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PCA scores</title> <meta name="description" content="Search results for: K-means of PCA scores"> <meta name="keywords" content="K-means of PCA scores"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block 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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="K-means of PCA scores"> <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> 1570</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: K-means of PCA scores</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1570</span> Discarding or Correcting Outlier Scores vs. Excluding Outlier Jurors to Reduce Manipulation in Classical Music Competitions.</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Krzysztof%20Kontek">Krzysztof Kontek</a>, <a href="https://publications.waset.org/abstracts/search?q=Kevin%20Kenner"> Kevin Kenner</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper, written by an economist and pianist, aims to compare and analyze different methods of reducing manipulation in classical music competitions by focusing on outlier scores and outlier jurors. We first examine existing methods in competition practice and statistical literature for discarding or correcting jurors' scores that deviate significantly from the mean or median of all scores. We then introduce a method that involves eliminating all scores of outlier jurors, i.e., those jurors whose ratings significantly differ from those of other jurors. The properties of these standard and proposed methods are discussed in hypothetical voting scenarios, where one or more jurors assign scores that deviate considerably from the scores awarded by other jurors. Finally, we present examples of applying various methods to real-world data from piano competitions, demonstrating the potential effectiveness and implications of each approach in reducing manipulation within these events. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=voting%20systems" title="voting systems">voting systems</a>, <a href="https://publications.waset.org/abstracts/search?q=manipulation" title=" manipulation"> manipulation</a>, <a href="https://publications.waset.org/abstracts/search?q=outlier%20scores" title=" outlier scores"> outlier scores</a>, <a href="https://publications.waset.org/abstracts/search?q=outlier%20jurors" title=" outlier jurors"> outlier jurors</a> </p> <a href="https://publications.waset.org/abstracts/165256/discarding-or-correcting-outlier-scores-vs-excluding-outlier-jurors-to-reduce-manipulation-in-classical-music-competitions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165256.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">83</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">1569</span> Determining the Number of Words Required to Fulfil the Writing Task in an English Proficiency Exam with the Raters’ Scores</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Defne%20Akinci%20Midas">Defne Akinci Midas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study was to determine the minimum, and maximum number of words that would be sufficient to fulfill the writing task in the local English Proficiency Exam (EPE) produced and administered at the Middle East Technical University, Ankara, Turkey. The relationship between the number of words and the scores of the written products that had been awarded by two raters in three online EPEs administered in 2020 was examined. The means, standard deviations, percentages, range, minimum and maximum scores as well as correlations of the scores awarded to written products with the words that amount to 0-50, 51-100, 101-150, 151-200, 201-250, 251-300, and so on were computed. The results showed that the raters did not award a full score to texts that had fewer than 100 words. Moreover, the texts that had around 200 words were awarded the highest scores. The highest number of words that earned the highest scores was about 225, and from then onwards, the scores were either stable or lower. A positive low to moderate correlation was found between the number of words and scores awarded to the texts. We understand that the idea of ‘the longer, the better’ did not apply here. The results also showed that words between 101 to about 225 were sufficient to fulfill the writing task to fully display writing skills and language ability in the specific case of this exam. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20proficiency%20exam" title="English proficiency exam">English proficiency exam</a>, <a href="https://publications.waset.org/abstracts/search?q=number%20of%20words" title=" number of words"> number of words</a>, <a href="https://publications.waset.org/abstracts/search?q=scoring" title=" scoring"> scoring</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20task" title=" writing task"> writing task</a> </p> <a href="https://publications.waset.org/abstracts/136178/determining-the-number-of-words-required-to-fulfil-the-writing-task-in-an-english-proficiency-exam-with-the-raters-scores" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136178.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">175</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">1568</span> Core Stability Index for Healthy Young Sri Lankan Population</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=V.%20M.%20B.%20K.%20T.%20Malwanage">V. M. B. K. T. Malwanage</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Samita"> S. Samita </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Core stability is one of the major determinants that contribute to preventing injuries, enhance performance, and improve quality of life of the human. Endurance of the four major muscle groups of the central ‘core’ of the human body is identified as the most reliable determinant of core stability amongst the other numerous causes which contribute to readily make one’s core stability. This study aimed to develop a ‘Core Stability Index’ to confer a single value for an individual’s core stability based on the four endurance test scores. Since it is possible that at least some of the test scores are not independent, possibility of constructing a single index using the multivariate method exploratory factor analysis was investigated in the study. The study sample was consisted of 400 healthy young individuals with the mean age of 23.74 ± 1.51 years and mean BMI (Body Mass Index) of 21.1 ± 4.18. The correlation analysis revealed highly significant (P < 0.0001) correlations between test scores and thus construction an index using these highly inter related test scores using the technique factor analysis was justified. The mean values of all test scores were significantly different between males and females (P < 0.0001), and therefore two separate core stability indices were constructed for the two gender groups. Moreover, having eigen values 3.103 and 2.305 for males and females respectively, indicated one factor exists for all four test scores and thus a single factor based index was constructed. The 95% reference intervals constructed using the index scores were -1.64 to 2.00 and -1.56 to 2.29 for males and females respectively. These intervals can effectively be used to diagnose those who need improvement in core stability. The practitioners should find that with a single value measure, they could be more consistent among themselves. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=construction%20of%20indices" title="construction of indices">construction of indices</a>, <a href="https://publications.waset.org/abstracts/search?q=endurance%20test%20scores" title=" endurance test scores"> endurance test scores</a>, <a href="https://publications.waset.org/abstracts/search?q=muscle%20endurance" title=" muscle endurance"> muscle endurance</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20life" title=" quality of life"> quality of life</a> </p> <a href="https://publications.waset.org/abstracts/121837/core-stability-index-for-healthy-young-sri-lankan-population" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/121837.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">162</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1567</span> Apollo Clinical Excellence Scorecard (ACE@25): An Initiative to Drive Quality Improvement in Hospitals</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anupam%20Sibal">Anupam Sibal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Whatever is measured tends to improve. With a view to objectively measuring and improving clinical quality across the Apollo Group Hospitals, the initiative of ACE @ 25 (Apollo Clinical Excellence@25) was launched on Jan 09. ACE @ 25 is a clinically balanced scorecard incorporating 25 clinical quality parameters involving complication rates, mortality rates, one-year survival rates and average length of stay after major procedures like liver and renal transplant, CABG, TKR, THR, TURP, PTCA, endoscopy, large bowel resection and MRM covering all major specialties. Also included are hospital acquired infection rates, pain satisfaction and medication errors. Benchmarks have been chosen from the world’s best hospitals. There are weighted scores for outcomes color coded green, orange and red. The cumulative score is 100. Data is reported monthly by 43 Group Hospitals online on the Lighthouse platform. Action taken reports for parameters falling in red are submitted quarterly and reviewed by the board. An audit team audits the data at all locations every six months. Scores are linked to appraisal of the medical head and there is an “ACE @ 25” Champion Award for the highest scorer. Scores for different parameters were variable from green to red at the start of the initiative. Most hospitals showed an improvement in scores over the last four years for parameters where they had showed scores in red or orange at the start of the initiative. The overall scores for the group have shown an increase from 72 in 2010 to 81 in 2015. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=benchmarks" title="benchmarks">benchmarks</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical%20quality" title=" clinical quality"> clinical quality</a>, <a href="https://publications.waset.org/abstracts/search?q=lighthouse" title=" lighthouse"> lighthouse</a>, <a href="https://publications.waset.org/abstracts/search?q=platform" title=" platform"> platform</a>, <a href="https://publications.waset.org/abstracts/search?q=scores" title=" scores"> scores</a> </p> <a href="https://publications.waset.org/abstracts/42848/apollo-clinical-excellence-scorecard-ace-at-25-an-initiative-to-drive-quality-improvement-in-hospitals" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42848.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">301</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">1566</span> The Perception on 21st Century Skills of Nursing Instructors and Nursing Students at Boromarajonani College of Nursing, Chonburi </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kamolrat%20Turner">Kamolrat Turner</a>, <a href="https://publications.waset.org/abstracts/search?q=Somporn%20Rakkwamsuk"> Somporn Rakkwamsuk</a>, <a href="https://publications.waset.org/abstracts/search?q=Ladda%20Leungratanamart"> Ladda Leungratanamart</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this descriptive study was to determine the perception of 21<sup>st</sup> century skills among nursing professors and nursing students at Boromarajonani College of Nursing, Chonburi. A total of 38 nursing professors and 75 second year nursing students took part in the study. Data were collected by 21<sup>st</sup> century skills questionnaires comprised of 63 items. Descriptive statistics were used to describe the findings. The results have shown that the overall mean scores of the perception of nursing professors on 21<sup>st</sup> century skills were at a high level. The highest mean scores were recorded for computing and ICT literacy, and career and leaning skills. The lowest mean scores were recorded for reading and writing and mathematics. The overall mean scores on perception of nursing students on 21<sup>st</sup> century skills were at a high level. The highest mean scores were recorded for computer and ICT literacy, for which the highest item mean scores were recorded for competency on computer programs. The lowest mean scores were recorded for the reading, writing, and mathematics components, in which the highest item mean score was reading Thai correctly, and the lowest item mean score was English reading and translate to other correctly. The findings from this study have shown that the perceptions of nursing professors were consistent with those of nursing students. Moreover, any activities aiming to raise capacity on English reading and translate information to others should be taken into the consideration. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=21st%20century%20skills" title="21st century skills">21st century skills</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20instructor" title=" nursing instructor"> nursing instructor</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20student" title=" nursing student"> nursing student</a> </p> <a href="https://publications.waset.org/abstracts/44293/the-perception-on-21st-century-skills-of-nursing-instructors-and-nursing-students-at-boromarajonani-college-of-nursing-chonburi" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44293.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">316</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">1565</span> Health-Related QOL of Motorists with Spinal Cord Injury in Japan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hiroaki%20Hirose">Hiroaki Hirose</a>, <a href="https://publications.waset.org/abstracts/search?q=Hiroshi%20Ikeda"> Hiroshi Ikeda</a>, <a href="https://publications.waset.org/abstracts/search?q=Isao%20Takeda"> Isao Takeda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Japanese version of the SF-36 has been employed to assess individuals’ health-related QOL (HRQOL). This study aimed to clarify the HRQOL of motorists with a spinal cord injury, in order to compare these individuals' SF-36 scores and national standard values. A total of 100 motorists with a spinal cord injury participated in this study. Participants’ HRQOL was evaluated using the Japanese version of the SF-36 (second edition). The score for each subscale was standardized based on data on the Japanese population. The average scores for NPF, NRP, NBP, NGH, NVT, NSF, NRE, and NMH were 10.9, 41.8, 45.9, 47.1, 46.1, 46.7, 46.0, and 47.4 points, respectively. Subjects showed significantly lower scores for NPF and NRP compared with national standard values, which were both ≤ 45.0 points, but relatively normal scores for the other items: NBP, NGH, NVT, NSF, NRE and NMH (> 45.0 points). The average scores for PCS, MCS and RCS were 21.9, 56.0, and 50.0 points, respectively. Subjects showed a significantly lower PCS score (≤ 20.0 points); however, the MCS score was higher (> 55.0 points) along with a relatively normal RCS score in these individuals (= 50.0 points). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=health-related%20QOL" title="health-related QOL">health-related QOL</a>, <a href="https://publications.waset.org/abstracts/search?q=HRQOL" title=" HRQOL"> HRQOL</a>, <a href="https://publications.waset.org/abstracts/search?q=SF-36" title=" SF-36"> SF-36</a>, <a href="https://publications.waset.org/abstracts/search?q=motorist" title=" motorist"> motorist</a>, <a href="https://publications.waset.org/abstracts/search?q=spinal%20cord%20injury" title=" spinal cord injury"> spinal cord injury</a>, <a href="https://publications.waset.org/abstracts/search?q=Japan" title=" Japan"> Japan</a> </p> <a href="https://publications.waset.org/abstracts/34304/health-related-qol-of-motorists-with-spinal-cord-injury-in-japan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34304.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">334</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">1564</span> Association of Preoperative Pain Catastrophizing with Postoperative Pain after Lower Limb Trauma Surgery</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Asish%20Subedi">Asish Subedi</a>, <a href="https://publications.waset.org/abstracts/search?q=Krishna%20Pokharel"> Krishna Pokharel</a>, <a href="https://publications.waset.org/abstracts/search?q=Birendra%20Prasad%20Sah"> Birendra Prasad Sah</a>, <a href="https://publications.waset.org/abstracts/search?q=Pashupati%20Chaudhary"> Pashupati Chaudhary</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objectives: To evaluate an association between preoperative Nepali pain catastrophizing scale (N-PCS) scores and postoperative pain intensity and total opioid consumption. Methods: In this prospective cohort study we enrolled 135 patients with an American Society of Anaesthesiologists physical status I or II, aged between 18 and 65 years, and scheduled for surgery for lower-extremity fracture under spinal anaesthesia. Maximum postoperative pain reported during the 24 h was classified into two groups, no-mild pain group (Numeric rating scale [NRS] scores 1 to 3) and a moderate-severe pain group (NRS 4-10). The Spearman correlation coefficient was used to compare the association between the baseline N-PCS scores and outcome variables, i.e., the maximum NRS pain score and the total tramadol consumption within the first 24 h after surgery. Logistic regression models were used to identify the predictors for the intensity of postoperative pain. Results: As four patients violated the protocol, the data of 131 patients were analysed. Mean N-PCS scores reported by the moderate-severe pain group was 27.39 ±9.50 compared to 18.64 ±10 mean N-PCS scores by the no-mild pain group (p<0.001). Preoperative PCS scores correlated positively with postoperative pain intensity (r =0.39, [95% CI 0.23-0.52], p<0.001) and total tramadol consumption (r =0.32, [95% CI 0.16-0.47], p<0.001). An increase in catastrophizing scores was associated with postoperative moderate-severe pain (odds ratio, 1.08 [95% confidence interval, 1.02-1.15], p=0.006) after adjusting for gender, ethnicity and preoperative anxiety. Conclusion: Patients who reported higher pain catastrophizing preoperatively were at increased risk of experiencing moderate-severe postoperative pain. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nepali" title="nepali">nepali</a>, <a href="https://publications.waset.org/abstracts/search?q=pain%20catastrophizing" title=" pain catastrophizing"> pain catastrophizing</a>, <a href="https://publications.waset.org/abstracts/search?q=postoperative%20pain" title=" postoperative pain"> postoperative pain</a>, <a href="https://publications.waset.org/abstracts/search?q=trauma" title=" trauma"> trauma</a> </p> <a href="https://publications.waset.org/abstracts/138601/association-of-preoperative-pain-catastrophizing-with-postoperative-pain-after-lower-limb-trauma-surgery" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138601.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">120</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1563</span> Prediction and Analysis of Human Transmembrane Transporter Proteins Based on SCM</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hui-Ling%20Huang">Hui-Ling Huang</a>, <a href="https://publications.waset.org/abstracts/search?q=Tamara%20Vasylenko"> Tamara Vasylenko</a>, <a href="https://publications.waset.org/abstracts/search?q=Phasit%20Charoenkwan"> Phasit Charoenkwan</a>, <a href="https://publications.waset.org/abstracts/search?q=Shih-Hsiang%20Chiu"> Shih-Hsiang Chiu</a>, <a href="https://publications.waset.org/abstracts/search?q=Shinn-Ying%20Ho"> Shinn-Ying Ho</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The knowledge of the human transporters is still limited due to technically demanding procedure of crystallization for the structural characterization of transporters by spectroscopic methods. It is desirable to develop bioinformatics tools for effective analysis of available sequences in order to identify human transmembrane transporter proteins (HMTPs). This study proposes a scoring card method (SCM) based method for predicting HMTPs. We estimated a set of propensity scores of dipeptides to be HMTPs using SCM from the training dataset (HTS732) consisting of 366 HMTPs and 366 non-HMTPs. SCM using the estimated propensity scores of 20 amino acids and 400 dipeptides -as HMTPs, has a training accuracy of 87.63% and a test accuracy of 66.46%. The five top-ranked dipeptides include LD, NV, LI, KY, and MN with scores 996, 992, 989, 987, and 985, respectively. Five amino acids with the highest propensity scores are Ile, Phe, Met, Gly, and Leu, that hydrophobic residues are mostly highly-scored. Furthermore, obtained propensity scores were used to analyze physicochemical properties of human transporters. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dipeptide%20composition" title="dipeptide composition">dipeptide composition</a>, <a href="https://publications.waset.org/abstracts/search?q=physicochemical%20property" title=" physicochemical property"> physicochemical property</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20transmembrane%20transporter%20proteins" title=" human transmembrane transporter proteins"> human transmembrane transporter proteins</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20transmembrane%20transporters%20binding%20propensity" title=" human transmembrane transporters binding propensity"> human transmembrane transporters binding propensity</a>, <a href="https://publications.waset.org/abstracts/search?q=scoring%20card%20method" title=" scoring card method"> scoring card method</a> </p> <a href="https://publications.waset.org/abstracts/31931/prediction-and-analysis-of-human-transmembrane-transporter-proteins-based-on-scm" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31931.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">368</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">1562</span> The Persistent English Language Gap between the Direct Entry and Foundation Program University Students: Empirical Evidence from the UAE</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eda%20Orhun">Eda Orhun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper studies the IELTS exit scores of Emirati university students before graduation and specifically compares the IELTS exit performance of the English foundation program (FP) students to direct entry (DE) students. Direct entry (DE) students are the students who were able to directly start with the undergraduate program without the need to attend English foundation program courses as they were able to prove a sufficient level of English at the university admittance. The results clearly show that the gap that existed already between these two groups of students at the start does not seem to disappear at the end of university studies, as DE students’ IELTS exit scores are significantly higher compared to FP students. Further work of a regression analysis exhibits that GPA and CMATH scores do have a positive and significant effect on IELTS exit scores. In addition, while the College of Education students are found to have the lowest performance in every sub-section of the IELTS exam across colleges, students of the College of Humanities and Social Sciences and the College of Natural and Health Sciences seem to have the best reading skills. Another important determinant of IELTS exit scores is found to be the English level of students at inception. With these results, the study offers important policy implications regarding the public education system of the UAE and sheds light on the main roots of the problem. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20proficiency" title="English proficiency">English proficiency</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=IELTS%20exit%20scores" title=" IELTS exit scores"> IELTS exit scores</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20foundation%20program" title=" English foundation program"> English foundation program</a>, <a href="https://publications.waset.org/abstracts/search?q=United%20Arab%20Emirates" title=" United Arab Emirates"> United Arab Emirates</a> </p> <a href="https://publications.waset.org/abstracts/160711/the-persistent-english-language-gap-between-the-direct-entry-and-foundation-program-university-students-empirical-evidence-from-the-uae" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160711.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">91</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">1561</span> Effects of Knowledge on Fruit Diets by Integrating Posters and Actual-Sized Fruit Models in Health Education for Elderly Patients with Type 2 Diabetes Mellitus</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Suchada%20Wongsawat">Suchada Wongsawat </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objectives of this quasi-experiment were: 1) to compare pretest and posttest scores of the experimental group who were given health education on the “Fruit Diets for Elderly Patients with Type 2 Diabetes Mellitus”; and 2) to compare the posttest scores between experimental group and controlled group. The samples of this study were elderly patients with type 2 Diabetes Mellitus at Tambon Kanai Health Promoting Hospital, Thailand. The samples were randomly assigned to experimental and controlled groups, with 30 patients in each group. Statistics used in the data analysis included frequency, percentage, average, standard deviation, paired t-test and independent t-test. The study revealed that the patients in the experimental group had significantly higher posttest scores than the pretest scores in the health education at the .05 statistical level. The posttest scores of the experimental group in the health education were significantly higher than the controlled group at the .05 statistical level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fruit" title="fruit">fruit</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20education" title=" health education"> health education</a>, <a href="https://publications.waset.org/abstracts/search?q=elderly" title=" elderly"> elderly</a>, <a href="https://publications.waset.org/abstracts/search?q=diabetes" title=" diabetes"> diabetes</a> </p> <a href="https://publications.waset.org/abstracts/13116/effects-of-knowledge-on-fruit-diets-by-integrating-posters-and-actual-sized-fruit-models-in-health-education-for-elderly-patients-with-type-2-diabetes-mellitus" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13116.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">283</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">1560</span> Improving Detection of Illegitimate Scores and Assessment in Most Advantageous Tenders</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hao-Hsi%20Tseng">Hao-Hsi Tseng</a>, <a href="https://publications.waset.org/abstracts/search?q=Hsin-Yun%20Lee"> Hsin-Yun Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Most Advantageous Tender (MAT) has been criticized for its susceptibility to dictatorial situations and for its processing of same score, same rank issues. This study applies the four criteria from Arrow's Impossibility Theorem to construct a mechanism for revealing illegitimate scores in scoring methods. While commonly be used to improve on problems resulting from extreme scores, ranking methods hide significant defects, adversely affecting selection fairness. To address these shortcomings, this study relies mainly on the overall evaluated score method, using standardized scores plus normal cumulative distribution function conversion to calculate the evaluation of vender preference. This allows for free score evaluations, which reduces the influence of dictatorial behavior and avoiding same score, same rank issues. Large-scale simulations confirm that this method outperforms currently used methods using the Impossibility Theorem. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arrow%E2%80%99s%20impossibility%20theorem" title="Arrow’s impossibility theorem">Arrow’s impossibility theorem</a>, <a href="https://publications.waset.org/abstracts/search?q=cumulative%20normal%20distribution%20function" title=" cumulative normal distribution function"> cumulative normal distribution function</a>, <a href="https://publications.waset.org/abstracts/search?q=most%20advantageous%20tender" title=" most advantageous tender"> most advantageous tender</a>, <a href="https://publications.waset.org/abstracts/search?q=scoring%20method" title=" scoring method "> scoring method </a> </p> <a href="https://publications.waset.org/abstracts/28136/improving-detection-of-illegitimate-scores-and-assessment-in-most-advantageous-tenders" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28136.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">463</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1559</span> Comparison of College Students and Full-Time Employees on Emerging Adulthood Dimensions and Identity Statuses in Turkey</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ebru%20Ergi%CC%87n">Ebru Ergi̇n</a>, <a href="https://publications.waset.org/abstracts/search?q=Funda%20Kutlu"> Funda Kutlu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Emerging adulthood is a developmental period and the formation of identity is crucial task of emerging adults in this period. In this frame, the main aim of the study was to compare college students and full-time workers on emerging adulthood dimensions and identity statuses in relation to some demographic variables in Turkey. The participants of the study were university students studying in Ankara and the employees working full-time in Ankara and Bursa. The mean age of the sample was 20.84 (sd=1.84), ranging from 18 to 25. The measurement instruments of the study were Inventory of Dimensions of Emerging Adulthood and Extended Objective Measure of Ego Identity Status (EOMEIS-II). The participants’ data (N=313) were analyzed to test the research questions and hypotheses of the study. A series of MANOVA were performed to test the group differences for some demographic characteristics (such as: employee/student, male/female, living with family/living apart from family) on scores of emerging adulthood dimensions and identity status. The results of the MANOVAs indicated that students, females and participants who live apart from their families had higher scores on emerging adulthood dimensions. The results of the identity status scores differences depending on the demographic characteristic pointed out that there were a significant group differences for identity foreclosure identity scores between employees and students. Employees’ foreclosure identity scores were higher than students. Furthermore, the identity scores were differed significantly according to gender of the participants. Male participants had higher scores in moratorium and foreclosure identity and female participants have higher achievement identity scores than males. Also, the participants who live with their family scored higher in foreclosure identity and the participants who live apart from their family scored higher in identity achievement status. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=college%20students" title="college students">college students</a>, <a href="https://publications.waset.org/abstracts/search?q=emerging%20adulthood" title=" emerging adulthood"> emerging adulthood</a>, <a href="https://publications.waset.org/abstracts/search?q=full-time%20employees" title=" full-time employees"> full-time employees</a>, <a href="https://publications.waset.org/abstracts/search?q=identity%20statuses" title=" identity statuses"> identity statuses</a> </p> <a href="https://publications.waset.org/abstracts/46444/comparison-of-college-students-and-full-time-employees-on-emerging-adulthood-dimensions-and-identity-statuses-in-turkey" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46444.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">1558</span> Engaging Students in Multimedia Constructivist Learning: Analysis of Students' Science Achievement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Georgiou">Maria Georgiou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined whether there was a statistically significant difference between pretest and posttest achievement scores for students who received multimedia-based instructions in science. The paired samples t-test was used to address the research question and to establish whether there was a significant difference between pretest and posttest scores that may have occurred based on the students’ learning experience with multimedia technology. Findings indicated that there was a significant difference in students’ achievement scores before and after a multimedia-based instruction. Students’ achievement scores were increased by approximately two points, after students received multimedia-based instruction. On a paired samples t-test, a high level of significance was found, p = 0.000. Opportunities to learn with multimedia are more likely to result in sustained improvements in student achievement and a deeper understanding of science content. Multimedia can make learning more active and student-centered and activate student motivation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=constructivist%20learning" title="constructivist learning">constructivist learning</a>, <a href="https://publications.waset.org/abstracts/search?q=hyperstudio" title=" hyperstudio"> hyperstudio</a>, <a href="https://publications.waset.org/abstracts/search?q=multimedia" title=" multimedia"> multimedia</a>, <a href="https://publications.waset.org/abstracts/search?q=multimedia-based%20instruction" title=" multimedia-based instruction"> multimedia-based instruction</a> </p> <a href="https://publications.waset.org/abstracts/106184/engaging-students-in-multimedia-constructivist-learning-analysis-of-students-science-achievement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/106184.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">162</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1557</span> Dental Students’ Self-Assessment of Their Performance in a Preclinical Endodontic Practice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Minseock%20Seo">Minseock Seo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Dental education consists of both theoretical and practical learning for students. When dental students encounter practical courses as a new educational experience, they must also learn to evaluate themselves. The aim of this study was to investigate the self-assessment scores of third-year dental students and compare with the scores graded by the faculty in preclinical endodontic practice in a dental school in Korea. Faculty- and student-assigned scores were calculated from preclinical endodontic practice performed on phantom patients. The students were formally instructed on grading procedures for endodontic treatment. After each step, each item was assessed by the student. The students’ self-assessment score was then compared to the score by the faculty. The students were divided into 4 groups by analyzing the scores of self-assessment and faculty-assessment and statistically analyzed by summing the theoretical and practical examination scores. In the theoretical exam score, the group who over-estimated their performance (H group) was lower than the group with lower evaluation (L group). When comparing the first and last score determined by the faculty, H groups didn’t show any improvement, while the other group did. In H group, the less improvement of the self-assessment, the higher the theoretical exam score. In L group, the higher improvement of the self-assessment, the better the theoretical exam score. The results point to the need to develop students’ self-insight with more exercises and practical training. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dental%20students" title="dental students">dental students</a>, <a href="https://publications.waset.org/abstracts/search?q=endodontic" title=" endodontic"> endodontic</a>, <a href="https://publications.waset.org/abstracts/search?q=preclinical%20practice" title=" preclinical practice"> preclinical practice</a>, <a href="https://publications.waset.org/abstracts/search?q=self-assessment" title=" self-assessment"> self-assessment</a> </p> <a href="https://publications.waset.org/abstracts/88599/dental-students-self-assessment-of-their-performance-in-a-preclinical-endodontic-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88599.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">253</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">1556</span> Biimodal Biometrics System Using Fusion of Iris and Fingerprint</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Attallah%20Bilal">Attallah Bilal</a>, <a href="https://publications.waset.org/abstracts/search?q=Hendel%20Fatiha"> Hendel Fatiha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper proposes the bimodal biometrics system for identity verification iris and fingerprint, at matching score level architecture using weighted sum of score technique. The features are extracted from the pre processed images of iris and fingerprint. These features of a query image are compared with those of a database image to obtain matching scores. The individual scores generated after matching are passed to the fusion module. This module consists of three major steps i.e., normalization, generation of similarity score and fusion of weighted scores. The final score is then used to declare the person as genuine or an impostor. The system is tested on CASIA database and gives an overall accuracy of 91.04% with FAR of 2.58% and FRR of 8.34%. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=iris" title="iris">iris</a>, <a href="https://publications.waset.org/abstracts/search?q=fingerprint" title=" fingerprint"> fingerprint</a>, <a href="https://publications.waset.org/abstracts/search?q=sum%20rule" title=" sum rule"> sum rule</a>, <a href="https://publications.waset.org/abstracts/search?q=fusion" title=" fusion"> fusion</a> </p> <a href="https://publications.waset.org/abstracts/18556/biimodal-biometrics-system-using-fusion-of-iris-and-fingerprint" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18556.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">368</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">1555</span> Anxiety and Self-Perceived L2 Proficiency: A Comparison of Which Can Better Predict L2 Pronunciation Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jiexuan%20Lin">Jiexuan Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Huiyi%20Chen"> Huiyi Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The development of L2 pronunciation competence remains understudied in the literature and it is not clear what may influence learners’ development of L2 pronunciation. The present study was an attempt to find out which of the two common factors in L2 acquisition, i.e., foreign language anxiety or self-perceived L2 proficiency, can better predict Chinese EFL learners’ pronunciation performance. 78 first-year English majors, who had received a three-month pronunciation training course, were asked to 1) fill out a questionnaire on foreign language classroom anxiety, 2) self-report their L2 proficiency in general, in speaking and in pronunciation, and 3) complete an oral and a written test on their L2 pronunciation (the score of the oral part indicates participants’ pronunciation proficiency in oral production, and the score of the written part indexes participants’ ability in applying pronunciation knowledge in comprehension.) Results showed that the pronunciation scores were negatively correlated with the anxiety scores, and were positively correlated with the self-perceived pronunciation proficiency. But only the written scores in the L2 pronunciation test, not the oral scores, were positively correlated with the L2 self-perceived general proficiency. Neither the oral nor the written scores in the L2 pronunciation test had a significant correlation with the self-perceived speaking proficiency. Given the fairly strong correlations, the anxiety scores and the self-perceived pronunciation proficiency were put in regression models to predict L2 pronunciation performance. The anxiety factor alone accounted for 13.9% of the variance and the self-perceived pronunciation proficiency alone explained 12.1% of the variance. But when both anxiety scores and self-perceived pronunciation proficiency were put in a stepwise regression model, only the anxiety scores had a significant and unique contribution to the L2 pronunciation performance (4.8%). Taken together, the results suggested that the learners’ anxiety level could better predict their L2 pronunciation performance, compared with the self-perceived proficiency levels. The obtained data have the following pedagogical implications. 1) Given the fairly strong correlation between anxiety and L2 pronunciation performance, the instructors who are interested in predicting learners’ L2 pronunciation proficiency may measure their anxiety level, instead of their proficiency, as the predicting variable. 2) The correlation of oral scores (in the pronunciation test) with pronunciation proficiency, rather than with speaking proficiency, indicates that a) learners after receiving some amounts of training are to some extent able to evaluate their own pronunciation ability, implying the feasibility of incorporating self-evaluation and peer comments in course instruction; b) the ‘proficiency’ measure used to predict pronunciation performance should be used with caution. The proficiency of specific skills seemingly highly related to pronunciation (i.e., speaking in this case) may not be taken for granted as an effective predictor for pronunciation performance. 3) The correlation between the written scores with general L2 proficiency is interesting. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anxiety" title="anxiety">anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20EFL%20learners" title=" Chinese EFL learners"> Chinese EFL learners</a>, <a href="https://publications.waset.org/abstracts/search?q=L2%20pronunciation" title=" L2 pronunciation"> L2 pronunciation</a>, <a href="https://publications.waset.org/abstracts/search?q=self-perceived%20L2%20proficiency" title=" self-perceived L2 proficiency"> self-perceived L2 proficiency</a> </p> <a href="https://publications.waset.org/abstracts/48093/anxiety-and-self-perceived-l2-proficiency-a-comparison-of-which-can-better-predict-l2-pronunciation-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48093.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">362</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">1554</span> Functional Outcome and Quality of Life of Conservative versus Surgical Management of Adult Potts Disease: A Prospective Cohort Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mark%20Angelo%20Maranon">Mark Angelo Maranon</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20Endriga"> David Endriga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: The aim of the study is to determine the differences in functional outcome and quality of life of adult patients with Potts disease who have undergone surgical versus non-surgical management. Methods: In this prospective cohort study, 45 patients were followed up for 1 year after undergoing pharmacologic treatment alone versus a combination of anti-Kochs and surgery for Potts disease. Oswestry Disability Index (ODI) and Short Form-36 (SF-36) were obtained on initiation of treatment, after three months, six months and one year. Results: ASIA scores from the onset of treatment and after 1 year significantly improved (p<0.001) for both non-surgical and surgical patients. ODI scores significantly improved after 6 months of treatment for both surgical and non-surgical patients. Both surgical and non-surgical patients showed significant improvement in their SF-36 scores, but scores were noted to be higher in patients who underwent surgery. Conclusions: Significant improvement with regards to functional outcome and quality of life was noted from both surgical and non-surgical patients after 1 year of treatment, with earlier improvements and better final scores in SF 36 and ODI in patients who underwent surgery. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=tuberculosis" title="tuberculosis">tuberculosis</a>, <a href="https://publications.waset.org/abstracts/search?q=spinal" title=" spinal"> spinal</a>, <a href="https://publications.waset.org/abstracts/search?q=potts%20disease" title=" potts disease"> potts disease</a>, <a href="https://publications.waset.org/abstracts/search?q=functional%20outcome" title=" functional outcome"> functional outcome</a> </p> <a href="https://publications.waset.org/abstracts/142541/functional-outcome-and-quality-of-life-of-conservative-versus-surgical-management-of-adult-potts-disease-a-prospective-cohort-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142541.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">148</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">1553</span> Effect of Science Learning Module in Filipino on Content Mastery and Conceptual Understanding of Grade 9 Students </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Roly%20B.%20Bayo-Ang">Roly B. Bayo-Ang </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research investigated the effect of science intervention modules in Filipino and in English on mastery of content (MOC) and conceptual understanding of Grade 9 students in Chemistry. Analysis of content mastery scores revealed a significant difference in the mean scores of the control and experimental group, t (46) = -2.14, p < 0.05. The experimental group achieved an MPS of > 75% in three of the five lessons while none in the control group. Analysis of the pretest and posttest scores of the control group in the test for conceptual understanding (TCU) showed no significant difference, t (18), =1.44, p > 0.05, while pretest and posttest scores of experimental group revealed significant difference, t (29) = -5.08, p < 0.05. Comparison of posttest scores of control and experimental group revealed no significant difference t (42) =1.67, p > 0.05. Performance in TCU and MOC of the control group are not significantly correlated, r (17) =.307, p > 0.05; but significantly correlated, r (27) =.571, p < 0.05, for the experimental group. The intervention module in Filipino promotes conceptual understanding and mastery of content than the module in English. <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=conceptual%20understanding" title=" conceptual understanding"> conceptual understanding</a>, <a href="https://publications.waset.org/abstracts/search?q=mastery%20of%20content" title=" mastery of content"> mastery of content</a>, <a href="https://publications.waset.org/abstracts/search?q=Filipino%20module" title=" Filipino module "> Filipino module </a> </p> <a href="https://publications.waset.org/abstracts/35627/effect-of-science-learning-module-in-filipino-on-content-mastery-and-conceptual-understanding-of-grade-9-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35627.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">336</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">1552</span> Analyzing Safety Incidents using the Fatigue Risk Index Calculator as an Indicator of Fatigue within a UK Rail Franchise</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michael%20Scott%20Evans">Michael Scott Evans</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrew%20Smith"> Andrew Smith</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The feeling of fatigue at work could potentially have devastating consequences. The aim of this study was to investigate whether the well-established objective indicator of fatigue – the Fatigue Risk Index (FRI) calculator used by the rail industry is an effective indicator to the number of safety incidents, in which fatigue could have been a contributing factor. The study received ethics approval from Cardiff University’s Ethics Committee (EC.16.06.14.4547). A total of 901 safety incidents were recorded from a single British rail franchise between 1st June 2010 – 31st December 2016, into the Safety Management Information System (SMIS). The safety incident types identified that fatigue could have been a contributing factor were: Signal Passed at Danger (SPAD), Train Protection & Warning System (TPWS) activation, Automatic Warning System (AWS) slow to cancel, failed to call, and station overrun. From the 901 recorded safety incidents, the scheduling system CrewPlan was used to extract the Fatigue Index (FI) score and Risk Index (RI) score of all train drivers on the day of the safety incident. Only the working rosters of 64.2% (N = 578) (550 men and 28 female) ranging in age from 24 – 65 years old (M = 47.13, SD = 7.30) were accessible for analyses. Analysis from all 578 train drivers who were involved in safety incidents revealed that 99.8% (N = 577) of Fatigue Index (FI) scores fell within or below the identified guideline threshold of 45 as well as 97.9% (N = 566) of Risk Index (RI) scores falling below the 1.6 threshold range. Their scores represent good practice within the rail industry. These findings seem to indicate that the current objective indicator, i.e. the FRI calculator used in this study by the British rail franchise was not an effective predictor of train driver’s FI scores and RI scores, as safety incidents in which fatigue could have been a contributing factor represented only 0.2% of FI scores and 2.1% of RI scores. Further research is needed to determine whether there are other contributing factors that could provide a better indication as to why there is such a significantly large proportion of train drivers who are involved in safety incidents, in which fatigue could have been a contributing factor have such low FI and RI scores. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fatigue%20risk%20index%20calculator" title="fatigue risk index calculator">fatigue risk index calculator</a>, <a href="https://publications.waset.org/abstracts/search?q=objective%20indicator%20of%20fatigue" title=" objective indicator of fatigue"> objective indicator of fatigue</a>, <a href="https://publications.waset.org/abstracts/search?q=rail%20industry" title=" rail industry"> rail industry</a>, <a href="https://publications.waset.org/abstracts/search?q=safety%20incident" title=" safety incident"> safety incident</a> </p> <a href="https://publications.waset.org/abstracts/83185/analyzing-safety-incidents-using-the-fatigue-risk-index-calculator-as-an-indicator-of-fatigue-within-a-uk-rail-franchise" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83185.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">181</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">1551</span> Influence of Rational Emotive Therapy on Substance Abuse Among Secondary School Students in Benue State</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Justina%20I.%20Reamen">Justina I. Reamen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study examined the influence of rational emotive therapy on the treatment of substance abuse among Senior Secondary School Students in Makurdi metropolis Benue State Nigeria. This research adopted youth self report scale which was distributed to 1,690 SSS Students drawn from Government day Secondary School Makurdi and Government Model College Makurdi. Afterwards, 200 who were identified to indulge in substance abuse were selected for the study, 100 each from the two schools. 100 were taken as the control group and 100 as the experimental group, (50 of each group from each school). The Rational Emotive Behavior Therapy (REBT) intervention program was presented to the experimental group for seven (7) weeks. The students were taught how to apply REBT’s cognitive, Emotive and Behavioral techniques on their problems. After which post test was conducted to find out the impact of REBT on the treatment of adolescent students with substance abuse problem. GLM repeated measures of ANOVA were used to analyze the data from the study. The study reveals that REBT has positive impact on the treatment of adolescent students that abuse substances in the study area. Between pretest to post-test scores, a significant difference was observed (F=26.939; P=000) in substance abuse where a decrease of 1.12 (pre-10.91, post-9.79) scores was noticed irrespective of the groups. However, when the decrease in substance abuse were analyzed group wise, (experimental control) again significant F value (F=38.782; P=000) was obtained. From the mean scores it is evident that experimental group decreased it means by 2.56 (Pre-10.04 - Post-8.83) scores compared to control group, which changed its scores by only 0.32 scores (pre 11.04 - Post 11.36). Recommendations were made based on the findings of the research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=abuse" title="abuse">abuse</a>, <a href="https://publications.waset.org/abstracts/search?q=influence" title=" influence"> influence</a>, <a href="https://publications.waset.org/abstracts/search?q=substance" title=" substance"> substance</a>, <a href="https://publications.waset.org/abstracts/search?q=therapy" title=" therapy"> therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=treatment" title=" treatment"> treatment</a> </p> <a href="https://publications.waset.org/abstracts/103625/influence-of-rational-emotive-therapy-on-substance-abuse-among-secondary-school-students-in-benue-state" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103625.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">233</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">1550</span> Critical Thinking and Creativity of Undergraduate Nursing Students: Descriptive and Disposition in Academic Levels</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kamolrat%20Turner">Kamolrat Turner</a>, <a href="https://publications.waset.org/abstracts/search?q=Chularat%20Howharn"> Chularat Howharn </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Critical thinking and creativity are desirable competency for contemporary nurses although there are growing concerns supporting a disturbing paucity in its achievement. Nursing colleges in Thailand have developed teaching strategies and curricula that nurture critical thinking and creativity dispositions according academic levels. Objectives: This descriptive study identified critical thinking and creativity dispositions of Thai nursing students according academic levels. Methods: A cross-sectional questionnaire survey was conducted among 515 nursing students for four academic levels. All are studying at Boromarajonani College of Nursing Chon Buri, Thailand. Descriptive and univariate general linear model analysis were applied. Results: The scores on critical thinking disposition gradually increased as academic level is rising from the junior year throughout the senior year, but its scores are neutral. Scores on creativity skill is neutral and constant thorough the four academic years. The fourth grade students had slightly higher scores on creativity when compared to others. A significant relationship between critical thinking and creativity was also found. Conclusions: The scores on critical thinking disposition gradually improved which greatly increased in the senior year. However, creativity has neutrally progressed. The findings suggest the importance of targeting the development of curriculum and teaching strategies for all grades of nursing students to increase their critical thinking and creativity skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title="critical thinking">critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=creativity" title=" creativity"> creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20nursing%20students" title=" undergraduate nursing students"> undergraduate nursing students</a>, <a href="https://publications.waset.org/abstracts/search?q=competency" title=" competency"> competency</a> </p> <a href="https://publications.waset.org/abstracts/44191/critical-thinking-and-creativity-of-undergraduate-nursing-students-descriptive-and-disposition-in-academic-levels" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44191.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">432</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">1549</span> Evaluation of a Special Education Teacher In-Service Program to Increase Student Achievement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mehmet%20Cogal">Mehmet Cogal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Students with disabilities perform historically lower than their peers on standardized assessments. There needs to be more work in the literature providing strategies to improve student scores on standardized assessments and how they are connected to teacher in-service programs. This quantitative causal-comparative study measured the impact of a teacher in-service program geared toward special education teachers. The study was conducted at a small public charter school serving grades 6-12 in Massachusetts. The students were given a pre and post-test before and after the teacher in-service program. Data were collected from 34 students’ reading scores in grades six, seven, eight, and 10. A paired t-test was conducted to measure if there was an increase in reading scores after the teacher in-service program. The study assumed that the teachers had implemented the strategies they learned during the teacher in-service program. The study also had limitations, including a small sample size, and the findings may not be generalized for the entire special education population. Although the study indicated no significant difference in the test scores, the teacher in-service programs and their effects on student achievement can still be further investigated. <p class="card-text"><strong>Keywords:</strong> <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=standardized%20testing" title=" standardized testing"> standardized testing</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20in-service" title=" teacher in-service"> teacher in-service</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20education" title=" special education"> special education</a> </p> <a href="https://publications.waset.org/abstracts/160400/evaluation-of-a-special-education-teacher-in-service-program-to-increase-student-achievement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160400.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">83</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">1548</span> The Effects of Functionality Level on Gait in Subjects with Low Back Pain</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vedat%20Kurt">Vedat Kurt</a>, <a href="https://publications.waset.org/abstracts/search?q=Tansel%20Koyunoglu"> Tansel Koyunoglu</a>, <a href="https://publications.waset.org/abstracts/search?q=Gamze%20Kurt"> Gamze Kurt</a>, <a href="https://publications.waset.org/abstracts/search?q=Ozgen%20Aras"> Ozgen Aras</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Low back pain is one of the most common health problem in public. Common symptoms that can be associated with low back pain include; pain, functional disability, gait disturbances. The aim of the study was to investigate the differences between disability scores and gait parameters in subjects with low back pain. Sixty participants are included in our study, (35 men, 25 women, mean age: 37.65±10.02 years). Demographic characteristics of participants were recorded. Pain (visual analog scale) and disability level (Oswestry Disability Index(ODI)) were evaluated. Gait parameters were measured with Zebris-FDM-2 platform. Independent samples t-test was used to analyse the differences between subjects with under 40 points (n=31, mean age:35.8±11.3) and above 40 points (n=29, mean age:39.6±8.1) of ODI scores. Significant level in statistical analysis was accepted as 0.05. There was no significant difference between the ODI scores and groups’ ages. Statistically significant differences were found in step width between subjects with under 40 points of ODI and above 40 points of ODI score(p < 0.05). But there were non-significant differences with other gait parameters (p > 0.05). The differences between gait parameters and pain scores were not statistically significant (p > 0.05). Researchers generally agree that individuals with LBP walk slower and take shorter steps and have asymmetric step lengths when compared with than their age-matched pain-free counterparts. Also perceived general disability may have moderate correlation with walking performance. In the current study, the patients classified as minimal/moderate and severe disability level by using ODI scores. As a result, a patient with LBP who have higher disability level tends to increase support surface. On the other hand, we did not find any relation between pain intensity and gait parameters. It may be caused by the classification system of pain scores. Additional research is needed to investigate the effects of functionality level and pain intensity on gait in subjects with low back pain under different classification types. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=functionality" title="functionality">functionality</a>, <a href="https://publications.waset.org/abstracts/search?q=low%20back%20pain" title=" low back pain"> low back pain</a>, <a href="https://publications.waset.org/abstracts/search?q=gait" title=" gait"> gait</a>, <a href="https://publications.waset.org/abstracts/search?q=pain" title=" pain"> pain</a> </p> <a href="https://publications.waset.org/abstracts/60802/the-effects-of-functionality-level-on-gait-in-subjects-with-low-back-pain" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60802.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">284</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">1547</span> The Metacognition Levels of Students: A Research School of Physical Education and Sports at Anadolu University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dilek%20Yal%C4%B1z%20Solmaz">Dilek Yalız Solmaz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Meta-cognition is an important factor for educating conscious individuals who are aware of their cognitive processes. With this respect, the purposes of this article is to find out the perceived metacognition level of Physical Education and Sports School students at Anadolu University and to identify whether metacognition levels display significant differences in terms of various variables. 416 Anadolu University Physical Education and Sports School students were formed the research universe. "The Meta-Cognitions Questionnaire (MCQ-30)" developed by Cartwright-Hatton and Wells and later developed the 30-item short form (MCQ-30) was used. The MCQ-30 which was adapted into Turkish by Tosun and Irak is a four-point agreement scale. In the data analysis, arithmethic mean, standard deviation, t-test and ANOVA were used. There is no statistical difference between mean scores of uncontrollableness and danger, cognitive awareness, cognitive confidence and the positive beliefs of girls and boys students. There is a statistical difference between mean scores of the need to control thinking. There is no statistical difference according to departments of students between mean scores of uncontrollableness and danger, cognitive awareness, cognitive confidence, need to control thinking and the positive beliefs. There is no statistical difference according to grade level of students between mean scores of the positive beliefs, cognitive confidence and need to control thinking. There is a statistical difference between mean scores of uncontrollableness and danger and cognitive awareness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=meta%20cognition" title="meta cognition">meta cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20education" title=" physical education"> physical education</a>, <a href="https://publications.waset.org/abstracts/search?q=sports%20school%20students" title=" sports school students"> sports school students</a>, <a href="https://publications.waset.org/abstracts/search?q=thinking" title=" thinking"> thinking</a> </p> <a href="https://publications.waset.org/abstracts/3105/the-metacognition-levels-of-students-a-research-school-of-physical-education-and-sports-at-anadolu-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3105.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">383</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">1546</span> A Study on the Personality Traits of Students Who Have Chosen Medicine as Their Career</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khairani%20Omar">Khairani Omar</a>, <a href="https://publications.waset.org/abstracts/search?q=Shalinawati%20Ramli"> Shalinawati Ramli</a>, <a href="https://publications.waset.org/abstracts/search?q=Nurul%20Azmawati%20Mohamed"> Nurul Azmawati Mohamed</a>, <a href="https://publications.waset.org/abstracts/search?q=Zarini%20Ismail"> Zarini Ismail</a>, <a href="https://publications.waset.org/abstracts/search?q=Nur%20Syahrina%20Rahim"> Nur Syahrina Rahim</a>, <a href="https://publications.waset.org/abstracts/search?q=Nurul%20Hayati%20Chamhuri"> Nurul Hayati Chamhuri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Choosing a career which matches a student’s personality traits is one of the key factors for future work satisfaction. This is because career satisfaction is at the highest when it is in line with one’s personality strength, values and attitudes. Personality traits play a major role in determining the success of a student in the medical course. In the pre-clinical years, medical theories are being emphasized, thus, conscientious students would perform better than those with lower level of this trait. As the emphasis changes in the clinical years during which patient interaction is important, personality traits which involved interpersonal values become more essential for success. The aim of this study was to determine the personality traits of students who had chosen medicine as their career. It was a cross-sectional study conducted at the Islamic Science University of Malaysia. The respondents consisted of 81 students whose age ranged between 20-21 years old. A set of personality assessment inventory index which has been validated for the local context was used to determine the students’ personality traits. The instrument assessed 15 personality traits namely: aggressive, analytical, autonomy, creativity, extrovert, intellectual, motivation, diversity, resiliency, self-criticism, control, helpful, support, structured and achievement. The scores ranged between 1-100%, and they were categorized into low (1-30%), moderate (40-60%) and high scores (70-100%). The respondents were Year 3 pre-clinical medical students and there were more female students (69%) compared to male students (31%). Majority of them were from middle-income families. Approximately 70% of both parents of the respondents had tertiary education. Majority of the students had high scores in autonomy, creativity, diversity, helpful, structured and achievement. In other words, more than 50% of them scored high (70-100%) in these traits. Scoring high in these traits was beneficial for the medical course. For aggressive trait, 54% of them had moderate scores which is compatible for medicine as this indicated an inclination to being assertive. In the analytical and intellectual components, only 40% and 25% had high scores respectively. These results contradicted the usual expectation of medical students whereby they are expected to be highly analytical and intellectual. It would be an added value if the students had high scores in being extrovert as this reflects on good interpersonal values, however, the students had approximately similar scores in all categories of this trait. Being resilient in the medical school is important as the course is difficult and demanding. The students had good scores in this component in which 46% had high scores while 39% had moderate scores. In conclusion, by understanding their personality traits, strengths and weaknesses, the students will have an opportunity to improve themselves in the areas they lack. This will help them to become better doctors in future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=career" title="career">career</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20students" title=" medical students"> medical students</a>, <a href="https://publications.waset.org/abstracts/search?q=medicine" title=" medicine"> medicine</a>, <a href="https://publications.waset.org/abstracts/search?q=personality%20traits" title=" personality traits"> personality traits</a> </p> <a href="https://publications.waset.org/abstracts/53514/a-study-on-the-personality-traits-of-students-who-have-chosen-medicine-as-their-career" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53514.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">296</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">1545</span> Social Media Use and Social Connectedness</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jessica%20Torres">Jessica Torres</a>, <a href="https://publications.waset.org/abstracts/search?q=James%20W.%20Sturges"> James W. Sturges</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This correlational study explored the potential relationship between social media use and social connectedness. College students (n = 190) were surveyed using the revised Social Connectedness Scale (SCS-R) and were asked about the number of hours they used social media platforms such as Instagram, TikTok, Twitter, Snapchat, and Facebook. We also developed and administered a 14-item Social Media Use Scale (SMUS) to measure potentially maladaptive social media use, such as use that likely interfered with other activities. The SMUS was found to have good inter-item consistency (Cronbach’s alpha = .92) and was significantly correlated with hours of use, r(182) = .622, p < .001. As expected, we found that the SCS-R scores were inversely related to total hours of social media use, r(182) = -.188 (p < .005). This suggested that lots of time allocated to online interactions is negatively associated with social connectedness in general. Interestingly, however, higher social connectedness scores were associated specifically with Snapchat use, r(28) = .210, p = .004. This may have to do with the specific nature of the Snapchat experience and perhaps its original use for one-to-one communication. The use of other social media platforms (Tiktok, Instagram, Twitter) was not related to better social connectedness scores. Although we failed to find that scores on our measure of problem use (the SMUS) were correlated with social connectedness, we are hopeful that the SMUS will be of use in identifying patterns of maladaptive social media use that may have an impact on other important outcome measures of adaptive functioning and well-being. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adaptive%20functioning" title="adaptive functioning">adaptive functioning</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20students" title=" college students"> college students</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20connectedness" title=" social connectedness"> social connectedness</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media%20use" title=" social media use"> social media use</a> </p> <a href="https://publications.waset.org/abstracts/162616/social-media-use-and-social-connectedness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162616.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">95</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">1544</span> Factors of Major Depressive Disorder (MDD): Prevalence of Social Support on Stress within Parental Depression</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Calvin%20Chiu">Calvin Chiu</a>, <a href="https://publications.waset.org/abstracts/search?q=Samar%20Saade%20Needham"> Samar Saade Needham</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The factors associated with the development of major depressive disorder (MDD) have been an ongoing area of concern within the field of psychopathology. Among parents, the rise in stress factors for individuals receiving less social support contributes to an increase in MDD cases. Understanding the causal aspects of MDD through the interworking of stress development within social support disparities provides critical insights into preventive measures for depressive symptoms. The present study seeks to assess the impact of social support on stress formation within MDD. Such that single parents lacking social support prompt an increase in stress formation, which proliferates the progression of MDD. Participants in this study were 450 ethnic minority mothers and fathers experiencing health inequities during pregnancy and early childhood. Perceived stress, social support, and depression are assessed by multi-item questionnaires that produce score ranges for general findings. Results indicated that lower social support scores resulted in higher depression scores, and higher perceived stress scores produced higher depression scores. Furthermore, single parents reported higher depression scores. These findings overlap with studies on paternal depression and suggest that MDD is a product of stress accumulation due to declining social support systems. Future studies may specify effective social support systems for decreasing stress accumulation in MDD formation in preventive strategies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=major%20depressive%20disorder" title="major depressive disorder">major depressive disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=stress%20formation" title=" stress formation"> stress formation</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive-behavioral%20outcomes" title=" cognitive-behavioral outcomes"> cognitive-behavioral outcomes</a>, <a href="https://publications.waset.org/abstracts/search?q=deficit-based%20behaviors" title=" deficit-based behaviors"> deficit-based behaviors</a> </p> <a href="https://publications.waset.org/abstracts/185820/factors-of-major-depressive-disorder-mdd-prevalence-of-social-support-on-stress-within-parental-depression" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185820.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">43</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">1543</span> The Effects of Kicking Leg Preference on the Bilateral Balance Ability Asymmetries in Collegian Football Players</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mehmet%20Yildiz">Mehmet Yildiz</a>, <a href="https://publications.waset.org/abstracts/search?q=Mehmet%20Kale"> Mehmet Kale</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The primary aim of the present study was to identify the bilateral balance asymmetries when comparing the dominant (DL) vs. the non-dominant leg (NDL) in the collegian soccer players. The secondary aim was to compare the inter-limb asymmetry index (ASI) when differentiating by kicking preference (right-dominant vs. left-dominant). 34 right-dominant leg (RightDL) (age:21.12±1.85, height:174.50±5.18, weight:69.42±6.86) and 23 left-dominant leg (LeftDL), (age:21.70±2.03, height:176.2±6.27, weight:68.73±5.96) collegian football players were tested for bilateral static and dynamic balance. Balance ability was assessed by measuring centre of pressure deviation on a single leg. Single leg static and dynamic balance scores and inter-limb asymmetry index (ASI) were determined. Student t tests were used for the comparison of dominant and nondominant leg balance scores and RightDL and LeftDL football players’ inter-limb asymmetry index of the balance scores. The results showed that there were significant differences in the dynamic balance scores in favour of the nondominant leg, (DL:738±211 vs. NDL:606±226, p < 0.01). Also, it has been seen that LeftDL players have significantly higher inter-limb asymmetry index when compared with rightDL players for both static (rightDL:-7.07±94.91 vs. leftDL:-183.19±354.05, p < 0.01) and dynamic (rightDL: 1.73±49.65 vs. leftDL:27.08±23.34, p < 0.05) balance scores. In conclusion, bilateral dynamic balance asymmetries may be affected using single leg predominantly in the mobilization workouts. Because of having higher inter-limb asymmetry index, left-dominant leg players may be screened and trained to minimize balance asymmetry. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilateral%20balance" title="bilateral balance">bilateral balance</a>, <a href="https://publications.waset.org/abstracts/search?q=asymmetries" title=" asymmetries"> asymmetries</a>, <a href="https://publications.waset.org/abstracts/search?q=dominant%20leg" title=" dominant leg"> dominant leg</a>, <a href="https://publications.waset.org/abstracts/search?q=leg%20preference" title=" leg preference"> leg preference</a> </p> <a href="https://publications.waset.org/abstracts/56896/the-effects-of-kicking-leg-preference-on-the-bilateral-balance-ability-asymmetries-in-collegian-football-players" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56896.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">423</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">1542</span> Association between Healthy Eating Index-2015 Scores and the Probability of Sarcopenia in Community-Dwelling Iranian Elderly</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zahra%20Esmaeily">Zahra Esmaeily</a>, <a href="https://publications.waset.org/abstracts/search?q=Zahra%20Tajari"> Zahra Tajari</a>, <a href="https://publications.waset.org/abstracts/search?q=Shahrzad%20Daei"> Shahrzad Daei</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahshid%20Rezaei"> Mahshid Rezaei</a>, <a href="https://publications.waset.org/abstracts/search?q=Atefeh%20Eyvazkhani"> Atefeh Eyvazkhani</a>, <a href="https://publications.waset.org/abstracts/search?q=Marjan%20Mansouri%20Dara"> Marjan Mansouri Dara</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Reza%20Dorosty%20Motlagh"> Ahmad Reza Dorosty Motlagh</a>, <a href="https://publications.waset.org/abstracts/search?q=Andriko%20Palmowski"> Andriko Palmowski</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: Sarcopenia (SPA) is associated with frailty and disability in the elderly. Adherence to current dietary guidelines in addition to physical activity could play a role in the prevention of muscle wasting and weakness. The Healthy Eating Index-2015 (HEI) is a tool to assess diet quality as recommended in the U.S. Dietary Guidelines for Americans. This study aimed to investigate whether there is a relationship between HEI scores and the probability of SPA (PS) among the Tehran elderly. Method: A previously validated semi-quantitative food frequency questionnaire was used to assess HEI and the dietary intake of randomly selected elderly people living in Tehran, Iran. Handgrip strength (HGS) was measured to evaluate the PS. Statistical evaluation included descriptive analysis and standard test procedures. Result: 201 subjects were included. Those probably suffering from SPA (as determined by HGS) had significantly lower HEI scores (p = 0.02). After adjusting for confounders, HEI scores and HGS were still significantly associated (adjusted R2 = 0.56, slope β = 0.03, P = 0.09). Elderly people with a low probability of SPA consumed more monounsaturated and polyunsaturated fatty acids (P = 0.06) and ingested less added sugars and saturated fats (P = 0.01 and P = 0.02, respectively). Conclusion: In this cross-sectional study, HEI scores are associated with the probability of SPA. Adhering to current dietary guidelines might contribute to ameliorating muscle strength and mass in aging individuals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aging" title="aging">aging</a>, <a href="https://publications.waset.org/abstracts/search?q=HEI-2015" title=" HEI-2015"> HEI-2015</a>, <a href="https://publications.waset.org/abstracts/search?q=Iranian" title=" Iranian"> Iranian</a>, <a href="https://publications.waset.org/abstracts/search?q=sarcopenic" title=" sarcopenic"> sarcopenic</a> </p> <a href="https://publications.waset.org/abstracts/132864/association-between-healthy-eating-index-2015-scores-and-the-probability-of-sarcopenia-in-community-dwelling-iranian-elderly" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132864.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">206</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">1541</span> An Analysis of Gender Competencies of Project Managers in National Capital Region, Philippines using the Mann-Whitney U Test</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ryan%20Vincent%20Teodoro">Ryan Vincent Teodoro</a>, <a href="https://publications.waset.org/abstracts/search?q=Adrian%20Paul%20Virador"> Adrian Paul Virador</a>, <a href="https://publications.waset.org/abstracts/search?q=Jan%20Christopher%20Cardenas"> Jan Christopher Cardenas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the field of construction, managerial positions are completely dominated by males. The researchers conducted this study to see if there is a significant difference between the competencies of male and female project managers in the construction field. To see if there is a significant difference, they subdivided the competency of project managers into three components; decision making, organizing skills, and resiliency. The researchers conducted a five-point Likert scale survey of 28 project managers in the construction field, 18 of them are males and 10 are females. The researchers used Cronbach’s alpha to translate the raw scores of the respondents into competency scores. Then, the competency scores are analyzed using the Mann-Whitney U Test to see if there is a significant difference between the male’s and female’s competency scores. A p-value of 0.808 was calculated, which is greater than 0.05, which means that the null hypothesis is accepted. Therefore, the researchers concluded that there is no significant difference between the competencies of male and female project managers in terms of decision making, organizing skills, and resiliency in the construction field in the National Capital Region, Philippines. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competency" title="competency">competency</a>, <a href="https://publications.waset.org/abstracts/search?q=resiliency" title=" resiliency"> resiliency</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20managers" title=" project managers"> project managers</a>, <a href="https://publications.waset.org/abstracts/search?q=Mann-Whitney%20U%20test" title=" Mann-Whitney U test"> Mann-Whitney U test</a> </p> <a href="https://publications.waset.org/abstracts/146372/an-analysis-of-gender-competencies-of-project-managers-in-national-capital-region-philippines-using-the-mann-whitney-u-test" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146372.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">133</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=K-means%20of%20PCA%20scores&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=K-means%20of%20PCA%20scores&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=K-means%20of%20PCA%20scores&page=4">4</a></li> <li class="page-item"><a class="page-link" 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