-approach-competencies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36156.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">603</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">40</span> Democratic Citizenship Education in the Context of Bildung Perspectives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sigrid%20Haukanes">Sigrid Haukanes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Implementation of democratic citizenship as a crossdisciplinary concept in educational practice has been problematic because of a vague and divided understanding of what the concept entails. This is underlined by a divide between understanding democracy as external to the educational sphere or understanding education as an internal part of a democratic society. This theoretical contribution aims to explore the concept of democratic citizenship in relation to Bildung perspectives. The methodology of this paper is grounded in a hermeneutical approach to interpret three philosophical perspectives from Immanuel Kant, John Dewey and Gert Biesta. These perspectives are chosen to explore democratic citizenship as: (1) an individual oriented concept, (2) a socially oriented concept and (3) a critical-social oriented concept. This theoretical paper argues that different orientations toward Bildung change the content of democratic citizenship as a cross-disciplinary concept in education. It argues that a Dewian or a Biestian notion could enrich our understanding of democratic citizenship, drawing on a critical-social perspective of Bildung. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bildung" title="bildung">bildung</a>, <a href="https://publications.waset.org/abstracts/search?q=citizenship" title=" citizenship"> citizenship</a>, <a href="https://publications.waset.org/abstracts/search?q=democracy" title=" democracy"> democracy</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/163718/democratic-citizenship-education-in-the-context-of-bildung-perspectives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163718.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">63</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">39</span> An Ontology Model for Systems Engineering Derived from ISO/IEC/IEEE 15288: 2015: Systems and Software Engineering - System Life Cycle Processes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lan%20Yang">Lan Yang</a>, <a href="https://publications.waset.org/abstracts/search?q=Kathryn%20Cormican"> Kathryn Cormican</a>, <a href="https://publications.waset.org/abstracts/search?q=Ming%20Yu"> Ming Yu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> ISO/IEC/IEEE 15288: 2015, Systems and Software Engineering - System Life Cycle Processes is an international standard that provides generic top-level process descriptions to support systems engineering (SE). However, the processes defined in the standard needs improvement to lift integrity and consistency. The goal of this research is to explore the way by building an ontology model for the SE standard to manage the knowledge of SE. The ontology model gives a whole picture of the SE knowledge domain by building connections between SE concepts. Moreover, it creates a hierarchical classification of the concepts to fulfil different requirements of displaying and analysing SE knowledge. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management" title="knowledge management">knowledge management</a>, <a href="https://publications.waset.org/abstracts/search?q=model-based%20systems%20engineering" title=" model-based systems engineering"> model-based systems engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=ontology%20modelling" title=" ontology modelling"> ontology modelling</a>, <a href="https://publications.waset.org/abstracts/search?q=systems%20engineering%20ontology" title=" systems engineering ontology"> systems engineering ontology</a> </p> <a href="https://publications.waset.org/abstracts/54571/an-ontology-model-for-systems-engineering-derived-from-isoiecieee-15288-2015-systems-and-software-engineering-system-life-cycle-processes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54571.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">425</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">38</span> Nexus Between Library and Information Science Education Training and Practice in Nigeria: A Critical Assessment of the Synergy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adebayo%20Emmanuel%20Layi">Adebayo Emmanuel Layi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Library and Information Science Education is about six (6) decades old in Nigeria. The first Library School was established in 1962 at the University of Ibadan, and since then, several institutions have been running the programme under various certifications, providing the manpower needs of professionals for libraries. As at June 2023, Nigeria has close to a thousand (1000) tertiary institutions and all needing the services of librarians. Apart from the tertiary institutions, several libraries exit in various establishments, both government, private and non-governmental organisations. These has underscored the enormous need for trained librarians for the libraries in these places. The Nexus between LIS Education training and Practice is like a puzzle of egg and chick, which one came first and against this background, this paper examined the roles of the colonial masters in educational development in Africa and vis-à-vis the influence of great library educators such as Melvil Dewey and other educators and the journey through Nigeria institutions. Despite the sound footing of LIS Education, Noise which seems to be a major obstacle on the practice as well as mending the broken link were all examined in the paper. Strategies and the way forward for overall development are suggested. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nexus" title="nexus">nexus</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a>, <a href="https://publications.waset.org/abstracts/search?q=synergy" title=" synergy"> synergy</a> </p> <a href="https://publications.waset.org/abstracts/169077/nexus-between-library-and-information-science-education-training-and-practice-in-nigeria-a-critical-assessment-of-the-synergy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169077.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">93</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">37</span> Squaring the Triangle: A Stumpian Solution to the Major Frictions that Exist between Pragmatism, Religion, and Moral Progress; Richard Bernstein, Cornel West, and Hans-Georg Gadamer Re-Examined </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Martin%20Bloomfield">Martin Bloomfield</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines frictions that lie at the heart of any pragmatist conception of religion and moral progress. I take moral progress to require the ability to correctly analyse social problems, provide workable solutions to these problems, and then rationally justify the analyses and solutions used. I take religion here to involve, as a minimal requirement, belief in the existence of God, a god, or gods, such that they are recognisable to most informed observers within the Western tradition. I take pragmatism to belong to, and borrow from, the philosophical traditions of non-absolutism, anti-realism, historicism, and voluntarism. For clarity, the relevant brands of each of these traditions will be examined during the paper. The friction identified in the title may be summed up as follows: those who, like Cornel West (and, when he was alive, Hilary Putnam), are theistic pragmatists with an interest in realising moral progress, have all been aware of a problem inherent in their positions. Assuming it can be argued that religion and moral progress are compatible, a non-absolutist, anti-realist, historicist position nevertheless raises problems that, as Leon Wieseltier pointed out, the pragmatist still believes in a God who isn’t real, and that the truth of any religious statement (including “God exists”) is relative not to any objective reality but to communities of engaged interlocutors; and that, where there are no absolute standards of right and wrong, any analysis of (and solution to) social problems can only be rationally justified relative to one or another community or moral and epistemic framework. Attempts made to universalise these frameworks, notably by Dewey, Gadamer, and Bernstein, through democracy and hermeneutics, fall into either a vicious and infinite regress, or (taking inspiration from Habermas) the problem of moral truths being decided through structures of power. The paper removes this friction by highlighting the work of Christian pragmatist Cornel West through the lens of the philosopher of religion Eleanore Stump. While West recognises that for the pragmatist, the correctness of any propositions about God or moral progress is impossible to rationally justify to any outside the religious, moral or epistemic framework of the speakers themselves without, as he calls it, a ‘locus of truth’ (which is itself free from the difficulties Dewey, Gadamer and Bernstein fall victim to), Stump identifies routes to knowledge which provide such a locus while avoiding the problems of relativism, power dynamics, and regress. She describes “Dominican” and “Franciscan” knowledge (roughly characterised as “propositional” and “non-propositional”), and uses this distinction to identify something Bernstein saw as missing from Gadamer: culture-independent norms, upon which universal agreement can be built. The “Franciscan knowledge” Stump identifies as key is second-personal knowledge of Christ. For West, this allows the knower to access vital culture-independent norms. If correct, instead of the classical view (religion is incompatible with pragmatism), Christianity becomes key to pragmatist knowledge and moral-knowledge claims. Rather than being undermined by pragmatism, Christianity enables pragmatists to make moral and epistemic claims, free from troubling power dynamics and cultural relativism. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cornel%20West" title="Cornel West">Cornel West</a>, <a href="https://publications.waset.org/abstracts/search?q=Cultural%20Relativism" title=" Cultural Relativism"> Cultural Relativism</a>, <a href="https://publications.waset.org/abstracts/search?q=Gadamer" title=" Gadamer"> Gadamer</a>, <a href="https://publications.waset.org/abstracts/search?q=Philosophy%20of%20Religion" title=" Philosophy of Religion"> Philosophy of Religion</a>, <a href="https://publications.waset.org/abstracts/search?q=Pragmatism" title=" Pragmatism"> Pragmatism</a> </p> <a href="https://publications.waset.org/abstracts/84834/squaring-the-triangle-a-stumpian-solution-to-the-major-frictions-that-exist-between-pragmatism-religion-and-moral-progress-richard-bernstein-cornel-west-and-hans-georg-gadamer-re-examined" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84834.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">197</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">36</span> Psychometric Analysis of Educators’ Perceptions of North Carolina’s School-Based Mental Health Policy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kathryn%20Watson">Kathryn Watson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In 2020 North Carolina passed legislation mandating all educators be trained in identifying, referring, and supporting students showing signs of mental health issues, drug use, suicidal ideation, and sex trafficking. This study collected survey responses from 226 educators in North Carolina to better understand their perspectives on the legislation and their self-efficacy in supporting student mental health needs. Key findings of the study reveal that the mandated trainings increased educator awareness of student mental health, and higher awareness was linked to higher self-efficacy in supporting student mental health needs. Additionally, the results showed that educators who identify as Black had lower levels of self-efficacy in supporting student mental health. Additionally, rural educators were least likely to support the legislation in comparison to their urban and suburban counterparts. These findings can help inform policymakers in evaluating the policy and district decision-makers in selecting and implementing school-based mental health training. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school-based%20mental%20health" title="school-based mental health">school-based mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20policy" title=" education policy"> education policy</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20health" title=" student health"> student health</a>, <a href="https://publications.waset.org/abstracts/search?q=North%20Carolina" title=" North Carolina"> North Carolina</a>, <a href="https://publications.waset.org/abstracts/search?q=K-12%20education" title=" K-12 education"> K-12 education</a> </p> <a href="https://publications.waset.org/abstracts/172001/psychometric-analysis-of-educators-perceptions-of-north-carolinas-school-based-mental-health-policy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172001.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">58</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">35</span> Intersections and Consequences of the Epistemology and Methodology used in Equity-Related Chemistry Education Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vanessa%20R.%20Ralph">Vanessa R. Ralph</a>, <a href="https://publications.waset.org/abstracts/search?q=Kathryn%20N.%20Hosbein"> Kathryn N. Hosbein</a>, <a href="https://publications.waset.org/abstracts/search?q=Megan%20Y.%20Deshaye"> Megan Y. Deshaye</a>, <a href="https://publications.waset.org/abstracts/search?q=Paulette%20Vincent-Ruz"> Paulette Vincent-Ruz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The language of the statement “persistent achievement gaps between demographic groups” communicates much about the philosophies inherent to the author. In this synthesis of two flagship journals of Chemistry Education Research: Chemistry Education Research and Practice and the Journal of Chemical Education, the use and investigation of equity was examined by the language, epistemology, and methodologies of the researchers. Findings include a considerable increase in the use and investigation of equity in these journals following the years 2012 and 2020. While an increase in consciousness of equity was apparent, epistemologies were stagnated. The majority reflects a deficit-oriented perspective wherein deficits are attributed to students as a “lack of achievement” inherent to specific “demographic groups” and minimized as “gaps” rather than systemic inequities. The lack of epistemological progress may be the result of reading and citing literature within discipline-based education research, failing to acknowledge the efforts propagated for decades by equity theory advancement in disciplines of sociology and psychology. To envision liberated educational systems across the globe, one must first contend with the biases within. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=liberating%20education%20research" title="liberating education research">liberating education research</a>, <a href="https://publications.waset.org/abstracts/search?q=philosophy%20of%20research" title=" philosophy of research"> philosophy of research</a>, <a href="https://publications.waset.org/abstracts/search?q=synthesis" title=" synthesis"> synthesis</a>, <a href="https://publications.waset.org/abstracts/search?q=review" title=" review"> review</a> </p> <a href="https://publications.waset.org/abstracts/137219/intersections-and-consequences-of-the-epistemology-and-methodology-used-in-equity-related-chemistry-education-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137219.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">202</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">34</span> Information and Communication Technology Application in the Face of COVID-19 Pandemic in Effective Service Delivery in Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Odigie%20Veronica">Odigie Veronica</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper focused on the application of Information and Communication Technology (ICT) in effective service delivery in view of the ongoing COVID-19 experience. It adopted the exploratory research method with three research objectives captured. Consequently, the objectives were to ascertain the meaning of online education, understand the concept of COVID-19 and to determine the relevance of online education in effective service delivery in institutions of learning. It is evident from the findings that through ICT, online mode of learning can be adopted in schools which helps greatly in promoting continual education. Online mode of education is practiced online; it brings both the teacher and learners from different places together, without any physical boundary/contact (at least 75%); and has helped greatly in human development in countries where it has been practiced. It is also a welcome development owing to its many benefits such as exposure to digital learning, having access to works of great teachers and educationists such as Socrates, Plato, Dewey, R.S. Peters, J. J. Rosseau, Nnamdi Azikwe, Carol Gilligan, J. I. Omoregbe, Jane Roland Martin, Jean Piaget, among others; and the facilitation of uninterrupted learning for class promotion and graduation of students. Developing the learners all round is part of human development which helps in developing a nation. These and many more are some benefits online education offers which make ICT very relevant in our contemporary society <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20education" title="online education">online education</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19%20pandemic" title=" COVID-19 pandemic"> COVID-19 pandemic</a>, <a href="https://publications.waset.org/abstracts/search?q=effective%20service%20delivery" title=" effective service delivery"> effective service delivery</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20development" title=" human development"> human development</a> </p> <a href="https://publications.waset.org/abstracts/147660/information-and-communication-technology-application-in-the-face-of-covid-19-pandemic-in-effective-service-delivery-in-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147660.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">100</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">33</span> Altered L-Type Calcium Channel Activity in Atrioventricular Nodal Myocytes from Rats with Streptozotocin-Induced Type I Diabetes Mellitus</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kathryn%20H.%20Yull">Kathryn H. Yull</a>, <a href="https://publications.waset.org/abstracts/search?q=Lina%20T.%20Al%20Kury"> Lina T. Al Kury</a>, <a href="https://publications.waset.org/abstracts/search?q=Frank%20Christopher%20Howarth"> Frank Christopher Howarth</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cardiovascular diseases are frequently reported in patients with Type-1 Diabetes mellitus (DM). In addition to changes in cardiac muscle inotropy, electrical abnormalities are also commonly observed in these patients. In the present study, using streptozotocin (STZ) rat model of Type-1 DM, we have characterized the changes in L-type calcium channel activity in single atrioventricular nodal (AVN) myocytes. Ionic currents were recorded from AVN myocytes isolated from the hearts of control rats and from those with STZ-induced diabetes. Patch-clamp recordings were used to assess changes in cellular electrical activity in individual myocytes. Type-1 DM significantly altered the cellular characteristics of L-type calcium current (ICaL). A reduction in peak ICaL density was observed, with no corresponding changes in the activation parameters of the current. ICaL also exhibited faster time-dependent inactivation in AVN myocytes from diabetic rats. A negative shift in the voltage dependence of inactivation was also evident. These findings demonstrate that experimentally–induced type-1 DM significantly alters AVN L-type calcium channel cellular electrophysiology. The changes in ion channel activity may underlie the abnormalities in the cardiac electrical function that contribute to the high mortality levels in patients with DM. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cardiac" title="cardiac">cardiac</a>, <a href="https://publications.waset.org/abstracts/search?q=ion-channel" title=" ion-channel"> ion-channel</a>, <a href="https://publications.waset.org/abstracts/search?q=diabetes" title=" diabetes"> diabetes</a>, <a href="https://publications.waset.org/abstracts/search?q=atrioventricular%20node" title=" atrioventricular node"> atrioventricular node</a>, <a href="https://publications.waset.org/abstracts/search?q=calcium%20channel" title=" calcium channel "> calcium channel </a> </p> <a href="https://publications.waset.org/abstracts/48125/altered-l-type-calcium-channel-activity-in-atrioventricular-nodal-myocytes-from-rats-with-streptozotocin-induced-type-i-diabetes-mellitus" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48125.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">346</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">32</span> Learning the C-A-Bs: Resuscitation Training at Rwanda Military Hospital</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kathryn%20Norgang">Kathryn Norgang</a>, <a href="https://publications.waset.org/abstracts/search?q=Sarah%20Howrath"> Sarah Howrath</a>, <a href="https://publications.waset.org/abstracts/search?q=Auni%20Idi%20Muhire"> Auni Idi Muhire</a>, <a href="https://publications.waset.org/abstracts/search?q=Pacifique%20Umubyeyi"> Pacifique Umubyeyi </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Description : A group of nurses address the shortage of trained staff to respond to critical patients at Rwanda Military Hospital (RMH) by developing a training program and a resuscitation response team. Members of the group who received the training when it first launched are now trainer of trainers; all components of the training program are organized and delivered by RMH staff-the clinical mentor only provides adjunct support. This two day training is held quarterly at RMH; basic life support and exposure to interventions for advanced care are included in the test and skills sign off. Seventy staff members have received the training this year alone. An increased number of admission/transfer to ICU due to successful resuscitation attempts is noted. Lessons learned: -Number of staff trained 2012-2014 (to be verified). -Staff who train together practice with greater collaboration during actual resuscitation events. -Staff more likely to initiate BLS if peer support is present-more staff trained equals more support. -More access to Advanced Cardiac Life Support training is necessary now that the cadre of BLS trained staff is growing. Conclusions: Increased access to training, peer support, and collaborative practice are effective strategies to strengthening resuscitation capacity within a hospital. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=resuscitation" title="resuscitation">resuscitation</a>, <a href="https://publications.waset.org/abstracts/search?q=basic%20life%20support" title=" basic life support"> basic life support</a>, <a href="https://publications.waset.org/abstracts/search?q=capacity%20building" title=" capacity building"> capacity building</a>, <a href="https://publications.waset.org/abstracts/search?q=resuscitation%20response%20teams" title=" resuscitation response teams"> resuscitation response teams</a>, <a href="https://publications.waset.org/abstracts/search?q=nurse%20trainer%20of%20trainers" title=" nurse trainer of trainers"> nurse trainer of trainers</a> </p> <a href="https://publications.waset.org/abstracts/31675/learning-the-c-a-bs-resuscitation-training-at-rwanda-military-hospital" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31675.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">304</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">31</span> Neural Changes Associated with Successful Antidepressant Treatment in Adolescents with Major Depressive Disorder</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dung%20V.%20H.%20Pham">Dung V. H. Pham</a>, <a href="https://publications.waset.org/abstracts/search?q=Kathryn%20Cullen"> Kathryn Cullen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: 40% of adolescents with major depression (MDD) are unresponsive to 1st line antidepressant treatment. The neural mechanism underlying treatment-responsive and treatment-resistant depression in adolescent are unclear. Amygdala is important for emotion processing and has been implicated in mood disorders. Past research has shown abnormal amygdala connectivity in adolescents with MDD. This research study changes in amygdala resting-state functional connectivity to find neural correlates of successful antidepressant treatment. Methods: Thirteen adolescents aged 12-19 underwent rfMRI before and after 8-week antidepressant treatment and completed BDI-II at each scan. A whole-brain approach, using anatomically defined amygdala ROIs (1) identified brain regions that are highly synchronous with the amygdala, (2) correlated neural changes with changes in overall depression and specific symptom clusters within depression. Results: Some neural correlates were common across domains: (1) decreased amygdala RSFC with the default mode network (posterior cingulate, precuneus) is associated with improvement in overall depression and many symptom clusters, (2) increased amygdala RSFC with fusiform gyrus is associated with symptom improvement across many symptom clusters. We also found unique neural changes associated with symptom improvement in each symptom cluster. Conclusion: This is the first preliminary study that looks at neural correlates of antidepressant treatment response to overall depression as well as different clusters of symptoms of depression. The finding suggests both overlapping and distinct neural mechanisms underlying improvement in each symptom clusters within depression. Some brain regions found are also implicated in MDD among adults in previous literature. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=depression" title="depression">depression</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescents" title=" adolescents"> adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=fMRI" title=" fMRI"> fMRI</a>, <a href="https://publications.waset.org/abstracts/search?q=antidepressants" title=" antidepressants"> antidepressants</a> </p> <a href="https://publications.waset.org/abstracts/47516/neural-changes-associated-with-successful-antidepressant-treatment-in-adolescents-with-major-depressive-disorder" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47516.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">252</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">30</span> Applying Cognitive Psychology to Education: Translational Educational Science</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hammache%20Nadir">Hammache Nadir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The scientific study of human learning and memory is now more than 125 years old. Psychologists have conducted thousands of experiments, correlational analyses, and field studies during this time, in addition to other research conducted by those from neighboring fields. A huge knowledge base has been carefully built up over the decades. Given this backdrop, we may ask ourselves: What great changes in education have resulted from this huge research base? How has the scientific study of learning and memory changed practices in education from those of, say, a century ago? Have we succeeded in building a translational educational science to rival medical science (in which biological knowledge is translated into medical practice) or types of engineering (in which, e.g., basic knowledge in chemistry is translated into products through chemical engineering)? The answer, I am afraid, is rather mixed. Psychologists and psychological research have influenced educational practice, but in fits and starts. After all, some of the great founders of American psychology—William James, Edward L. Thorndike, John Dewey, and others—are also revered as important figures in the history of education. And some psychological research and ideas have made their way into education—for instance, computer-based cognitive tutors for some specific topics have been developed in recent years—and in years past, such practices as teaching machines, programmed learning, and, in higher education, the Keller Plan were all important. These older practices have not been sustained. Was that because they failed or because of a lack of systematic research showing they were effective? At any rate, in 2012, we cannot point to a well-developed translational educational science in which research about learning and memory, thinking and reasoning, and related topics is moved from the lab into controlled field trials (like clinical trials in medicine) and the tested techniques, if they succeed, are introduced into broad educational practice. We are just not there yet, and one question that arises is how we could achieve a translational educational science. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=affective" title="affective">affective</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=cognition" title=" cognition"> cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=pshychology" title=" pshychology "> pshychology </a> </p> <a href="https://publications.waset.org/abstracts/32424/applying-cognitive-psychology-to-education-translational-educational-science" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32424.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">346</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">29</span> Developing an Automated Protocol for the Wristband Extraction Process Using Opentrons</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tei%20Kim">Tei Kim</a>, <a href="https://publications.waset.org/abstracts/search?q=Brooklynn%20McNeil"> Brooklynn McNeil</a>, <a href="https://publications.waset.org/abstracts/search?q=Kathryn%20Dunn"> Kathryn Dunn</a>, <a href="https://publications.waset.org/abstracts/search?q=Douglas%20I.%20Walker"> Douglas I. Walker</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To better characterize the relationship between complex chemical exposures and disease, our laboratory uses an approach that combines low-cost, polydimethylsiloxane (silicone) wristband samplers that absorb many of the chemicals we are exposed to with untargeted high-resolution mass spectrometry (HRMS) to characterize 1000’s of chemicals at a time. In studies with human populations, these wristbands can provide an important measure of our environment: however, there is a need to use this approach in large cohorts to study exposures associated with the disease. To facilitate the use of silicone samplers in large scale population studies, the goal of this research project was to establish automated sample preparation methods that improve throughput, robustness, and scalability of analytical methods for silicone wristbands. Using the Opentron OT2 automated liquid platform, which provides a low-cost and opensource framework for automated pipetting, we created two separate workflows that translate the manual wristband preparation method to a fully automated protocol that requires minor intervention by the operator. These protocols include a sequence generation step, which defines the location of all plates and labware according to user-specified settings, and a transfer protocol that includes all necessary instrument parameters and instructions for automated solvent extraction of wristband samplers. These protocols were written in Python and uploaded to GitHub for use by others in the research community. Results from this project show it is possible to establish automated and open source methods for the preparation of silicone wristband samplers to support profiling of many environmental exposures. Ongoing studies include deployment in longitudinal cohort studies to investigate the relationship between personal chemical exposure and disease. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bioinformatics" title="bioinformatics">bioinformatics</a>, <a href="https://publications.waset.org/abstracts/search?q=automation" title=" automation"> automation</a>, <a href="https://publications.waset.org/abstracts/search?q=opentrons" title=" opentrons"> opentrons</a>, <a href="https://publications.waset.org/abstracts/search?q=research" title=" research"> research</a> </p> <a href="https://publications.waset.org/abstracts/157079/developing-an-automated-protocol-for-the-wristband-extraction-process-using-opentrons" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157079.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">115</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">28</span> Permeable Bio-Reactive Barriers to Tackle Petroleum Hydrocarbon Contamination in the Sub-Antarctic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Benjamin%20L.%20Freidman">Benjamin L. Freidman</a>, <a href="https://publications.waset.org/abstracts/search?q=Sally%20L.%20Gras"> Sally L. Gras</a>, <a href="https://publications.waset.org/abstracts/search?q=Ian%20Snape"> Ian Snape</a>, <a href="https://publications.waset.org/abstracts/search?q=Geoff%20W.%20Stevens"> Geoff W. Stevens</a>, <a href="https://publications.waset.org/abstracts/search?q=Kathryn%20A.%20Mumford"> Kathryn A. Mumford</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Increasing transportation and storage of petroleum hydrocarbons in Antarctic and sub-Antarctic regions have resulted in frequent accidental spills. Migrating petroleum hydrocarbon spills can have a significant impact on terrestrial and marine ecosystems in cold regions, as harsh environmental conditions result in heightened sensitivity to pollution. This migration of contaminants has led to the development of Permeable Reactive Barriers (PRB) for application in cold regions. PRB’s are one of the most practical technologies for on-site or in-situ groundwater remediation in cold regions due to their minimal energy, monitoring and maintenance requirements. The Main Power House site has been used as a fuel storage and power generation area for the Macquarie Island research station since at least 1960. Soil analysis at the site has revealed Total Petroleum Hydrocarbon (TPH) (C9-C28) concentrations as high as 19,000 mg/kg soil. Groundwater TPH concentrations at this site can exceed 350 mg/L TPH. Ongoing migration of petroleum hydrocarbons into the neighbouring marine ecosystem resulted in the installation of a ‘funnel and gate’ PRB in November 2014. The ‘funnel and gate’ design successfully intercepted contaminated groundwater and analysis of TPH retention and biodegradation on PRB media are currently underway. Installation of the PRB facilitates research aimed at better understanding the contribution of particle attached biofilms to the remediation of groundwater systems. Bench-scale PRB system analysis at The University of Melbourne is currently examining the role biofilms play in petroleum hydrocarbon degradation, and how controlled release nutrient media can heighten the metabolic activity of biofilms in cold regions in the presence of low temperatures and low nutrient groundwater. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=groundwater" title="groundwater">groundwater</a>, <a href="https://publications.waset.org/abstracts/search?q=petroleum" title=" petroleum"> petroleum</a>, <a href="https://publications.waset.org/abstracts/search?q=Macquarie%20island" title=" Macquarie island"> Macquarie island</a>, <a href="https://publications.waset.org/abstracts/search?q=funnel%20and%20gate" title=" funnel and gate"> funnel and gate</a> </p> <a href="https://publications.waset.org/abstracts/37838/permeable-bio-reactive-barriers-to-tackle-petroleum-hydrocarbon-contamination-in-the-sub-antarctic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37838.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">358</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">27</span> Selecting Graduates for the Interns’ Award by Using Multisource Feedback Process: Does It Work?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kathryn%20Strachan">Kathryn Strachan</a>, <a href="https://publications.waset.org/abstracts/search?q=Sameer%20Otoom"> Sameer Otoom</a>, <a href="https://publications.waset.org/abstracts/search?q=Amal%20AL-Gallaf"> Amal AL-Gallaf</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Al%20Ansari"> Ahmed Al Ansari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Introducing a reliable method to select graduates for an award in higher education can be challenging but is not impossible. Multisource feedback (MSF) is a popular assessment tool that relies on evaluations of different groups of people, including physicians and non-physicians. It is useful for assessing several domains, including professionalism, communication and collaboration and may be useful for selecting the best interns to receive a University award. Methods: 16 graduates responded to an invitation to participate in the student award, which was conducted by the Royal College of Surgeons of Ireland-Bahrain Medical University of Bahrain (RCSI Bahrain) using the MSF process. Five individuals from the following categories rated each participant: physicians, nurses, and fellow students. RCSI Bahrain graduates were assessed in the following domains; professionalism, communication, and collaboration. Mean and standard deviation were calculated and the award was given to the graduate who scored the highest among his/her colleagues. Cronbach’s coefficient was used to determine the questionnaire’s internal consistency and reliability. Factor analysis was conducted to examine for the construct validity. Results: 16 graduates participated in the RCSI-Bahrain interns’ award based on the MSF process, giving us a 16.5% response rate. The instrument was found to be suitable for factor analysis and showed 3 factor solutions representing 79.3% of the total variance. Reliability analysis using Cronbach’s α reliability of internal consistency indicated that the full scale of the instrument had high internal consistency (Cronbach’s α 0.98). Conclusion: This study found the MSF process to be reliable and valid for selecting the best graduates for the interns’ awards. However, the low response rates may suggest that the process is not feasible for allowing the majority of the students to participate in the selection process. Further research studies may be required to support the feasibility of the MSF process in selecting graduates for the university award. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=MSF" title="MSF">MSF</a>, <a href="https://publications.waset.org/abstracts/search?q=RCSI" title=" RCSI"> RCSI</a>, <a href="https://publications.waset.org/abstracts/search?q=validity" title=" validity"> validity</a>, <a href="https://publications.waset.org/abstracts/search?q=Bahrain" title=" Bahrain"> Bahrain</a> </p> <a href="https://publications.waset.org/abstracts/40800/selecting-graduates-for-the-interns-award-by-using-multisource-feedback-process-does-it-work" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40800.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">342</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">26</span> Improving Grade Control Turnaround Times with In-Pit Hyperspectral Assaying</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gary%20Pattemore">Gary Pattemore</a>, <a href="https://publications.waset.org/abstracts/search?q=Michael%20Edgar"> Michael Edgar</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrew%20Job"> Andrew Job</a>, <a href="https://publications.waset.org/abstracts/search?q=Marina%20Auad"> Marina Auad</a>, <a href="https://publications.waset.org/abstracts/search?q=Kathryn%20Job"> Kathryn Job</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As critical commodities become more scarce, significant time and resources have been used to better understand complicated ore bodies and extract their full potential. These challenging ore bodies provide several pain points for geologists and engineers to overcome, poor handling of these issues flows downs stream to the processing plant affecting throughput rates and recovery. Many open cut mines utilise blast hole drilling to extract additional information to feed back into the modelling process. This method requires samples to be collected during or after blast hole drilling. Samples are then sent for assay with turnaround times varying from 1 to 12 days. This method is time consuming, costly, requires human exposure on the bench and collects elemental data only. To address this challenge, research has been undertaken to utilise hyperspectral imaging across a broad spectrum to scan samples, collars or take down hole measurements for minerals and moisture content and grade abundances. Automation of this process using unmanned vehicles and on-board processing reduces human in pit exposure to ensure ongoing safety. On-board processing allows data to be integrated into modelling workflows with immediacy. The preliminary results demonstrate numerous direct and indirect benefits from this new technology, including rapid and accurate grade estimates, moisture content and mineralogy. These benefits allow for faster geo modelling updates, better informed mine scheduling and improved downstream blending and processing practices. The paper presents recommendations for implementation of the technology in open cut mining environments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=grade%20control" title="grade control">grade control</a>, <a href="https://publications.waset.org/abstracts/search?q=hyperspectral%20scanning" title=" hyperspectral scanning"> hyperspectral scanning</a>, <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title=" artificial intelligence"> artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=autonomous%20mining" title=" autonomous mining"> autonomous mining</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a> </p> <a href="https://publications.waset.org/abstracts/146664/improving-grade-control-turnaround-times-with-in-pit-hyperspectral-assaying" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146664.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">113</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">25</span> We Are Thriving: Increasing the Number of Women in Engineering</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kathryn%20Redmond">Kathryn Redmond</a>, <a href="https://publications.waset.org/abstracts/search?q=Mojdeh%20Asadollahi%20Pajouh"> Mojdeh Asadollahi Pajouh</a>, <a href="https://publications.waset.org/abstracts/search?q=Grace%20Panther"> Grace Panther</a>, <a href="https://publications.waset.org/abstracts/search?q=Rick%20Evans"> Rick Evans</a>, <a href="https://publications.waset.org/abstracts/search?q=Stacey%20Kulesza"> Stacey Kulesza</a>, <a href="https://publications.waset.org/abstracts/search?q=Jia%20Liang"> Jia Liang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An on-going focus in engineering education research is on increasing the number of women in engineering. While the number of women participating in engineering project teams has increased over the past five years, the number of women enrolled in engineering colleges remains stagnant. Previous studies have explored why the number of women enrolled in engineering colleges remains small. In doing so, researchers focused primarily on negative experiences women encountered. Instead of looking at negative experiences, which can further deter women from entering the field, the aim of this study is to explore the personal and institutional factors that allow women to succeed and thrive in undergraduate engineering programs. There are two research questions addressed in this paper. The first is: what are the personal traits and characteristics that allow women to thrive in engineering? The other is: what are the institutional policies and culture, as well as micro-level behaviors on project teams, that influence the environment for women to thrive in engineering? Two women studying engineering at an R1 university were interviewed. Each woman was interviewed three times for a total of six interviews. The phenomenographic interviews focused on the lived experiences of the participants to better understand thriving in engineering. The first interview focused on the women’s personal life and background, the second on their learning journey and project team experiences, and the third focused on videos the women took through a method called Photovoice. Interviews were transcribed, and an inductive thematic analysis was conducted. Four themes were identified. Multiple coders were utilized to ensure trustworthiness and increase interrater reliability. Results indicate that thriving women have supportive families, experienced gender biases, and enjoy hands-on engineering and creating a final product. These traits and experiences may help inspire younger women to pursue engineering degrees and can help inform institutions as they make policy changes to support women. Additional women will be recruited from four different universities to further develop a theoretical framework to help inform institutions in how they can support women to thrive in engineering. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diversity" title="diversity">diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20teams" title=" project teams"> project teams</a>, <a href="https://publications.waset.org/abstracts/search?q=women%20in%20engineering" title=" women in engineering"> women in engineering</a> </p> <a href="https://publications.waset.org/abstracts/146726/we-are-thriving-increasing-the-number-of-women-in-engineering" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146726.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">109</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">24</span> Maternal Adverse Childhood Experiences and Preschool Children’s Behavioural Problems: Mediation via Adult Attachment and Moderation by Maternal Mental Health, Social Support, and Child Sex</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Stefan%20Kurbatfinski">Stefan Kurbatfinski</a>, <a href="https://publications.waset.org/abstracts/search?q=Aliyah%20Dosani"> Aliyah Dosani</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrew%20F.%20Hayes"> Andrew F. Hayes</a>, <a href="https://publications.waset.org/abstracts/search?q=Deborah%20Dewey"> Deborah Dewey</a>, <a href="https://publications.waset.org/abstracts/search?q=Nicole%20Letourneau"> Nicole Letourneau</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Maternal adverse childhood experiences (ACEs) have been associated with internalizing and externalizing behavioral problems in preschool children. However, little is known about the influence of maternal adult attachment patterns on this association. Further, potential moderation by maternal mental health, maternal social support, or child sex is poorly understood. Therefore, this study examined associations between 1) maternal ACEs and preschool children’s behavioural problems, with mediation through maternal attachment patterns and moderation by maternal mental health, maternal social support, and child sex; and 2) maternal attachment patterns and children’s behavioural problems, with mediation through maternal mental health and social support and moderation by child sex. Methods: This secondary analysis used data (n=625) from a high socioeconomic, longitudinally prospective cohort (Alberta Pregnancy Outcomes and Nutrition). Child behaviour (BASC-2) and maternal adult attachment (ECR-Q) were measured at five years of child age, maternal ACEs (ACEs Questionnaire) at around 12 months, and maternal mental health (CESD and SCL-90-R) and social support (SSQ) across various prenatal and postnatal time points. All moderation and mediation analyses occurred through RStudio using PROCESS, interpreting significant interactions through Johnson-Neyman plots. Findings: Maternal ACEs interacted with maternal anxiety symptoms to predict both behavioural problems (pexternalizing=0.007; pinternalizing=0.0159). An indirect pathway via dismissive attachment was moderated by maternal social support ([0.0058, 0.0596]). Attachment patterns predicted all behavioural problems (p<0.05) and interacted with maternal anxiety symptoms to predict internalizing behaviours among male children ([0.0321, 0.1307]; [0.0321, 0.1291]). Interpretation: Maternal attachment patterns may predict children’s behavioural problems more than ACEs. Social support interventions may not always be beneficial for highly dismissively attached mothers. Implications for policy and child health include mandatory sex and gender education for teachers; assessing attachment patterns prior to recommending social support as an intervention; and anxiety-focused interventions for mothers in higher socioeconomic populations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=maternal%20adverse%20childhood%20experiences" title="maternal adverse childhood experiences">maternal adverse childhood experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=internalizing%20behaviours" title=" internalizing behaviours"> internalizing behaviours</a>, <a href="https://publications.waset.org/abstracts/search?q=externalizing%20behaviours" title=" externalizing behaviours"> externalizing behaviours</a>, <a href="https://publications.waset.org/abstracts/search?q=mediators%20and%20moderators" title=" mediators and moderators"> mediators and moderators</a>, <a href="https://publications.waset.org/abstracts/search?q=attachment%20patterns" title=" attachment patterns"> attachment patterns</a>, <a href="https://publications.waset.org/abstracts/search?q=child%20health" title=" child health"> child health</a> </p> <a href="https://publications.waset.org/abstracts/168991/maternal-adverse-childhood-experiences-and-preschool-childrens-behavioural-problems-mediation-via-adult-attachment-and-moderation-by-maternal-mental-health-social-support-and-child-sex" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168991.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">71</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">23</span> An Interpretive Study of Entrepreneurial Experience towards Achieving Business Growth Using the Theory of Planned Behaviour as a Lens</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Akunna%20Agunwah">Akunna Agunwah</a>, <a href="https://publications.waset.org/abstracts/search?q=Kevin%20Gallimore"> Kevin Gallimore</a>, <a href="https://publications.waset.org/abstracts/search?q=Kathryn%20Kinmond"> Kathryn Kinmond</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Entrepreneurship is widely associated and seen as a vehicle for economic growth; however, different scholars have studied entrepreneurship from various perspectives, resulting in multiple definitions. It is surprising to know most entrepreneurship definition does not incorporate growth as part of their definition of entrepreneurship. Economic growth is engineered by the activities of the entrepreneurs. The purpose of the present theoretical study is to explore the working practices of the successful entrepreneurs towards achieving business growth by understanding the experiences of the entrepreneur using the Theory of Planned Behaviour (TPB) as a lens. Ten successful entrepreneurs in the North West of England in various business sectors were interviewed using semi-structured interview method. The recorded audio interviews transcribed and subsequently evaluated using the thematic deductive technique (qualitative approach). The themes were examined using Theory of Planned Behaviour to ascertain the presence of the three intentional antecedents (attitude, subjective norms, and perceived behavioural control). The findings categorised in two folds, firstly, it was observed that the three intentional antecedents, which make up Theory of Planned Behaviour were evident in the transcript. Secondly, the entrepreneurs are most concerned with achieving a state of freedom and realising their visions and ambitions. Nevertheless, the entrepreneur employed these intentional antecedents to enhance business growth. In conclusion, the work presented here showed a novel way of understanding the working practices and experiences of the entrepreneur using the theory of planned behaviour in qualitative approach towards enhancing business growth. There exist few qualitative studies in entrepreneurship research. In addition, this work applies a novel approach to studying the experience of the entrepreneurs by examining the working practices of the successful entrepreneurs in the North-West England through the lens of the theory of planned behaviour. Given the findings regarding TPB as a lens in the study, the entrepreneur does not differentiate between the categories of the antecedents reasonably sees them as processes that can be utilised to enhance business growth. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=business%20growth" title="business growth">business growth</a>, <a href="https://publications.waset.org/abstracts/search?q=experience" title=" experience"> experience</a>, <a href="https://publications.waset.org/abstracts/search?q=interpretive" title=" interpretive"> interpretive</a>, <a href="https://publications.waset.org/abstracts/search?q=theory%20of%20planned%20behaviour" title=" theory of planned behaviour"> theory of planned behaviour</a> </p> <a href="https://publications.waset.org/abstracts/79891/an-interpretive-study-of-entrepreneurial-experience-towards-achieving-business-growth-using-the-theory-of-planned-behaviour-as-a-lens" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79891.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">215</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">22</span> Transorbital Craniectomy for Treatment of Frontal Lobe and Olfactory Bulb Neoplasia in Two Canids</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kathryn%20L.%20Duncan">Kathryn L. Duncan</a>, <a href="https://publications.waset.org/abstracts/search?q=Charles%20A.%20Kuntz"> Charles A. Kuntz</a>, <a href="https://publications.waset.org/abstracts/search?q=James%20O.%20Simcock"> James O. Simcock</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A surgical approach to the cranium for treatment of frontal lobe and olfactory bulb neoplasia in dogs is described in this report, which provided excellent access for visualisation and removal of gross neoplastic tissue. An 8-year-old spayed female Shih Tzu crossbreed dog (dog 1) and a 13-year-old neutered male Miniature Fox Terrier (dog 2) were evaluated for removal of neoplasms involving both the frontal lobe and olfactory bulb. Both dogs presented with abnormal neurological clinical signs, decreased menace responses, and behavioural changes. Additionally, dog 2 presented with compulsive circling and generalized tonic-clonic seizure activity. Computed tomography was performed in both dogs, and MRI was also performed in dog 1. Imaging was consistent with frontal lobe and olfactory bulb neoplasia. A transorbital frontal bone craniectomy, with orbital ligament desmotomy and ventrolateral retraction of the globe, was performed in both cases without complication. Dog 1 had a focal area of lysis in the frontal bone adjacent to the neoplasm in the frontal lobe. The presence of the bone defect provided part of the impetus for this approach, as it would permit resection of the lytic bone. In addition, the neoplasms would be surgically accessible without encountering interposed brain parenchyma, reducing the risk of iatrogenic injury. Both dogs were discharged from the hospital within 72 hours post-operatively, both with normal mentation. Case 1 had a histopathologic diagnosis of malignant anaplastic neoplasm. The tumour recurred 101d postoperatively, and the patient was euthanized. Case 2 was diagnosed with a meningioma and was neurologically normal at 294d postoperatively. This transorbital surgical approach allowed successful removal of the intracranial frontal lobe and olfactory bulb neoplasms in 2 dogs. This approach should be considered for dogs with lateralized frontal lobe and olfactory bulb neoplasms that are closely associated with the suborbital region of the frontal bone. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=neurosurgery" title="neurosurgery">neurosurgery</a>, <a href="https://publications.waset.org/abstracts/search?q=small%20animal%20surgery" title=" small animal surgery"> small animal surgery</a>, <a href="https://publications.waset.org/abstracts/search?q=surgical%20oncology" title=" surgical oncology"> surgical oncology</a>, <a href="https://publications.waset.org/abstracts/search?q=veterinary%20neurology" title=" veterinary neurology"> veterinary neurology</a> </p> <a href="https://publications.waset.org/abstracts/136484/transorbital-craniectomy-for-treatment-of-frontal-lobe-and-olfactory-bulb-neoplasia-in-two-canids" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136484.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">152</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">21</span> Assessing Livelihood Vulnerability to Climate Change and Adaptation Strategies in Rajanpur District, Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Afzal">Muhammad Afzal</a>, <a href="https://publications.waset.org/abstracts/search?q=Shahbaz%20Mushtaq"> Shahbaz Mushtaq</a>, <a href="https://publications.waset.org/abstracts/search?q=Duc-Anh-An-Vo"> Duc-Anh-An-Vo</a>, <a href="https://publications.waset.org/abstracts/search?q=Kathryn%20Reardon%20Smith"> Kathryn Reardon Smith</a>, <a href="https://publications.waset.org/abstracts/search?q=Thanh%20Ma"> Thanh Ma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Climate change has become one of the most challenging environmental issues in the 21st century. Climate change-induced natural disasters, especially floods, are the major factors of livelihood vulnerability, impacting millions of individuals worldwide. Evaluating and mitigating the effects of floods requires an in-depth understanding of the relationship between vulnerability and livelihood capital assets. Using an integrated approach, sustainable livelihood framework, and system thinking approach, the study developed a conceptual model of a generalized livelihood system in District Rajanpur, Pakistan. The model visualizes the livelihood vulnerability system as a whole and identifies the key feedback loops likely to influence the livelihood vulnerability. The study suggests that such conceptual models provide effective communication and understanding tools to stakeholders and decision-makers to anticipate the problem and design appropriate policies. It can also serve as an evaluation technique for rural livelihood policy and identify key systematic interventions. The key finding of the study reveals that household income, health, and education are the major factors behind the livelihood vulnerability of the rural poor of District Rajanpur. The Pakistani government tried to reduce the livelihood vulnerability of the region through different income, health, and education programs, but still, many changes are required to make these programs more effective especially during the flood times. The government provided only cash to vulnerable and marginalized families through income support programs, but this study suggests that along with the cash, the government must provide seed storage facilities and access to crop insurance to the farmers. Similarly, the government should establish basic health units in villages and frequent visits of medical mobile vans should be arranged with advanced medical lab facilities during and after the flood. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=livelihood%20vulnerability" title="livelihood vulnerability">livelihood vulnerability</a>, <a href="https://publications.waset.org/abstracts/search?q=rural%20communities" title=" rural communities"> rural communities</a>, <a href="https://publications.waset.org/abstracts/search?q=flood" title=" flood"> flood</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20livelihood%20framework" title=" sustainable livelihood framework"> sustainable livelihood framework</a>, <a href="https://publications.waset.org/abstracts/search?q=system%20dynamics" title=" system dynamics"> system dynamics</a>, <a href="https://publications.waset.org/abstracts/search?q=Pakistan" title=" Pakistan"> Pakistan</a> </p> <a href="https://publications.waset.org/abstracts/184708/assessing-livelihood-vulnerability-to-climate-change-and-adaptation-strategies-in-rajanpur-district-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/184708.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">50</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">20</span> Palliative Orthovoltage Radiotherapy and Subcutaneous Infusion of Carboplatin for Treatment of Appendicular Osteosarcoma in Dogs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kathryn%20L.%20Duncan">Kathryn L. Duncan</a>, <a href="https://publications.waset.org/abstracts/search?q=Charles%20A.%20Kuntz"> Charles A. Kuntz</a>, <a href="https://publications.waset.org/abstracts/search?q=Alessandra%20C.%20Santamaria"> Alessandra C. Santamaria</a>, <a href="https://publications.waset.org/abstracts/search?q=James%20O.%20Simcock"> James O. Simcock</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Access to megavoltage radiation therapy for small animals is limited in many locations around the world. This can preclude the use of palliative radiation therapy for the treatment of appendicular osteosarcoma in dogs. The objective of this study was to retrospectively assess the adverse effects and survival times of dogs with appendicular osteosarcoma that were treated with hypofractionated orthovoltage radiation therapy and adjunctive carboplatin chemotherapy administered via a single subcutaneous infusion. Medical records were reviewed retrospectively to identify client-owned dogs with spontaneously occurring appendicular osteosarcoma that was treated with palliative orthovoltage radiation therapy and a single subcutaneous infusion of carboplatin. Data recorded included signalment, tumour location, results of diagnostic imaging, haematologic and serum biochemical analyses, adverse effects of radiation therapy and chemotherapy, and survival times. Kaplan-Meier survival analysis was performed, and log-rank analysis was used to determine the impact of specific patient variables on survival time. Twenty-three dogs were identified that met the inclusion criteria. Median survival time for dogs was 182 days. Eleven dogs had adverse haematologic effects, 3 had adverse gastrointestinal effects, 6 had adverse effects at the radiation site and 7 developed infections at the carboplatin infusion site. No statistically significant differences were identified in survival times based on sex, tumour location, development of infection, or pretreatment serum alkaline phosphatase. Median survival time and incidence of adverse effects were comparable to those previously reported in dogs undergoing palliative radiation therapy with megavoltage or cobalt radiation sources and conventional intravenous carboplatin chemotherapy. The use of orthovoltage palliative radiation therapy may be a reasonable alternative to megavoltage radiation in locations where access is limited. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=radiotherapy" title="radiotherapy">radiotherapy</a>, <a href="https://publications.waset.org/abstracts/search?q=veterinary%20oncology" title=" veterinary oncology"> veterinary oncology</a>, <a href="https://publications.waset.org/abstracts/search?q=chemotherapy" title=" chemotherapy"> chemotherapy</a>, <a href="https://publications.waset.org/abstracts/search?q=osteosarcoma" title=" osteosarcoma"> osteosarcoma</a> </p> <a href="https://publications.waset.org/abstracts/147082/palliative-orthovoltage-radiotherapy-and-subcutaneous-infusion-of-carboplatin-for-treatment-of-appendicular-osteosarcoma-in-dogs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147082.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">73</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">19</span> The Impact of Project Management Approaches in Enhancing Entrepreneurial Growth: A Study Using the Theory of Planned Behaviour as a Lens to Understand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Akunna%20Agunwah">Akunna Agunwah</a>, <a href="https://publications.waset.org/abstracts/search?q=Kevin%20Gallimore"> Kevin Gallimore</a>, <a href="https://publications.waset.org/abstracts/search?q=Kathryn%20Kinnmond"> Kathryn Kinnmond</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Entrepreneurship and project management are widely associated and seen as a vehicle for economic growth, but are studied separately. A few authors have considered the interconnectivity existing between these two fields, but relatively little empirical data currently exist in the literature. The purpose of the present empirical study is to explore whether successful entrepreneurs utilise project management approaches in enhancing enterprise growth by understanding the working practices and experiences of the entrepreneurs’ using the Theory of Planned Behaviour (TPB) as a lens. In order to understand those experiences, ten successful entrepreneurs in various business sectors in the North West of England were interviewed through a face-to-face semi-structured interview method. The collected audio tape-recorded data was transcribed and analysed using the deductive thematic technique (qualitative approach). The themes were viewed through the lens of Theory of Planned Behaviour to identify the three intentional antecedents (attitude, subjective norms, and perceived behavioural control) and to understand how they relate to the project management approaches (Planning, execution, and monitoring). The findings are twofold, the first evidence of the three intentional antecedents, which make up Theory of Planned Behaviour was present. Secondly, the analysis of project management approaches themes (planning, execution, and monitoring) using the lens of the theory of planned behaviour shows evidence of the three intentional antecedents. There were more than one intentional antecedents found in a particular project management theme, which indicates that the entrepreneur does utilise these approaches without categorising them into definite themes. However, the entrepreneur utilised these intentional antecedents as processes to enhanced business growth. In conclusion, the work presented here showed a way of understanding the interconnectivity between entrepreneurship and project management towards enhancing enterprise growth by examining the working practices and experiences of the successful entrepreneurs in the North-West England. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=business%20growth" title="business growth">business growth</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship" title=" entrepreneurship"> entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20management%20approaches" title=" project management approaches"> project management approaches</a>, <a href="https://publications.waset.org/abstracts/search?q=theory%20of%20planned%20behaviour" title=" theory of planned behaviour"> theory of planned behaviour</a> </p> <a href="https://publications.waset.org/abstracts/74643/the-impact-of-project-management-approaches-in-enhancing-entrepreneurial-growth-a-study-using-the-theory-of-planned-behaviour-as-a-lens-to-understand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74643.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">205</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">18</span> Physiological Assessment for Straightforward Symptom Identification (PASSify): An Oral Diagnostic Device for Infants</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kathryn%20Rooney">Kathryn Rooney</a>, <a href="https://publications.waset.org/abstracts/search?q=Kaitlyn%20Eddy"> Kaitlyn Eddy</a>, <a href="https://publications.waset.org/abstracts/search?q=Evan%20Landers"> Evan Landers</a>, <a href="https://publications.waset.org/abstracts/search?q=Weihui%20Li"> Weihui Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The international mortality rate for neonates and infants has been declining at a disproportionally low rate when compared to the overall decline in child mortality in recent decades. A significant portion of infant deaths could be prevented with the implementation of low-cost and easy to use physiological monitoring devices, by enabling early identification of symptoms before they progress into life-threatening illnesses. The oral diagnostic device discussed in this paper serves to continuously monitor the key vital signs of body temperature, respiratory rate, heart rate, and oxygen saturation. The device mimics an infant pacifier, designed to be easily tolerated by infants as well as orthodontically inert. The fundamental measurements are gathered via thermistors and a pulse oximeter, each encapsulated in medical-grade silicone and wired internally to a microcontroller chip. The chip then translates the raw measurements into physiological values via an internal algorithm, before outputting the data to a liquid crystal display screen and an Android application. Additionally, a biological sample collection chamber is incorporated into the internal portion of the device. The movement within the oral chamber created by sucking on the pacifier-like device pushes saliva through a small check valve in the distal end, where it is accumulated and stored. The collection chamber can be easily removed, making the sample readily available to be tested for various diseases and analytes. With the vital sign monitoring and sample collection offered by this device, abnormal fluctuations in physiological parameters can be identified and appropriate medical care can be sought. This device enables preventative diagnosis for infants who may otherwise have gone undiagnosed, due to the inaccessibility of healthcare that plagues vast numbers of underprivileged populations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=neonate%20mortality" title="neonate mortality">neonate mortality</a>, <a href="https://publications.waset.org/abstracts/search?q=infant%20mortality" title=" infant mortality"> infant mortality</a>, <a href="https://publications.waset.org/abstracts/search?q=low-cost%20diagnostics" title=" low-cost diagnostics"> low-cost diagnostics</a>, <a href="https://publications.waset.org/abstracts/search?q=vital%20signs" title=" vital signs"> vital signs</a>, <a href="https://publications.waset.org/abstracts/search?q=saliva%20testing" title=" saliva testing"> saliva testing</a>, <a href="https://publications.waset.org/abstracts/search?q=preventative%20care" title=" preventative care"> preventative care</a> </p> <a href="https://publications.waset.org/abstracts/91438/physiological-assessment-for-straightforward-symptom-identification-passify-an-oral-diagnostic-device-for-infants" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91438.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">152</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">17</span> Health Outcomes from Multidrug-Resistant Salmonella in High-Income Countries: A Systematic Review and Meta-Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andrea%20Parisi">Andrea Parisi</a>, <a href="https://publications.waset.org/abstracts/search?q=Samantha%20Vilkins"> Samantha Vilkins</a>, <a href="https://publications.waset.org/abstracts/search?q=Luis%20Furuya-Kanamori"> Luis Furuya-Kanamori</a>, <a href="https://publications.waset.org/abstracts/search?q=John%20A.%20Crump"> John A. Crump</a>, <a href="https://publications.waset.org/abstracts/search?q=Benjamin%20P.%20Howden"> Benjamin P. Howden</a>, <a href="https://publications.waset.org/abstracts/search?q=Darren%20Gray"> Darren Gray</a>, <a href="https://publications.waset.org/abstracts/search?q=Kathryn%20Glass"> Kathryn Glass</a>, <a href="https://publications.waset.org/abstracts/search?q=Martyn%20Kirk"> Martyn Kirk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objectives: Salmonella is a leading cause of foodborne enterocolitis worldwide. Nontyphoidal Salmonella (NTS) infections that are Multi-Drug Resistant (MDR) (non-susceptible to ≥1 agent in ≥3 antimicrobial categories) may result in more severe outcomes, although these effects have not been systematically examined. We conducted a systematic review and meta-analysis to examine impacts of MDR NTS on health in high-income settings. Methods: We systematically reviewed the literature from scientific databases, including PubMed, Scopus and grey literature sources, using PRISMA guidelines. We searched for data from case-control studies, cohorts, outbreaks, reports and theses, imposing no language restriction. We included only publications from January 1990 to September 2016 from high income countries as classified by World Bank. We extracted data from papers on duration of illness, hospitalisation rates, morbidity and mortality for MDR and non-MDR NTS strains. Results: After removing duplicates, the initial search revealed 4258 articles. After further screening, we identified 16 eligible studies for the systematic review, and 9 of these were included in meta-analysis. NTS serotypes differed among the reported studies but serotype Typhimurium, Enteritidis, Newport and Heidelberg were among the most often reported as MDR pathogens. Salmonella infections that were MDR were associated with excess bloodstream infections (OR 1.63; 95%CI 1.18-2.26), excess hospitalisations (OR 2.77; 95%CI 1.47-5.21) and higher mortality (OR 3.54; 95%CI 1.10-11.40). Conclusions: MDR NTS infections are a serious public health concern. With the emergence of MDR Salmonella strains in the high-income countries, it is crucial to restrict the use of antimicrobials both in animals and humans, and intervene to prevent foodborne infections. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Antimicrobial%20Resistance" title="Antimicrobial Resistance">Antimicrobial Resistance</a>, <a href="https://publications.waset.org/abstracts/search?q=Bloodstream%20Infection" title=" Bloodstream Infection"> Bloodstream Infection</a>, <a href="https://publications.waset.org/abstracts/search?q=Health%20Outcomes" title=" Health Outcomes"> Health Outcomes</a>, <a href="https://publications.waset.org/abstracts/search?q=Hospitalisation" title=" Hospitalisation"> Hospitalisation</a>, <a href="https://publications.waset.org/abstracts/search?q=Invasive%20Disease" title=" Invasive Disease"> Invasive Disease</a>, <a href="https://publications.waset.org/abstracts/search?q=Multi-Drug%20Resistance%20%28MDR%29" title=" Multi-Drug Resistance (MDR)"> Multi-Drug Resistance (MDR)</a>, <a href="https://publications.waset.org/abstracts/search?q=Mortality" title=" Mortality"> Mortality</a>, <a href="https://publications.waset.org/abstracts/search?q=Nontyphoidal%20Salmonella" title=" Nontyphoidal Salmonella"> Nontyphoidal Salmonella</a> </p> <a href="https://publications.waset.org/abstracts/66064/health-outcomes-from-multidrug-resistant-salmonella-in-high-income-countries-a-systematic-review-and-meta-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66064.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">380</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">16</span> Needs of Omani Children in First Grade during Their Transition from Kindergarten to Primary School: An Ethnographic Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zainab%20Algharibi">Zainab Algharibi</a>, <a href="https://publications.waset.org/abstracts/search?q=Julie%20McAdam"> Julie McAdam</a>, <a href="https://publications.waset.org/abstracts/search?q=Catherine%20Fagan"> Catherine Fagan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to shed light on how Omani children in the first grade experience their needs during their transition to primary school. Theoretically, the paper was built on two perspectives: Dewey's concept of continuity of experience and the boundary objects introduced by Vygotsky (CHAT). The methodology of the study is based on the crucial role of children’s agency which is a very important activity as an educational tool to enhance the child’s participation in the learning process and develop their ability to face various issues in their life. Thus, the data were obtained from 45 children in grade one from 4 different primary schools using drawing and visual narrative activities, in addition to researcher observations during the start of the first weeks of the academic year for the first grade. As the study dealt with children, all of the necessary ethical laws were followed. This paper is considered original since it seeks to deal with the issue of children's transition from kindergarten to primary school in Oman, if not in the Arab region. Therefore, it is expected to fill an important gap in this field and present a proposal that will be a door for researchers to enter this research field later. The analysis of drawing and visual narrative was performed according to the social semiotics approach in two phases. The first is to read out the surface message “denotation,” while the second is to go in-depth via the symbolism obtained from children while they talked and drew letters and signs. This stage is known as “signified”; a video was recorded of each child talking about their drawing and expressing themself. Then, the data were organised and classified according to a cross-data network. Regarding the researcher observation analyses, the collected data were analysed according to the model was developed for the "grounded theory". It is based on comparing the recent data collected from observations with data previously encoded by other methods in which children were drawing alongside the visual narrative in the current study, in order to identify the similarities and differences, and also to clarify the meaning of the accessed categories and to identify sub-categories of them with a description of possible links between them. This is a kind of triangulation in data collection. The study came up with a set of findings, the most vital being that the children's greatest interest goes to their social and psychological needs, such as friends, their teacher, and playing. Also, their biggest fears are a new place, a new teacher, and not having friends, while they showed less concern for their need for educational knowledge and skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children%E2%80%99s%20academic%20needs" title="children’s academic needs">children’s academic needs</a>, <a href="https://publications.waset.org/abstracts/search?q=children%E2%80%99s%20social%20needs" title=" children’s social needs"> children’s social needs</a>, <a href="https://publications.waset.org/abstracts/search?q=transition" title=" transition"> transition</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20school" title=" primary school"> primary school</a> </p> <a href="https://publications.waset.org/abstracts/159390/needs-of-omani-children-in-first-grade-during-their-transition-from-kindergarten-to-primary-school-an-ethnographic-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159390.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">108</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Kathryn%20G.%20Dewey&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Kathryn%20G.%20Dewey&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> 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