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disadvantaged students</title> <meta name="description" content="Search results for: socially disadvantaged students"> <meta name="keywords" content="socially disadvantaged students"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="socially disadvantaged students"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 6634</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: socially disadvantaged students</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6634</span> The Importance of Teachers´ Self-Efficacy in the Field of Education of Socially Disadvantaged Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anna%20Petr%20Safrankova">Anna Petr Safrankova</a>, <a href="https://publications.waset.org/abstracts/search?q=Karla%20Hrbackova"> Karla Hrbackova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The education of socially disadvantaged students is in the long term spotlight of many pedagogical researches in both Czech and foreign environment. These researches among others investigate this topic from the point of view of individual compensatory measure which tries to overcome or remove the social disadvantage. The focus of the study is to highlight the important role of teachers in the education of this specific group of students, among others in terms of their (teachers´) pre-graduate training. The aim of the study is to point out the importance of teachers´ self-efficacy. The study is based on the assumption that the teacher's self-efficacy may significantly affect the teacher's perception of a particular group of students and thereby affect the education of the students. The survey involved 245 teachers from the two regions in the Czech Republic. In the research were used TES questionnaire (with the dimensions personal teaching efficacy – PTE and general teaching efficacy – GTE) by Gibson and Dembo and the semantic differential (containing 12 scales with bipolar adjectives) which investigated the components of teachers' attitudes toward socially disadvantaged students. It was found that teachers’ self-efficacy significantly affects the teachers’ perception of the group of socially disadvantaged students. Based on this finding we believe that it is necessary to work with this concept (prepare teachers to educate this specific group of students) already during higher education and especially during the pre-graduate teachers training. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teachers" title="teachers">teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=socially%20disadvantaged%20students" title=" socially disadvantaged students"> socially disadvantaged students</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20differential" title=" semantic differential"> semantic differential</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%20self-efficacy" title=" teachers self-efficacy"> teachers self-efficacy</a> </p> <a href="https://publications.waset.org/abstracts/35831/the-importance-of-teachers-self-efficacy-in-the-field-of-education-of-socially-disadvantaged-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35831.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">426</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">6633</span> Inclusive Education of Roma Students from Socially Disadvantaged Background as a Determinant of Their Social Inclusion in the Slovak Republic </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=L.%20Hor%C5%88%C3%A1k">L. Horňák</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the paper is to analyze a longstanding problem in Slovakia – the effective education of Roma students coming from socially disadvantaged backgrounds. Although it is a relatively small country, there are over 630 communities in the Slovak Republic. The efficiency of the projects was verified by interviews with participants; questionnaires; and direct observations. Evaluation reports which summarized and evaluated the outcomes of the projects only confirmed their success. Slovakia realizes that appropriate social inclusion of marginalized citizens coming from the Roma ethnic group can only be achieved through education based on equality of all students and acceptance of diversity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title="inclusive education">inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=marginalized%20communities" title=" marginalized communities"> marginalized communities</a>, <a href="https://publications.waset.org/abstracts/search?q=Roma%20pupil" title=" Roma pupil"> Roma pupil</a>, <a href="https://publications.waset.org/abstracts/search?q=equity%20in%20education" title=" equity in education"> equity in education</a>, <a href="https://publications.waset.org/abstracts/search?q=socially%20disadvantaged%20backgrounds" title=" socially disadvantaged backgrounds"> socially disadvantaged backgrounds</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20inclusion" title=" social inclusion"> social inclusion</a> </p> <a href="https://publications.waset.org/abstracts/40496/inclusive-education-of-roma-students-from-socially-disadvantaged-background-as-a-determinant-of-their-social-inclusion-in-the-slovak-republic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40496.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">225</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">6632</span> The Impact of Feuerstein Enhancement of Learning Potential to the Integration of Children from Socially Disadvantaged Backgrounds into Society</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michal%20Kozub%C3%ADk">Michal Kozubík</a>, <a href="https://publications.waset.org/abstracts/search?q=Svetlana%20S%C3%ADthov%C3%A1"> Svetlana Síthová</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Aim: Aim of this study is to introduce the method of instrumental enrichment to people who works in the helping professions, and show further possibilities of its realization with children from socially disadvantaged backgrounds into society. Methods: We focused on Feuerstein’s Instrumental Enrichment method, its theoretical grounds and practical implementation. We carried out questionnaires and directly observed children from the disadvantaged background in Partizánske district. Results: We outlined the issues of children from disadvantaged social environment and their opportunity of social integration using the method. The findings showed the utility of Feuerstein method. Conclusions: We conclude that Feuerstein methods are very suitable for children from socially disadvantaged background and importance of social workers and special educator co-operation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Feuerstein" title="Feuerstein">Feuerstein</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=socially%20disadvantaged%20background" title=" socially disadvantaged background"> socially disadvantaged background</a> </p> <a href="https://publications.waset.org/abstracts/59522/the-impact-of-feuerstein-enhancement-of-learning-potential-to-the-integration-of-children-from-socially-disadvantaged-backgrounds-into-society" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59522.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">311</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">6631</span> Under the 'Umbrella' Project: A Volunteer-Mentoring Approach for Socially Disadvantaged University Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Evridiki%20Zachopoulou">Evridiki Zachopoulou</a>, <a href="https://publications.waset.org/abstracts/search?q=Vasilis%20Grammatikopoulos"> Vasilis Grammatikopoulos</a>, <a href="https://publications.waset.org/abstracts/search?q=Michail%20Vitoulis"> Michail Vitoulis</a>, <a href="https://publications.waset.org/abstracts/search?q=Athanasios%20Gregoriadis"> Athanasios Gregoriadis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the last ten years, the recent economic crisis in Greece has decreased the financial ability and strength of several families when it comes to supporting their children’s studies. As a result, the number of students who are significantly delaying or even dropping out of their university studies is constantly increasing. The students who are at greater risk for academic failure are those who are facing various problems and social disadvantages, like health problems, special needs, family poverty or unemployment, single-parent students, immigrant students, etc. The ‘Umbrella’ project is a volunteer-based initiative to tackle this problem at International Hellenic University. The main purpose of the project is to provide support to disadvantaged students at a socio-emotional, academic, and practical level in order to help them complete their undergraduate studies. More specifically, the ‘Umbrella’ project has the following goals: (a) to develop a consulting-supporting network based on volunteering senior students, called ‘i-mentors’. (b) to train the volunteering i-mentors and create a systematic and consistent support procedure for students at-risk, (c), to develop a service that, parallel to the i-mentor network will be ensuring opportunities for at-risk students to find a job, (d) to support students who are coping with accessibility difficulties, (e) to secure the sustainability of the ‘Umbrella’ project after the completion of the funding of the project. The innovation of the Umbrella project is in its holistic-person-centered approach that will be providing individualized support -via the i-mentors network- to any disadvantaged student that will come ‘under the Umbrella.’ <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=peer%20mentoring" title="peer mentoring">peer mentoring</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20support" title=" student support"> student support</a>, <a href="https://publications.waset.org/abstracts/search?q=socially%20disadvantaged%20students" title=" socially disadvantaged students"> socially disadvantaged students</a>, <a href="https://publications.waset.org/abstracts/search?q=volunteerism%20in%20higher%20education" title=" volunteerism in higher education"> volunteerism in higher education</a> </p> <a href="https://publications.waset.org/abstracts/127481/under-the-umbrella-project-a-volunteer-mentoring-approach-for-socially-disadvantaged-university-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/127481.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">234</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">6630</span> Second Language Skill through M-Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Subramaniam%20Chandran">Subramaniam Chandran</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Geetha"> A. Geetha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper addresses three issues: how to prepare the instructional design for imparting English language skill from inter-disciplinary self-learning material; how the disadvantaged students are benefited from such kind of language skill imparted through m-learning; and how do m-learners perform better than the other learners. This paper examines these issues through an experimental study conducted among the distance learners enrolled in a preparatory program for bachelor’s degree. This program is designed for the disadvantaged learners especially for the school drop-outs to qualify to pursue graduate program through distant education. It also explains how mobile learning helps them to enhance their capacity in learning despite their rural background and other disadvantages. In India, nearly half of the students enrolled in schools do not complete their study. The pursuance of higher education is very low when compared with developed countries. This study finds a significant increase in their learning capacity and mobile learning seems to be a viable alternative where the conventional system could not reach the disadvantaged learners. Improving the English language skill is one of the reasons for such kind of performance. Exercises framed from the relevant self-learning material for enhancing English language skill not only improves language skill but also widens the subject-knowledge. This paper explains these issues out of the study conducted among the disadvantaged learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20language%20skill" title="English language skill">English language skill</a>, <a href="https://publications.waset.org/abstracts/search?q=disadvantaged%20learners" title=" disadvantaged learners"> disadvantaged learners</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title=" distance education"> distance education</a>, <a href="https://publications.waset.org/abstracts/search?q=m-learning" title=" m-learning"> m-learning</a> </p> <a href="https://publications.waset.org/abstracts/24313/second-language-skill-through-m-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24313.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">424</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">6629</span> Imparting Second Language Skill through M-Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Subramaniam%20Chandran">Subramaniam Chandran</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Geetha"> A. Geetha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper addresses three issues: how to prepare instructional design for imparting English language skill from inter-disciplinary self-learning material; how the disadvantaged students are benefited from such kind of language skill imparted through m-learning; and how do the m-learners perform better than the other learners. This paper examines these issues through an experimental study conducted among the distance learners enrolled in preparatory program for bachelor’s degree. This program is designed for the disadvantage learners especially for the school drop-outs to qualify to pursue graduate program through distant education. It also explains how mobile learning helps them to enhance their capacity in learning despite their rural background and other disadvantages. In India nearly half of the students enrolled in schools do not complete their study. The pursuance of higher education is very low when compared with developed countries. This study finds a significant increase in their learning capacity and mobile learning seems to be a viable alternative where conventional system could not reach the disadvantaged learners. Improving the English language skill is one of the reasons for such kind of performance. Exercises framed from the relevant self-learning material for enhancing English language skill not only improves language skill but also widens the subject-knowledge. This paper explains these issues out of the study conducted among the disadvantaged learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20language%20skill" title="English language skill">English language skill</a>, <a href="https://publications.waset.org/abstracts/search?q=disadvantaged%20learners" title=" disadvantaged learners"> disadvantaged learners</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title=" distance education"> distance education</a>, <a href="https://publications.waset.org/abstracts/search?q=m-learning" title=" m-learning"> m-learning</a> </p> <a href="https://publications.waset.org/abstracts/20792/imparting-second-language-skill-through-m-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20792.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">666</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">6628</span> Issues and Challenges of Tribals in India: A Case of Andhra Pradesh</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=P.%20Lalitha">P. Lalitha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Economic and social empowerment and educational upliftment of socially disadvantaged groups and marginalized sections of society is necessary for achieving faster and more inclusive development. Programmes are being implemented through states, government’s apex corporations, and NGOs for the up-liftment of disadvantaged and marginalized sections of society. As per the primary data collected, a majority of tribal land holdings (60%) are below 2 hectare and only 5% are above 10 hectares. However, the ownership of large holdings does not give a distinct advantage unless the land is of good quality. There are areas in which even large holdings beyond 5 hectares are not sufficient to meet the food necessity of the tribal families all-round the year. Some initiatives e.g. grain-golas, jhum cultivation, wadi project, Joint Forest Management(JFM), enhancing Livelihood and Health through Traditional Knowledge Management, Associating Individual Rural Volunteers (IRVs) in SHG Bank Linkage Programme have been taken in various tribal areas of the country. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=tribals" title="tribals">tribals</a>, <a href="https://publications.waset.org/abstracts/search?q=unemployment" title=" unemployment"> unemployment</a>, <a href="https://publications.waset.org/abstracts/search?q=health" title=" health"> health</a>, <a href="https://publications.waset.org/abstracts/search?q=food" title=" food"> food</a> </p> <a href="https://publications.waset.org/abstracts/1830/issues-and-challenges-of-tribals-in-india-a-case-of-andhra-pradesh" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/1830.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">289</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">6627</span> A Longitudinal Study of Psychological Capital, Parent-Child Relationships, and Subjective Well-Beings in Economically Disadvantaged Adolescents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chang%20Li-Yu">Chang Li-Yu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purposes: The present research focuses on exploring the latent growth model of psychological capital in disadvantaged adolescents and assessing its relationship with subjective well-being. Methods: Longitudinal study design was utilized and the data was from Taiwan Database of Children and Youth in Poverty (TDCYP), using the student questionnaires from 2009, 2011, and 2013. Data analysis was conducted using both univariate and multivariate latent growth curve models. Results: This study finds that: (1) The initial state and growth rate of individual factors such as parent-child relationships, psychological capital, and subjective wellbeing in economically disadvantaged adolescents have a predictive impact; (2) There are positive interactive effects in the development among factors like parentchild relationships, psychological capital, and subjective well-being in economically disadvantaged adolescents; and (3) The initial state and growth rate of parent-child relationships and psychological capital in economically disadvantaged adolescents positively affect the initial state and growth rate of their subjective well-being. Recommendations: Based on these findings, this study concretely discusses the significance of psychological capital and family cohesion for the mental health of economically disadvantaged youth and offers suggestions for counseling, psychological therapy, and future research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=economically%20disadvantaged%20adolescents" title="economically disadvantaged adolescents">economically disadvantaged adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20capital" title=" psychological capital"> psychological capital</a>, <a href="https://publications.waset.org/abstracts/search?q=parent-child%20relationships" title=" parent-child relationships"> parent-child relationships</a>, <a href="https://publications.waset.org/abstracts/search?q=subjective%20well-beings" title=" subjective well-beings"> subjective well-beings</a> </p> <a href="https://publications.waset.org/abstracts/181492/a-longitudinal-study-of-psychological-capital-parent-child-relationships-and-subjective-well-beings-in-economically-disadvantaged-adolescents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/181492.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">57</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">6626</span> Challenges Caused by the Integration of Technology as a Pedagogy in One of the Historically Disadvantaged Higher Education Institutions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rachel%20Gugu%20Mkhasibe">Rachel Gugu Mkhasibe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Incorporation of technology as a pedagogy has many benefits. For instance, improvement of pedagogy, increased information access, increased cooperation, and collaboration. However, as good as it may be, this integration of technology as a pedagogy has not been widely adopted in most historically Black higher education institutions especially those in developing countries. For example, the socioeconomic background of students in historically black universities, the weak financial support available from these universities, as well as a large population of students struggle to access the recommended modern physical resources such as iPads, laptops, mobile phones, to name a few. This contributes to an increase in the increase of educational inequalities. The qualitative research approach was utilized in this work to gather detailed data about the obstacles created by the integration of technology as a pedagogy. Interviews were conducted to generate data from 20 academics from 10 Leve two students from one of the historically disadvantaged higher education Institutions in South Africa. The findings revealed that although both students and academics had overwhelming support of the integration of technology as a pedagogy in their institution, the environment which they found themselves in compromise the incorporation of technology as a pedagogy. Therefore, this paper recommends that Department of Higher Education and University Management should intervene and budget for technology to be provided in all the institutions of higher education regardless of where the institutions are situated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaboration" title="collaboration">collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=integration" title=" integration"> integration</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/170106/challenges-caused-by-the-integration-of-technology-as-a-pedagogy-in-one-of-the-historically-disadvantaged-higher-education-institutions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170106.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">82</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">6625</span> The Relationship between Psychological Capital and Mental Health in Economically Disadvantaged Youth: The Mediating Role of Family Cohesion</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chang%20Li-Yu">Chang Li-Yu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Aims: This study investigates the impact of psychological capital on the mental health of economically disadvantaged youth and examines whether family cohesion acts as a mediating variable between psychological capital and mental health. Methods: The sample for the study was drawn from the "Taiwan Poverty Children's Database: Survey on the Living Trends of Disadvantaged Children and Youth." The data analysis methods included descriptive statistics, confirmatory factor analysis, and structural equation modeling. Results: The results indicated that both psychological capital and family cohesion can significantly negatively predict mental health, with psychological capital significantly positively predicting family cohesion. The mediation effect analysis revealed that family cohesion fully mediates the relationship between psychological capital and mental health, meaning that psychological capital influences mental health through family cohesion. Recommendations: Based on these findings, the study concretely discusses the significance of psychological capital and family cohesion for the mental health of economically disadvantaged youth and offers suggestions for psychological counseling, therapy, and future research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=psychological%20capital" title="psychological capital">psychological capital</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title=" mental health"> mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=economically%20disadvantaged%20youth" title=" economically disadvantaged youth"> economically disadvantaged youth</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20cohesion" title=" family cohesion"> family cohesion</a> </p> <a href="https://publications.waset.org/abstracts/181494/the-relationship-between-psychological-capital-and-mental-health-in-economically-disadvantaged-youth-the-mediating-role-of-family-cohesion" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/181494.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">61</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">6624</span> Teacher Support and Academic Resilience in Vietnam: An Analysis of Low Socio-Economic Status Students in Programme for International Student Assessment 2018</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=My%20Ha">My Ha</a>, <a href="https://publications.waset.org/abstracts/search?q=Suwei%20Lin"> Suwei Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Huiying%20Zou"> Huiying Zou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed at investigating the association between teacher support and academic resilience in a developing country. Using the data from PISA 2018 Student Questionnaire and Cognitive Tests, the study provided evidence of the significant impact teacher support had on reading literacy among 15-year-old students from low socio-economic status (SES) homes in Vietnam. From a total of 5773 Vietnamese participants from all backgrounds, a sample of 1765 disadvantaged students was drawn for analysis. As a result, 32 percent of the low SES sample was identified as resilient. Through their response to the PISA items regarding the frequency of support they received from teachers, the result of Latent Class Analysis (LCA) divides children into three subgroups: High Support (74.6%), Fair Support (21.6%), and Low Support (3.8%). The high support group reported the highest proportion of resilient students. Meanwhile, the low support group scored the lowest mean on reading test and had the lowest rate of resilience. Also, as the level of support increases, reading achievement becomes less dependent on socioeconomic status, reflected by the decrease in both the slope and magnitude of their correlation. Logistic regression revealed that 1 unit increase in standardized teacher support would lead to an increase of 29.1 percent in the odds of a student becoming resilient. The study emphasizes the role of supportive teachers in promoting resilience, as well as lowering educational inequity in general. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20resilience" title="academic resilience">academic resilience</a>, <a href="https://publications.waset.org/abstracts/search?q=disadvantaged%20students" title=" disadvantaged students"> disadvantaged students</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20support" title=" teacher support"> teacher support</a>, <a href="https://publications.waset.org/abstracts/search?q=inequity" title=" inequity"> inequity</a>, <a href="https://publications.waset.org/abstracts/search?q=PISA" title=" PISA"> PISA</a> </p> <a href="https://publications.waset.org/abstracts/162373/teacher-support-and-academic-resilience-in-vietnam-an-analysis-of-low-socio-economic-status-students-in-programme-for-international-student-assessment-2018" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162373.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">90</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6623</span> 'Talent Schools' in North Rhine-Westphalia: Aims, Opportunities and Challenges of a 6-Year Study </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Laura%20Beckmann">Laura Beckmann</a>, <a href="https://publications.waset.org/abstracts/search?q=Sabrina%20Rutter"> Sabrina Rutter</a>, <a href="https://publications.waset.org/abstracts/search?q=Isabell%20Van%20Ackeren"> Isabell Van Ackeren</a>, <a href="https://publications.waset.org/abstracts/search?q=Nina%20Bremm"> Nina Bremm</a>, <a href="https://publications.waset.org/abstracts/search?q=Esther%20Dominique%20Klein"> Esther Dominique Klein</a>, <a href="https://publications.waset.org/abstracts/search?q=Kathrin%20Racherb%C3%A4umer"> Kathrin Racherbäumer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Current evidence demonstrates that schools in socially disadvantaged contexts are often characterized by lower school performance and lower educational qualifications among the student body, compared to schools in more privileged socio-spacial contexts. At the same time, national and international findings on schools with structural and social challenges show that certain school and classroom development strategies, as well as human and material resources, can significantly contribute to improved school performance of students. The aim of this contribution is to present a 6-year mixed-methods study (Talent Schools in North Rhine-Westphalia), which is designed as a school experiment addressing the well-acknowledged inequality of educational opportunities in the German school system. Started in the year 2019 and funded by the Ministry for School and Education of the State of North Rhine-Westphalia, the study targets schools in socio-spatially disadvantaged areas, which have increasingly been the focus of both public debate and educational policy. In the German-speaking countries, however, there is little knowledge available on the structure and design of complex strategies for school and classroom development that describe successful approaches to the further development of schools in disadvantaged locations in a process-oriented manner. Given these shortcomings, the present study aims at a longitudinal analysis of school and classroom development processes within 60 ‘talent schools’, whereby concrete micro-progressions within individual schools are documented and aggregated to general processes that may either impede or promote development. The main research question is the following: With the help of which strategies and (teaching) concepts, with which use of resources and with which forms of cooperation can schools contribute to the development of student achievement, including educational qualifications and transition rates in education and employment? Thus, the ‘talent schools’ may serve as examples of how social background can successfully be decoupled from educational success at schools with special structural and procedural challenges. The major chances and challenges of this project will be discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20inequality" title="educational inequality">educational inequality</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20development" title=" school development"> school development</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20achievement" title=" student achievement"> student achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=mixed-methods%20study" title=" mixed-methods study"> mixed-methods study</a> </p> <a href="https://publications.waset.org/abstracts/122749/talent-schools-in-north-rhine-westphalia-aims-opportunities-and-challenges-of-a-6-year-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122749.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">127</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">6622</span> Using an Empathy Intervention Model to Enhance Empathy and Socially Shared Regulation in Youth with Autism Spectrum Disorder</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yu-Chi%20Chou">Yu-Chi Chou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to establish a logical path of an instructional model of empathy and social regulation, providing feasibility evidence on the model implementation in students with autism spectrum disorder (ASD). This newly developed Emotional Bug-Out Bag (BoB) curriculum was designed to enhance the empathy and socially shared regulation of students with ASD. The BoB model encompassed three instructional phases of basic theory lessons (BTL), action plan practices (APP), and final theory practices (FTP) during implementation. Besides, a learning flow (teacher-directed instruction, student self-directed problem-solving, group-based task completion, group-based reflection) was infused into the progress of instructional phases to deliberately promote the social regulatory process in group-working activities. A total of 23 junior high school students with ASD were implemented with the BoB curriculum. To examine the logical path for model implementation, data was collected from the participating students’ self-report scores on the learning nodes and understanding questions. Path analysis using structural equation modeling (SEM) was utilized for analyzing scores on 10 learning nodes and 41 understanding questions through the three phases of the BoB model. Results showed (a) all participants progressed throughout the implementation of the BoB model, and (b) the models of learning nodes and phases were positive and significant as expected, confirming the hypothesized logic path of this curriculum. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorder" title="autism spectrum disorder">autism spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=empathy" title=" empathy"> empathy</a>, <a href="https://publications.waset.org/abstracts/search?q=regulation" title=" regulation"> regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=socially%20shared%20regulation" title=" socially shared regulation"> socially shared regulation</a> </p> <a href="https://publications.waset.org/abstracts/171763/using-an-empathy-intervention-model-to-enhance-empathy-and-socially-shared-regulation-in-youth-with-autism-spectrum-disorder" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171763.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">66</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6621</span> Bridging Binaries: Exploring Students' Conceptions of Good Teaching within Teacher-Centered and Learner-Centered Pedagogies of Their Teachers in Disadvantaged Public Schools in the Philippines</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Julie%20Lucille%20H.%20Del%20Valle">Julie Lucille H. Del Valle</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To improve its public school education, the Philippines took a radical curriculum reform in 2012, by launching the K-to-12 program which not only added two years to its basic education but also mandated for a replacement of traditional teaching with learner-centered pedagogy, an instruction whose western underpinnings suggest improving student achievement, thus, making pedagogies in the country more or less similar with those in Europe and USA. This policy, however, placed learner-centered pedagogy in a binary opposition against teacher-centered instruction, creating a simplistic dichotomy between good and bad teaching. It is in this dichotomy that this study seeks to explore, using Critical Pedagogy of the Place as the lens, in understanding what constitutes good teaching across a range of learner-centered and teacher-centered pedagogies in the context of public schools in disadvantaged communities. Furthermore, this paper examines how pedagogical homogeneity, arguably influenced by dominant global imperatives with economic agenda – often referred as economisation of education – not only thins out local identities as structures of global schooling become increasingly similar but also limits the concept of good teaching to student outcomes and corporate employability. This paper draws from qualitative research on students, thus addressing the gap created by studies on good teaching which looked mainly into the perceptions of teachers and administrators, while overlooking those of students whose voices must be considered in the formulation of inclusive policies that advocate for true education reform. Using ethnographic methods including student focus groups, classroom observations, and teacher interviews, responses from students of disadvantaged schools reveal that good teaching includes both learner-centered and teacher-centered practices that incorporate ‘academic caring’ which sustains their motivation to achieve in school despite the challenging learning environments. The combination of these two pedagogies equips students with life-long skills necessary to gain equal access to sustainable economic opportunities in their local communities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20pedagogy%20of%20the%20place" title="critical pedagogy of the place">critical pedagogy of the place</a>, <a href="https://publications.waset.org/abstracts/search?q=good%20teaching" title=" good teaching"> good teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=learner-centered%20pedagogy" title=" learner-centered pedagogy"> learner-centered pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=placed-based%20instruction" title=" placed-based instruction"> placed-based instruction</a> </p> <a href="https://publications.waset.org/abstracts/54753/bridging-binaries-exploring-students-conceptions-of-good-teaching-within-teacher-centered-and-learner-centered-pedagogies-of-their-teachers-in-disadvantaged-public-schools-in-the-philippines" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54753.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">261</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">6620</span> Students’ Perceptions Regarding Homosexuality at Sefako Makgatho Health Sciences University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Deborah%20O.%20Okusanya">Deborah O. Okusanya</a>, <a href="https://publications.waset.org/abstracts/search?q=Chris%20Vanrooyen"> Chris Vanrooyen</a>, <a href="https://publications.waset.org/abstracts/search?q=Stefan%20de%20Jager"> Stefan de Jager</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Homosexuality has been and continues to be a controversial subject across many disciplines; it has generated many debates around religious, academic institutions, political, socio-cultural as well as medical domains. The current study investigated students from a previously disadvantaged African university’s perception regarding homosexuality. Method: This qualitative study utilized two focus groups to collect data, which then was analyzed using thematic content analysis. Result: The study revealed that students’ level of awareness with regard to homosexuality is very high and their perceptions largely negative. Students predominantly found the practice unethical, and un-African. Discussion: Students tend to show a lot of stereotypical prejudicial responses and there seems to be a general lack of willingness to discuss this in a public discourse. In conclusion, there seems to be a tension between cultural values and the open environment such as academic institutions. Students’ perceptions go a long way in shaping public discourse and the larger population’s general attitude toward homosexuality. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=discourse" title="discourse">discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=homosexuality" title=" homosexuality"> homosexuality</a>, <a href="https://publications.waset.org/abstracts/search?q=stereotypical" title=" stereotypical"> stereotypical</a>, <a href="https://publications.waset.org/abstracts/search?q=un-African" title=" un-African"> un-African</a> </p> <a href="https://publications.waset.org/abstracts/97917/students-perceptions-regarding-homosexuality-at-sefako-makgatho-health-sciences-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97917.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">226</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">6619</span> Heterogeneous Reactions to Digital Opportunities: A Field Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bangaly%20Kaba">Bangaly Kaba</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the global information society, the importance of the Internet cannot be overemphasized. Africa needs access to the powerful information and communication tools of the Internet in order to obtain the resources and efficiency essential for sustainable development. Unfortunately, in 2013, the data from Internetworldstats showed only 15% of African populations have access to Internet. This relative low Internet penetration rate signals a problem that may threaten the economic development, governmental efficiency, and ultimately the global competitiveness of African countries. Many initiatives were undertaken to bring the benefits of the global information revolution to the people of Africa, through connection to the Internet and other Global Information Infrastructure technologies. The purpose is to understand differences between socio-economically advantaged and disadvantaged internet users. From that, we will determine what prevents disadvantaged groups from benefiting from Internet usage. Data were collected through a survey from Internet users in Ivory Coast. The results reveal that Personal network exposure, Self-efficacy and Availability are the key drivers of continued use intention for the socio-economically disadvantaged group. The theoretical and practical implications are also described. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20inequality" title="digital inequality">digital inequality</a>, <a href="https://publications.waset.org/abstracts/search?q=internet" title=" internet"> internet</a>, <a href="https://publications.waset.org/abstracts/search?q=integrative%20model" title=" integrative model"> integrative model</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-economically%20advantaged%20and%20disadvantaged" title=" socio-economically advantaged and disadvantaged"> socio-economically advantaged and disadvantaged</a>, <a href="https://publications.waset.org/abstracts/search?q=use%20continuance" title=" use continuance"> use continuance</a>, <a href="https://publications.waset.org/abstracts/search?q=Africa" title=" Africa"> Africa</a> </p> <a href="https://publications.waset.org/abstracts/13668/heterogeneous-reactions-to-digital-opportunities-a-field-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13668.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">469</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">6618</span> Using Geographic Information Systems to Trace Conditions for Young Women's Experiences of Public Spaces in Disadvantaged Neighborhoods </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alazar%20G.%20Ejigu">Alazar G. Ejigu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cities have traditionally been designed for and by men. Despite positive changes in this regard, contemporary cities appear to offer limited options and experiences to women in their everyday life. There are differences regarding the quality of space. Distressed or disadvantaged areas often have less access to urban qualities, such as services, parks, and public places, than more privileged ones. The most attractive meeting-places are located centrally, whereas many suburban areas lack these elements. By focusing on young women living in multi-ethnic working-class suburban areas in Stockholm - a group generally ignored and disadvantaged; the study aims to examine various forms of inequality or equality in three selected neighborhoods. Spatial data was collected through walk-along with the young girls, inventory of the places, and geodata made available by Statistics Sweden (SCB). The combined data was analyzed with the help of Geographic Information Systems (GIS). In line with Crenshaw - one of the forerunners of intersectional thinking – the project departs from the idea that if we address the needs of those who are disadvantaged and restructure urban space accordingly, then others will benefit too. Thus, working our way towards a more equal city. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=GIS" title="GIS">GIS</a>, <a href="https://publications.waset.org/abstracts/search?q=segregation" title=" segregation"> segregation</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20equality" title=" gender equality"> gender equality</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20planning" title=" urban planning "> urban planning </a> </p> <a href="https://publications.waset.org/abstracts/132743/using-geographic-information-systems-to-trace-conditions-for-young-womens-experiences-of-public-spaces-in-disadvantaged-neighborhoods" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132743.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">132</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">6617</span> Developing Social Responsibility Values in Nascent Entrepreneurs through Role-Play: An Explorative Study of University Students in the United Kingdom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=David%20W.%20Taylor">David W. Taylor</a>, <a href="https://publications.waset.org/abstracts/search?q=Fernando%20Louren%C3%A7o"> Fernando Lourenço</a>, <a href="https://publications.waset.org/abstracts/search?q=Carolyn%20Branston"> Carolyn Branston</a>, <a href="https://publications.waset.org/abstracts/search?q=Paul%20Tucker"> Paul Tucker</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There are an increasing number of students at Universities in the United Kingdom engaging in entrepreneurship role-play to explore business start-up as a career alternative to employment. These role-play activities have been shown to have a positive influence on students’ entrepreneurial intentions. Universities also play a role in developing graduates’ awareness of social responsibility. However, social responsibility is often missing from these entrepreneurship role-plays. It is important that these role-play activities include the development of values that support social responsibility, in-line with those running hybrid, humane and sustainable enterprises, and not simply focus on profit. The Young Enterprise (YE) Start-Up programme is an example of a role-play activity that is gaining in popularity amongst United Kingdom Universities seeking ways to give students insight into a business start-up. A Post-92 University in the North-West of England has adapted the traditional YE Directorship roles (e.g., Marketing Director, Sales Director) by including a Corporate Social Responsibility (CSR) Director in all of the team-based YE Start-Up businesses. The aim for introducing this Directorship was to observe if such a role would help create a more socially responsible value-system within each company and in turn shape business decisions. This paper investigates role-play as a tool to help enterprise educators develop socially responsible attitudes and values in nascent entrepreneurs. A mixed qualitative methodology approach has been used, which includes interviews, role-play, and reflection, to help students develop positive value characteristics through the exploration of unethical and selfish behaviors. The initial findings indicate that role-play helped CSR Directors learn and gain insights into the importance of corporate social responsibility, influenced the values and actions of their YE Start-Ups, and increased the likelihood that if the participants were to launch a business post-graduation, that the intent would be for the business to be socially responsible. These findings help inform educators on how to develop socially responsible nascent entrepreneurs within a traditionally profit orientated business model. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student%20entrepreneurship" title="student entrepreneurship">student entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20enterprise" title=" young enterprise"> young enterprise</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20responsibility" title=" social responsibility"> social responsibility</a>, <a href="https://publications.waset.org/abstracts/search?q=role-play" title=" role-play"> role-play</a>, <a href="https://publications.waset.org/abstracts/search?q=values" title=" values"> values</a> </p> <a href="https://publications.waset.org/abstracts/106922/developing-social-responsibility-values-in-nascent-entrepreneurs-through-role-play-an-explorative-study-of-university-students-in-the-united-kingdom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/106922.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">151</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">6616</span> Disadvantaged Adolescents and Educational Delay in South Africa: Impacts of Personal, Family, and School Characteristics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rocio%20Herrero%20Romero">Rocio Herrero Romero</a>, <a href="https://publications.waset.org/abstracts/search?q=Lucie%20Cluver"> Lucie Cluver</a>, <a href="https://publications.waset.org/abstracts/search?q=James%20Hall"> James Hall</a>, <a href="https://publications.waset.org/abstracts/search?q=Janina%20Steinert"> Janina Steinert</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Educational delay and non-completion are major policy concerns in South Africa. However, little research has focused on predictors for educational delay amongst adolescents in disadvantaged areas. This study has two aims: first, to use data integration approaches to compare the educational delay of 599 adolescents aged 16 to 18 from disadvantaged communities to national and provincial representative estimates in South Africa. Second, the paper also explores predictors for educational delay by comparing adolescents out of school (n=64) and at least one year behind (n=380), with adolescents in the age-appropriate grade or higher (n=155). Multinomial logistic regression models using self-report and administrative data were applied to look for significant associations of risk and protective factors. Significant risk factors for being behind (rather than in age-appropriate grade) were: male gender, past grade repetition, rural location and larger school size. Risk factors for being out of school (rather than in the age-appropriate grade) were: past grade repetition, having experienced problems concentrating at school, household poverty, and food insecurity. Significant protective factors for being in the age-appropriate grade (rather than out of school) were: living with biological parents or grandparents and access to school counselling. Attending school in wealthier communities was a significant protective factor for being in the age-appropriate grade (rather than behind). Our results suggest that both personal and contextual factors –family and school- predicted educational delay. This study provides new evidence to the significant effects of personal, family, and school characteristics on the educational outcomes of adolescents from disadvantaged communities in South Africa. This is the first longitudinal and quantitative study to systematically investigate risk and protective factors for post-compulsory educational outcomes amongst South African adolescents living in disadvantaged communities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disadvantaged%20communities" title="disadvantaged communities">disadvantaged communities</a>, <a href="https://publications.waset.org/abstracts/search?q=quantitative%20analysis" title=" quantitative analysis"> quantitative analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20delay" title=" school delay"> school delay</a>, <a href="https://publications.waset.org/abstracts/search?q=South%20Africa" title=" South Africa"> South Africa</a> </p> <a href="https://publications.waset.org/abstracts/57508/disadvantaged-adolescents-and-educational-delay-in-south-africa-impacts-of-personal-family-and-school-characteristics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57508.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">348</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">6615</span> Effects of an Educative Model in Socially Responsible Behavior and Other Psychological Variables</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gracia%20V.%20Navarro">Gracia V. Navarro</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20V.%20Gonzalez"> Maria V. Gonzalez</a>, <a href="https://publications.waset.org/abstracts/search?q=Carlos%20G.%20Reed"> Carlos G. Reed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The eudaimonic perspective in philosophy and psychology suggests that a good life is closely related to developing oneself in order to contribute to the well-being and happiness of other people and of the world as a whole. Educational psychology can help to achieve this through the design and validation of educative models. Since 2004, the University of Concepcion and other Chilean universities apply an educative model to train socially responsible professionals, people that in the exercise of their profession contribute to generate equity for the development and assess the impacts of their decisions, opting for those that serve the common good. The main aim is to identify if a relationship exists between achieved learning, attitudes toward social responsibility, self-attribution of socially responsible behavior, value type, professional behavior observed and, participation in a specific model to train socially responsible (SR) professionals. The Achieved Learning and Attitudes Toward Social Responsibility Questionnaire, interview with employers and Values Questionnaire and Self-attribution of SR Behavior Questionnaire is applied to 394 students and graduates, divided into experimental and control groups (trained and not trained under the educative model), in order to identify the professional behavior of the graduates. The results show that students and graduates perceive cognitive, affective and behavioral learning, with significant differences in attitudes toward social responsibility and self-attribution of SR behavior, between experimental and control. There are also differences in employers' perceptions about the professional practice of those who were trained under the model and those who were not. It is concluded that the educative model has an impact on the learning of social responsibility and educates for a full life. It is also concluded that it is necessary to identify mediating variables of the model effect. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educative%20model" title="educative model">educative model</a>, <a href="https://publications.waset.org/abstracts/search?q=good%20life" title=" good life"> good life</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20social%20responsibility" title=" professional social responsibility"> professional social responsibility</a>, <a href="https://publications.waset.org/abstracts/search?q=values" title=" values"> values</a> </p> <a href="https://publications.waset.org/abstracts/56996/effects-of-an-educative-model-in-socially-responsible-behavior-and-other-psychological-variables" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56996.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">264</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6614</span> Effects of an Inclusive Educational Model for Students with High Intellectual Capacity and Special Educational Needs: A Case Study in Talentos UdeC, Chile</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gracia%20V.%20Navarro">Gracia V. Navarro</a>, <a href="https://publications.waset.org/abstracts/search?q=Mar%C3%ADa%20C.%20Gonz%C3%A1lez"> María C. González</a>, <a href="https://publications.waset.org/abstracts/search?q=Mar%C3%ADa%20G.%20Gonz%C3%A1lez"> María G. González</a>, <a href="https://publications.waset.org/abstracts/search?q=Mar%C3%ADa%20V.%20Gonz%C3%A1lez"> María V. González</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Chile, since 2002, there are extracurricular enrichment programs complementary to regular education for students with high intellectual capacity. This paper describes a model for the educational inclusion of students, with special educational needs associated with high intellectual capacity, developed at the University of Concepción and its effects on its students, academics and undergraduate students that collaborate with the program. The Talentos UdeC Program was created in 2003 and is intended for 240 children and youth from 11 to 18 years old, from 15 communes of the Biobio region. The case Talentos UdeC is analyzed from a mixed qualitative study in which those participating in the educational model are considered. The sample was composed of 30 students, 30 academics, and 30 undergraduate students. In the case of students, pre and post program measurements were made to analyze their socio-emotional adaptation, academic motivation and socially responsible behavior. The mentioned variables are measured through questionnaires designed and validated by the University of Concepcion that included: The Socially Responsible Behavior Questionnaire (CCSR); the Academic Motivation Questionnaire (CMA) and the Socio-Emotional Adaptation Questionnaire (CASE). The information obtained by these questionnaires was analyzed through a quantitative analysis. Academics and undergraduate students were interviewed to learn their perception of the effects of the program on themselves, on students and on society. The information obtained is analyzed using qualitative analysis based on the identification of common themes and descriptors for the construction of conceptual categories of answers. Quantitative results show differences in the first three variables analyzed in the students, after their participation for two years in Talentos UdeC. Qualitative results demonstrate perception of effects in the vision of world, project of life and in other areas of the students’ development; perception of effects in a personal, professional and organizational plane by academics and a perception of effects in their personal-social development and training in generic competencies by undergraduates students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20model" title="educational model">educational model</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20intellectual%20capacity" title=" high intellectual capacity"> high intellectual capacity</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20educational%20needs" title=" special educational needs"> special educational needs</a> </p> <a href="https://publications.waset.org/abstracts/84186/effects-of-an-inclusive-educational-model-for-students-with-high-intellectual-capacity-and-special-educational-needs-a-case-study-in-talentos-udec-chile" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84186.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">220</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">6613</span> Gender, Tutoring, and Track in Egyptian Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eman%20Shady">Eman Shady</a>, <a href="https://publications.waset.org/abstracts/search?q=Ray%20Langsten"> Ray Langsten</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Egypt, girls have traditionally been educationally disadvantaged. This disadvantage, however, has been focused on the failure to enter school. Increasingly it is recognized that girls who ever-enroll are at least as likely to complete primary and secondary education as boys. Still the belief persists that girls, especially those from poor families, will be disadvantaged in terms of school expenditures and the transitions to secondary and higher education. We use data from the 2005-06 Egypt Household Education Survey to examine expenditures on tutoring during the final year of preparatory school, and the transition to specific tracks of secondary education. Tests during the last year of preparatory largely determine a student’s educational future. Results show that girls, even girls from poor families, are not disadvantaged in terms of expenditures, whether for tutoring, fees or general expenses. Moreover, girls are more likely than boys to advance to general secondary education, the track that leads to higher education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gender" title="gender">gender</a>, <a href="https://publications.waset.org/abstracts/search?q=tutoring" title=" tutoring"> tutoring</a>, <a href="https://publications.waset.org/abstracts/search?q=track" title=" track"> track</a>, <a href="https://publications.waset.org/abstracts/search?q=Egypt" title=" Egypt"> Egypt</a> </p> <a href="https://publications.waset.org/abstracts/9384/gender-tutoring-and-track-in-egyptian-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9384.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">387</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">6612</span> Mothering in Self- Defined Challenging Circumstances: A Photo-Elicitation Study of Motherhood and the Role of Social Media</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joanna%20Apps">Joanna Apps</a>, <a href="https://publications.waset.org/abstracts/search?q=Elena%20Markova"> Elena Markova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Concepts of the ideal mother and ideal mothering are disseminated through familial experiences, religious and cultural depictions of mothers and the national media. In recent years social media can also be added to the channels by which mothers and motherhood are socially constructed. However, the gulf between these depictions, -or in the case of social media ‘self-curations’ - of motherhood and lived experience has never been wider, particularly for women in disadvantaged or difficult circumstances. We report on a study of four lone mothers who were living with one or more of the following: limiting long term illness, large families, in temporary accommodation and on low incomes. The mothers were interviewed 3 times and invited to take a series of photos reflecting their lives in between each of the interviews. These photographs were used to ground the interviews in lived experience and as stimuli to discuss how the images within them compared to portrayals of mothers and motherhood that participants were exposed to on social media. The objectives of the study were to explore how mothers construct their identity in challenging and disadvantaged circumstances; to consider what their photographs of everyday life tell us about their experiences and understand the impact idealised images of motherhood have on real mothers in difficult circumstances. The results suggested that the mothers both strived to adhere to certain ideals of motherhood and acknowledged elements of these as partially or wholly impossible to achieve. The lack of depictions, in both national and social media, of motherhood that corresponded with their lived experience inhibited the mothers’ use of social media. Other themes included: lack of control, frustration and strain; and parental pride, love, humour, resilience, and hope. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motherhood" title="motherhood">motherhood</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a>, <a href="https://publications.waset.org/abstracts/search?q=photography" title=" photography"> photography</a>, <a href="https://publications.waset.org/abstracts/search?q=poverty" title=" poverty"> poverty</a> </p> <a href="https://publications.waset.org/abstracts/105784/mothering-in-self-defined-challenging-circumstances-a-photo-elicitation-study-of-motherhood-and-the-role-of-social-media" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/105784.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">158</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">6611</span> Institutional Effectiveness in Fostering Student Retention and Success in First Year</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Naziema%20B.%20Jappie">Naziema B. Jappie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this study is to examine the relationship between college readiness characteristics and learning outcome assessment scores. About this, it is important to examine the first-year retention and success rate. In order to undertake this study, it will be necessary to look at proficiency levels on general and domain-specific knowledge and skills reflected on national benchmark test scores (NBT), in-college interventions and course-taking patterns. Preliminary results based on data from more than 1000 students suggest that there is a positive association between NBT scores and students’ 1st-year college GPA and their retention status. For example, 63% of students with a proficient level of math skills in the NBT had the highest level of GPA at the end of 1st-year of college in comparison to 56% of those who started with a primary or intermediate level, respectively. The retention rates among those with proficiency levels were also higher than those with basic or intermediate levels (98% vs. 93% and 88%, respectively). By the end of 3rd year in college, students with intermediate or proficient entering NBT math skills had 7% and 8% of dropout rate, compared to 14% for those started at primary level; a greater percentage of students qualified by the end of 3rd-year qualified among proficient students than that among intermediate or basic level students (50% vs. 44% and 27% respectively). The findings of this study added knowledge to the field in South Africa and are expected to help stakeholders and policymakers to better understand college learning and challenges for students with disadvantaged backgrounds and provide empirical evidence in support of related practices and policies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20analysis" title=" data analysis"> data analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a>, <a href="https://publications.waset.org/abstracts/search?q=proficiency" title=" proficiency"> proficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=policy" title=" policy"> policy</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20success" title=" student success"> student success</a> </p> <a href="https://publications.waset.org/abstracts/109370/institutional-effectiveness-in-fostering-student-retention-and-success-in-first-year" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/109370.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">132</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">6610</span> Media (Il) Literacy: An Evaluation of the Curriculum and Implementation of the Department of Education's Special Program in Journalism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sarah%20Isabelle%20S.%20Torres">Sarah Isabelle S. Torres</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study evaluated the curriculum and implementation of the Special Program in Journalism (SPJ). By conducting surveys, focus group discussions, and interviews and by analyzing the school publication of five national high schools, the researcher found out that SPJ is ineffective in instilling media literacy to the students. Media Literacy will help the students understand how media operates, thus, they will be able to produce outputs that are socially relevant, critical, and in-depth. For one, the curriculum includes lessons and activities that are mostly technical in nature. There are no theoretical topics such as ethics, history of the press, or media ownership. Second, most of the SPJ teachers have little background on Journalism and they are not trained enough to teach the program effectively. Third, most of the students are not really inclined in Journalism and do not see themselves as media practitioners in the future. Lastly, the Department of Education’s budget for the program is far from what the curriculum needs. All of these lead to the low Media Literacy levels of the students. SPJ, therefore, has to be reevaluated and amended. In conclusion, Media Literacy should be added in the curriculum so the students will not only be equipped with technical skills but with theoretical knowledge, as well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=journalism" title=" journalism"> journalism</a>, <a href="https://publications.waset.org/abstracts/search?q=media" title=" media"> media</a>, <a href="https://publications.waset.org/abstracts/search?q=media%20literacy" title=" media literacy"> media literacy</a> </p> <a href="https://publications.waset.org/abstracts/18388/media-il-literacy-an-evaluation-of-the-curriculum-and-implementation-of-the-department-of-educations-special-program-in-journalism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18388.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">407</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">6609</span> A Study on the Relation among Primary Care Professionals Serving Disadvantaged Community, Socioeconomic Status, and Adverse Health Outcome</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chau-Kuang%20Chen">Chau-Kuang Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Juanita%20Buford"> Juanita Buford</a>, <a href="https://publications.waset.org/abstracts/search?q=Colette%20Davis"> Colette Davis</a>, <a href="https://publications.waset.org/abstracts/search?q=Raisha%20Allen"> Raisha Allen</a>, <a href="https://publications.waset.org/abstracts/search?q=John%20Hughes"> John Hughes</a>, <a href="https://publications.waset.org/abstracts/search?q=James%20Tyus"> James Tyus</a>, <a href="https://publications.waset.org/abstracts/search?q=Dexter%20Samuels"> Dexter Samuels</a> </p> <p class="card-text"><strong>Abstract:</strong></p> During the post-Civil War era, the city of Nashville, Tennessee, had the highest mortality rate in the country. The elevated death and disease among ex-slaves were attributable to the unavailability of healthcare. To address the paucity of healthcare services, the College, an institution with the mission of educating minority professionals and serving the under served population, was established in 1876. This study was designed to assess if the College has accomplished its mission of serving under served communities and contributed to the elimination of health disparities in the United States. The study objective was to quantify the impact of socioeconomic status and adverse health outcomes on primary care professionals serving disadvantaged communities, which, in turn, was significantly associated with a health professional shortage score partly designated by the U.S. Department of Health and Human Services. Various statistical methods were used to analyze the alumni data in years 1975 – 2013. K-means cluster analysis was utilized to identify individual medical and dental graduates into the cluster groups of the practice communities (Disadvantaged or Non-disadvantaged Communities). Discriminant analysis was implemented to verify the classification accuracy of cluster analysis. The independent t test was performed to detect the significant mean differences for clustering and criterion variables between Disadvantaged and Non-disadvantaged Communities, which confirms the “content” validity of cluster analysis model. Chi-square test was used to assess if the proportion of cluster groups (Disadvantaged vs Non-disadvantaged Communities) were consistent with that of practicing specialties (primary care vs. non-primary care). Finally, the partial least squares (PLS) path model was constructed to explore the “construct” validity of analytics model by providing the magnitude effects of socioeconomic status and adverse health outcome on primary care professionals serving disadvantaged community. The social ecological theory along with statistical models mentioned was used to establish the relationship between medical and dental graduates (primary care professionals serving disadvantaged communities) and their social environments (socioeconomic status, adverse health outcome, health professional shortage score). Based on social ecological framework, it was hypothesized that the impact of socioeconomic status and adverse health outcomes on primary care professionals serving disadvantaged communities could be quantified. Also, primary care professionals serving disadvantaged communities related to a health professional shortage score can be measured. Adverse health outcome (adult obesity rate, age-adjusted premature mortality rate, and percent of people diagnosed with diabetes) could be affected by the latent variable, namely socioeconomic status (unemployment rate, poverty rate, percent of children who were in free lunch programs, and percent of uninsured adults). The study results indicated that approximately 83% (3,192/3,864) of the College’s medical and dental graduates from 1975 to 2013 were practicing in disadvantaged communities. In addition, the PLS path modeling demonstrated that primary care professionals serving disadvantaged community was significantly associated with socioeconomic status and adverse health outcome (p < .001). In summary, the majority of medical and dental graduates from the College provide primary care services to disadvantaged communities with low socioeconomic status and high adverse health outcomes, which demonstrate that the College has fulfilled its mission. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disadvantaged%20community" title="disadvantaged community">disadvantaged community</a>, <a href="https://publications.waset.org/abstracts/search?q=K-means%20cluster%20analysis" title=" K-means cluster analysis"> K-means cluster analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=PLS%20path%20modeling" title=" PLS path modeling"> PLS path modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20care" title=" primary care "> primary care </a> </p> <a href="https://publications.waset.org/abstracts/29928/a-study-on-the-relation-among-primary-care-professionals-serving-disadvantaged-community-socioeconomic-status-and-adverse-health-outcome" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29928.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">550</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">6608</span> Control Strategies for a Robot for Interaction with Children with Autism Spectrum Disorder</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vinicius%20Binotte">Vinicius Binotte</a>, <a href="https://publications.waset.org/abstracts/search?q=Guilherme%20Baldo"> Guilherme Baldo</a>, <a href="https://publications.waset.org/abstracts/search?q=Christiane%20Goulart"> Christiane Goulart</a>, <a href="https://publications.waset.org/abstracts/search?q=Carlos%20Valad%C3%A3o"> Carlos Valadão</a>, <a href="https://publications.waset.org/abstracts/search?q=Eliete%20Caldeira"> Eliete Caldeira</a>, <a href="https://publications.waset.org/abstracts/search?q=Teodiano%20Bastos"> Teodiano Bastos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Socially assistive robotic has become increasingly active and it is present in therapies of people affected for several neurobehavioral conditions, such as Autism Spectrum Disorder (ASD). In fact, robots have played a significant role for positive interaction with children with ASD, by stimulating their social and cognitive skills. This work introduces a mobile socially-assistive robot, which was built for interaction with children with ASD, using non-linear control techniques for this interaction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=socially%20assistive%20robotics" title="socially assistive robotics">socially assistive robotics</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20robot" title=" mobile robot"> mobile robot</a>, <a href="https://publications.waset.org/abstracts/search?q=autonomous%20control" title=" autonomous control"> autonomous control</a>, <a href="https://publications.waset.org/abstracts/search?q=autism" title=" autism"> autism</a> </p> <a href="https://publications.waset.org/abstracts/63540/control-strategies-for-a-robot-for-interaction-with-children-with-autism-spectrum-disorder" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63540.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">500</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">6607</span> Positive Behaviour Management Strategies: An Action Research Conducted in a Kindergarten Classroom in Remote Regional Queensland</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Suxiang%20Yu">Suxiang Yu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As an early childhood teacher in a socially and economically highly disadvantaged suburb in regional QLD, the author endeavors to find out effective positive approaches to behavior management for a classroom that is overwhelmed with challenging behaviors. After evaluating the first-hand data collected from the action research, the author summarizes a few innovative, positive behavior management strategies. The research also implies that behavior management opportunities are actually great social and emotional teachable moments, and by tapping into those teachable moments effectively, the teacher and children will have a closer relationship. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=action%20research" title="action research">action research</a>, <a href="https://publications.waset.org/abstracts/search?q=behavior%20management" title=" behavior management"> behavior management</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom%20strategies" title=" classroom strategies"> classroom strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20and%20emotional%20teaching" title=" social and emotional teaching"> social and emotional teaching</a> </p> <a href="https://publications.waset.org/abstracts/89323/positive-behaviour-management-strategies-an-action-research-conducted-in-a-kindergarten-classroom-in-remote-regional-queensland" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89323.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">169</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6606</span> Deploying a Transformative Learning Model in Technological University Dublin to Assess Transversal Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sandra%20Thompson">Sandra Thompson</a>, <a href="https://publications.waset.org/abstracts/search?q=Paul%20%20Dervan"> Paul Dervan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Ireland’s first Technological University (TU Dublin) was established on 1st January 2019, and its creation is an exciting new milestone in Irish Higher Education. TU Dublin is now Ireland’s biggest University supporting 29,000 students across three campuses with 3,500 staff. The University aspires to create work-ready graduates who are socially responsible, open-minded global thinkers who are ambitious to change the world for the better. As graduates, they will be enterprising and daring in all their endeavors, ready to play their part in transforming the future. Feedback from Irish employers and students coupled with evidence from other authoritative sources such as the World Economic Forum points to a need for greater focus on the development of students’ employability skills as they prepare for today’s work environment. Moreover, with an increased focus on Universal Design for Learning (UDL) and inclusiveness, there is recognition that students are more than a numeric grade value. Robust grading systems have been developed to track a student’s performance around discipline knowledge but there is little or no global consensus on a definition of transversal skills nor on a unified framework to assess transversal skills. Education and industry sectors are often assessing one or two skills, and some are developing their own frameworks to capture the learner’s achievement in this area. Technological University Dublin (TU Dublin) have discovered and implemented a framework to allow students to develop, assess and record their transversal skills using transformative learning theory. The model implemented is an adaptation of Student Transformative Learning Record - STLR which originated in the University of Central Oklahoma (UCO). The purpose of this paper therefore, is to examine the views of students, staff and employers in the context of deploying a Transformative Learning model within the University to assess transversal skills. It will examine the initial impact the transformative learning model is having socially, personally and on the University as an organization. Crucially also, to identify lessons learned from the deployment in order to assist other Universities and Higher Education Institutes who may be considering a focused adoption of Transformative Learning to meet the challenge of preparing students for today’s work environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessing%20transversal%20skills" title="assessing transversal skills">assessing transversal skills</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=transformative%20learning" title=" transformative learning"> transformative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/128340/deploying-a-transformative-learning-model-in-technological-university-dublin-to-assess-transversal-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128340.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">128</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6605</span> Pedagogical Variation with Computers in Mathematics Classrooms: A Cultural Historical Activity Theory Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joanne%20Hardman">Joanne Hardman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> South Africa’s crisis in mathematics attainment is well documented. To meet the need to develop students’ mathematical performance in schools the government has launched various initiatives using computers to impact on mathematical attainment. While it is clear that computers can change pedagogical practices, there is a dearth of qualitative studies indicating exactly how pedagogy is transformed with Information Communication Technologies (ICTs) in a teaching activity. Consequently, this paper addresses the following question: how, along which dimensions in an activity, does pedagogy alter with the use of computer drill and practice software in four disadvantaged grade 6 mathematics classrooms in the Western Cape province of South Africa? The paper draws on Cultural Historical Activity Theory (CHAT) to develop a view of pedagogy as socially situated. Four ideal pedagogical types are identified: Reinforcement pedagogy, which has the reinforcement of specialised knowledge as its object; Collaborative pedagogy, which has the development of metacognitive engagement with specialised knowledge as its object; Directive pedagogy, which has the development of technical task skills as its object, and finally, Defensive pedagogy, which has student regulation as its object. Face-to-face lessons were characterised as predominantly Reinforcement and Collaborative pedagogy and most computer lessons were characterised as mainly either Defensive or Directive. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computers" title="computers">computers</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20historical%20activity%20theory" title=" cultural historical activity theory"> cultural historical activity theory</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/53153/pedagogical-variation-with-computers-in-mathematics-classrooms-a-cultural-historical-activity-theory-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53153.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">281</span> </span> </div> </div> <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=socially%20disadvantaged%20students&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=socially%20disadvantaged%20students&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=socially%20disadvantaged%20students&page=4">4</a></li> <li class="page-item"><a class="page-link" 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